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Thesynergyonline Education Bureau NEW DELHI, DECEMBER 26 : He called upon young medical graduates to take up rural assignments on their own volition. Mr Azad said that the expansion of the horizons of knowledge through education is taking place at a rapid pace all over the world. However, Governments alone cannot shoulder the responsibility in view of the huge requirement. Therefore, the private sector has to also play an extremely important role by sharing the burden of the State in funding higher education. He emphasized that while ensuring efficiency in teaching and improvement in quality, private sector institutions should also take affirmative action to help the weaker and disadvantaged sections to acquire professional/ higher education needed in today's world. Speaking at another function on occasion of Golden Jubilee Meet of the Ravindra Nath Tagore Medical College, Udaipur, Mr Azad said that the field of health and medicine is a dynamic field requiring swift responses to emerging threats and adaptation to technological advances. He said the situation is all the more complicated in a developing and vast country like India which is faced with the triple burden of existing communicable diseases, rapidly increasing non-communicable diseases and emerging and re-emerging infections. The Minister said that the Government of India has done its utmost to make health care services, accessible, affordable and equitable for the benefit of the people, particularly the poorest households in the remotest regions of the country. He elaborated that the last decade has seen the allocation for health sector being substantially enhanced. It was increased from Rs.36,378 crores in the 10th Plan to Rs.1,36,147 crores in the 11th Plan, which is almost a triple jump. An outlay of Rs.22,300 crores for the financial year 2010-11 was an increase of 14.2 percent over the previous year's allocation of Rs. 19,534 crores. The Plan Allocations were further stepped up in 2011-12 by 20 per cent to Rs.26,760 crore, he said.
Thesynergyonline Corporate Bureau NEW DELHI, NOVEMBER 16 : Southbank Institute of Technology (SBIT) the educational institute of Queensland Government plans to establish a pan India vocational training business to service the growing needs for qualified staff in the retail and hair and beauty industry. This initiative of The Queensland Government was formalized at the Australian High Commission in New Delhi on Wednesday by Mr Tony White, Director, Franchise India Holdings Mr Gaurav Marya, president, Franchise India Holdings and Ms Robyn Tyler, Director. "I am privileged to progress our collaboration with Franchise India, Asia's integrated franchise solution company," Ms Tyler said. "We recognise there is a huge demand for specialised training packages in a growing economy, such as India, and we believe a partnership between ourselves and Franchise India will be of huge benefit to India's economy" added Ms Tyler. "Not only will the training packages be highly specialised to suit the Indian marketplace, but they will be adapted to match the skills and experience needed by specific businesses. Southbank Institute Chief Executive Dr Borren said Southbank Institute's meeting with Franchise India is a significant step forward in the international industry partnership. "The relationship we now have with Franchise India is one of formalised mutual support, respect and trust. We are very excited," Dr Boren added. Dr Borren said ,"Our international partnerships demonstrate Southbank Institute's cultural awareness and empathy to different learning styles," he said. "We are very excited to be exploring new opportunities in India." "Southbank Institute's vocational programs will be tailored and delivered to where India needs them, making this a strategically viable international industry partnership," Dr Borren said. Southbank Institute's representative Ms Tyler said other opportunities are being explored with Franchise India and will continue to be expedited as a result of this most-recent meeting.
Thesynergyonline Education Bureau
Under the MoU, faculty of BIMTECH will be involved in the training of NTPC’s executives in leadership development, strategic management and competency development. As per the MoU, NTPC will also help BIMTECH in providing summer training to its students. Mr A C Chaturvedi, Executive Director, NTPC and Dr H Chaturvedi, Director, BIMTECH signing the MoU at a function in New Delhi and attended by Mr S P Singh, Director (HR), NTPC, Mr Satparshi Roy, ED (HR), NTPC, Prof. K K Sinha, Prof. A Sahay, Prof. R K Rustagi and Dr Rahul Singh (BIMTECH). Under the agreement both BIMTECH and NTPC would undertake collaborative research in the areas of mutual interest. Besides, BIMTECH faculty would attempt documenting success stories and challenges faced by NTPC. In view of large market potential both for NTPC and BIMTECH in their respective fields, BIMTECH has agreed to jointly bid for international projects in capacity building, institution development, training, consultancy and strategic report development. After the signing of MoU, Mr Arup Roy Chaudhry, Chairman, NTPC said that for competing globally, NTPC has to nurture leadership pipeline for which future leaders will be trained at NTPC with the help of BIMTECH faculty. Dr H Chaturvedi, Director, BIMTECH has also offered intellectual support to NTPC’s endeavour in CSR, sustainable development, inclusive growth and in strategic management. An advisory Board of both the organization is being set up for successful execution of the MoUs which will undertake periodic review of the various activities undertaken in pursuance of this MoU.
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The Forum aimed at establishing an open platform for sharing of experience that have made national and international impact and encouraged a debate on the new opportunities and possibilities that can assist in expanding stakeholders' perspective on the effective use of technology in education. The inaugural session of the Forum set the theme for the day with Ms. Ashish Garg, Former Regional (Asia) Co-ordinator for Global E School and Communities Initiative the chairperson of the summit delivering the key note address on 'Integrating Technology and Transforming Education – Evolving a Success Model' followed by Mr Sam Pitroda, Chairman, National Innovation Council, speaking on 'Envisioning a Technologically Literate Society: Lessons for Emerging Economies'. Mr Sam Pitroda, speaking about the importance of Information and Communication Technology (ICT) in every sector said, "I believe that in today's time and age, IT and ICT play a vital role in every sector, be it Government, education, factories, hospital. Nothing today is possible without IT and ICT. Information Technology offers unique possibilities to make generational changes.' he added. Mr Pitroda while touching upon the crucial problems in the education system said, "The entire education system is obsolete. And the real challenge lies in expansion. Supply is not there but demand is very high. We also need to ensure that poorest of poor too gets quality education." " IT can play an important role in educating the people in poor areas provided we are ready to break the barriers , he added . Prof Avtar Singh, Head of the Department – NCERT, said, "Technology has become an important element of the education sector. ICT can supplement and compliment the education system in India but in a classroom learning process, use of technology solely depends on the teacher. But complete dependence on the technology will not be appropriate. It is necessary that stand-by arrangements are in place in case something went wrong with the infrastructure. Technology is still an emerging field. Virtual labs and virtual classrooms therefore, are still very advanced concepts for our nation.' Ms Ashish Garg, Former Regional Asia Co-ordinator for Global E School in her address about the role of ICT in education system said, "ICT is all about new collaborative tools. However, without a strategic rational, education will become techno-centric without making proper usage of that technology. ICT will have to play the role of an integrator between stakeholders, government and the industry experts." Mr Shankar Aggarwal, Additional Secretary of Dept. of Information Technology sharing his views on improving the quality of education said, "For any society or nation, Education is the most powerful endeavour as it helps in making well-informed choices. No country can make progress unless that nation can create new knowledge. The quality of education in our country is appalling." " An entire focus still is on acquisition of knowledge and not on application of that knowledge. Unless we change our outlook, there is not going to be much progress. We need to empower every child by giving him good quality education, " he added. The addresses were followed by a panel discussion on Developing the right eco system: Stakeholder contribution to Policy Development' comprising of panelist like Mr RP Sisodia, Joint Secretary, Ministry of Human Resource Development, Ms Meena Ganesh, MD and CEO – Pearson Education Services; Ms Shipra Sarcar, Principal – Airforce Golden Jubilee Institute. Mr Sisodia speaking in the discussion said, "ICT can supplement and not substitute classroom teaching. Teacher and Classroom is essential but ICT is equally important. One of the biggest challenges the government is facing is connectivity with rural areas." Ms Meena Ganesh, MD and CEO, Pearson Education Services said that knowledge application is very important while acquisition of knowledge is not and the fundamental thing which is lacking is about methodology of the education. She was also of the opinion that the Government's education policies need a reality check. Policies need to include service providers for their view and dialogue during their implementation. Ms Shipra Sarcar, Principal, Air Force Golden Jubilee Institute said, "Technology is defining factor that enables schools to improve productivity and efficiency of teachers, students and the administration staff."
Thesynergyonline Education Bureau NEW DELHI, SEPTEMBER 14 : The theme of the one-day Forum is 'Integrating Technology and Transforming Education'. The Forum would be chaired by Ms Ashish Garg, Former Regional(Asia) co-ordinator for Global E School and Communities Initiative – Founded by the UN ICT Task Force. The inaugural session of the Forum will set the theme for the day with Ms Ashish Garg delivering the key note address on 'Integrating Technology and Transforming Education – Evolving a Success Model', Mr Sam Pitroda speaking on 'Envisioning a Technologically Literate Society: Lessons for Emerging Economies' and Mr E Ahmed speaking on 'The Urgency of Education Reform: Drafting India's Education Story'. Education is one of the strongest contributors to every nation's progress and development. Globally governments, institutions and practitioners are exploring the potential of Information and Communication Technologies (ICT) for effective learning and increasing education outreach. The Forum aims at establishing an open platform for sharing of experience that have made national and international impact; and will encourage a debate on the new opportunities and possibilities that will assist in expanding stakeholders' perspective on the effective use of technology in education. The Forum, after the inaugural session, has four other sessions. The inaugural session is followed by a 'POWER SESSION' with two panel discussion on the subject, 'Educating Gen Next: Can Existing Policies Create The Right Eco System?' involving senior bureaucrats like Shankar Agarwal and Dr Ajay Sawhney of DIT, R P Sisodia, Joint Secretary (Higher Education) – Ministry of Human Resource Development; and professionals like Harsh Chitale of DigiSchools, Irina Ghose of Microsoft, Meena Ganesh of Pearson, Beas Dev Ralhan of Next Education and Madhav Chauhan, Founder & CEO – Pratham Foundation as panelists. These are followed by two Knowledge Sessions on 'Technology Enabled Classrooms: Enhanced Educational Experience' and 'Wired Campuses: A Growing Need – Lessons from the field: A VC's Forum' The Knowledge Sessions have presentations and panel discussions involving the likes of Vineet Joshi, Chairman – CBSE, Prof. Avtar Singh of NCERT, Valli Arunachalam, Director – PSSB, Prof M M Pant, ex- VC – IGNOU, Prof K Kannan, VC – Nagaland University and industry professionals from DELL COMPUTERS, HCL DigiSchool, Ncomputing, Mexus Education. The final session of the day is the Ooutreachh Session on 'Reaching the Unreached: Distance and Vocational Education: Experiences and Experiments'. The session has a thematic presentation by V N Rajashekharan, VC – IGNOU on 'Educating the Billion – Harnessing the Power of Technology in Distance Learning' followed by presentation by Dr S S Jena, Director Vocational Education – NIOS. The Forum will be telecast exclusively on BloombergUTV as per the following schedule: Details Dates Timings The ED Tech Forum 2011 is supported by the Department of Information Technology, Ministry of Communications and Information Technology, Government of India, Innovation partner, NComputing, Thought leadership partner, Mexus Education, Strategic Partner, Microsoft, Partner, SBF and Solution partners, Intel, Dell, HCL Learning, Next Education and Edurite.
Thesynergyonline Education Bureau NEW DELHI, SEPTEMBER 10 : He was accompanied by few of the leading academics and researchers from the La Trobe University. Agents, Institution partners, perspective Institution partners, people from industry/ leading technology organizations, staff from Australian High Commission and Victorian Government Office in India were present at the event. The event was co-hosted by Prof Brian McGaw and Victorian Government Commissioner, Mr Geoffrey Conaghan. Professor Brian McGaw, the Dean of Faculty of Science Technology and Engineering, La Trobe University shared "the University's achievements, future plans and opportunities for the attendees from various organizations to collaborate specifically in the area of AgriBio sciences. We are setting up AU$ 288 million Research Centre on Melbourne campus, which will be up and running next year." Professor McGaw's research has involved the application of his expertise in analytical chemistry to a broad range of areas including the biosynthesis of secondary plant metabolites, food and agriculture and groundwater quality and monitoring. His extensive publication record includes over 140 publications in books, refereed journals, conference proceedings and government- and industry-funded reports. During this visit of Professor Brian McGaw, La Trobe University is expected to sign MoU with Delhi Technological Institute.
Thesynergyonline Education Bureau NEW DELHI, AUGUST 17 : The MoU was signed in the presence of Shri Kapil Sibal, Union Minister for Human Resource Development and Sir Richard Stagg, British High Commissioner to India. This MoU aims to work with UGC for implementation of strand programmes and activities in the Higher Education Institutions in India. This MoU is in continuation to the MoU signed between Ministry of Human Resource Development of the Government of India and the Department for Business, Innovation and Skills on behalf of the Government and the Devolved Administrations of the UK including Northern Ireland, which sets out the framework for UKIERI from 2011-2016.
Post the MoU signing ceremony, Mr Kapil Sibal restated that the UKIERI phase one was a huge success and he was looking forward to seeing even greater success from the second phase.
Thesynergyonline Education Bureau NEW DELHI,AUGUST 12 : Due to steep rise in school fees, working mother prefer to work full time or part time as they are not in positioned to afford it's ward schoolings as education expenses in school have grown disproportionately as against their annual income in the last 5 years. The numbers of working mothers have also increased in the last 4-5 years. Majority of Parents nearly spend on average more than 20Lakh – 25 Lakh raising a child by the time their teen graduates from high school. The survey showed that parents invest an average 60 percent of their income in their children's education. So, the price of education is increasing every year parallel to the increase of every product. Seventyeight percent of the parents said that in the average family, where only one member works, it's highly impossible to pay even one child's education. So, the demand of dual income is very common to fulfill the education cost. So, the two good incomes are better than one. In the random survey, nearly 500 working mothers and 500 non-working mothers were interviewed in cities like Delhi, Mumbai, Lucknow, Dehradun, Pune, Bangalore, Kolkata, Chennai Chandigarh etc by the ASSOCHAM research team in months of May-July 2011, highlighted that 9 out of 10 parents find meeting their ward's school cost very difficult. These expenses include uniforms, books, stationery, transport, sports activities, school trips, contributions to schools funds, school aids, tuitions, extra co-curricular expenses for learning would be many times higher than school fees. So, working parents has a greater impact on average spending levels. Eightyfive per cent of parents spend more than half of their take-home pay on their children's education, extra coaching and extra co-curricular activities placing significant burden on their family budget. An estimated over 60 million children are now educated in private schools, with fees usually rising well above inflation. Parents have to spend sleepless nights worrying about how they are going to pay for what their child needs simply to go to school. It is hitting their budget very hard and potentially having a direct impact on children's schooling, says Mr. D S Rawat, Secretary General, ASSOCHAM. However, the cost of private day schools where yearly fees are on average Rs 80,000 though they are considerably higher in Metropolitan Cities. Private prep schools for those aged 3 to 5 cost, parents nearly spend about 50,000-70,000 a year. The transport is one of the most expensive components of a child's schooling. This costs parents an average of 15,000-25,000 per child per year. Parents spend 12,000 per child per year on lunches. Packed lunches cost more than school lunches on average. Uniform and shoes cost parents 10,000 -15,000 per child per year. Footwear works out as being more expensive than textbooks. In the absence of competition, schools forces to buy uniform, text book, stationery, shoes etc. from school shops only which is five times higher than the normal price. Private tuitions have also witnessed a increase of about 45 percent-60 percent in the last 5-6 years as during this period majority of middle class parents have been spending of their monthly incomes on them also increasing dependence on taking up tuitions for obtaining higher marks. It also estimates that parents nearly spend Rs. 2,000-5,000 monthly on education for each primary-level child. Secondary-level tuition set parents back by about Rs.6,000-12,000 monthly. Parents also said they are willing to fork out such sums because tuition and extra co-curricular activities is increasingly seen as a necessity as well as child wants to engage. Many school conveniently push the ball back to parents, to tell them to engage private tutors for their kids. The survey highlights that the rising cost of education has become a major cause of worry for parents and want additional funds for their child not only for higher education but during the schooling years as well. Children (5-15years) have an average of around 2,000-5,000 spent on them each month for 'regular' items of spending like holidays, birthdays, food, clothing, activities and hobbies, school; childcare, toys, games, books and magazines, telephone calls.
Thesynergyonline Education Bureau NEW DELHI, JULY 18 : The Associated Chambers of Commerce and Industry of India (ASSOCHAM) interacted with 1,000 PE and VC firms during May and June to evaluate their interest in education sector from investment point of view and sought their viewspoints. The chamber submitted a copy of the findings of the survey to Mr Kapil Sibal, union minister of human resource development informing the government how education can attract greater private sector participation through an enabled ecosystem. “Education sector is one of the most lucrative sectors in the booming Indian economy. PE and VC firms have gauged the potential of this sector and are willing to partner with government to facilitate access to quality education for all,” said ASSOCHAM secretary general D.S. Rawat. As many as 550 respondents said they reckon education is a profitable sector with a potential to attract huge VC funding adding that PEs and VCs can play pivotal role in expanding education and support the government in meeting its obligation under the Right to Education Act which provides for free and compulsory education for children between 6 and 14 years of age. “Private sector can chip in to boost the education infrastructure in the country,” said Mr Rawat. Over half of the participants expressed their interest to invest in education and said the sector is likely to attract investment between Rs 2,250 crore to Rs 4,500 crore during the course of next three years. The respondents highlighted various policy constraints like lack of clarity on current and future education policy, lack of clarity on land rules where schools are built, licensing higher education capacity, treating education as a non-profit activity, difference in education rules and regulations across states. Most of the respondents were jittery about the multiple entity structure followed by various industry players like property company, management company and trust and it is too complicated for investors to control in terms of rights.
Thesynergyonline Education Bureau
The company has launched its first pre-school in Gurgaon covering over approx half acre. The preschool provides resources and amenities for early childcare and development. Mr Ajay Sharma, MD, Shriram New Horizons said “Shriram New Horizons , which started operations in 2002, is now a 360 degrees solutions company offering services in the education, training and placements verticals. “The foray of Shriram New Horizons into school education is a strive for the company to be a part of the entire career cycle of an individual starting from a play school till the time he/she eventually retires”, he said. Shriram New Horizons has cumulatively crossed one million learners, has presence in 60 countries with 3 million customers and more than 50 corporate clients . . In its initiative in the field of school education, Shriram New Horizons has signed an agreement with Shri Ram Education Trust to open a chain of play schools as well as K12 schools under the brand” Shri Ram Global Schools” on a pan-India basis. Under this agreement, this first play school, Shri Ram Global Pre-School has opened in Gurgaon. The school has received overwhelming response and, the number of applicants is already in excess of available seats. This further confirms that demand for quality education is not yet matched by adequate supply, said Mr Sharma. In the coming two years, the company plans to open more play schools as well as k12 schools in Delhi NCR, initially and eventually moving on to other parts of the country. In the coming few months the first Shri Ram Global School is also likely to come up in Gurgaon. Mr Vivek Bharat Ram, the son of Dr Bharat Ram, has founded the Shri Ram Education Trust, with an aim to impart quality education by creating, supporting and managing educational institutions from pre-school till college, and now the trust in association with Shriram New Horizons Limited will make these objectives a reality.
Thesynergyonline Education Bureau NEW DELHI, JUNE 29 : At the meeting of the Prime Ministers of India Dr Manmohan Singh with his New Zealand counterpart on Wednesday it was declared that an Education Initiative, a jointly-funded programme will be launched to enhance bilateral cooperation in higher education, research, and skills development. The total funding for the initiative is expected to be NZ$1 million per year with both India and New Zealand contributing equally. The University Grants Commission of India will provide the funds for India. This initiative will strengthen the relationship even further and promote academic, industry links and open up opportunities for education services collaboration between the two countries. The Education Council will become flagship of the education relationship between the two countries which will encourage in building knowledge and awareness among young business leaders from both countries through scholarships and internships in each other’s business schools and industrial enterprises.
Thesynergyonline Education Bureau NEW DELHI, JUNE 28 : The company's new initiative provides products and services across the value chain of Everonn's offerings namely pre-school, vocational education, training, institutional tie-ups (schools and colleges), university and management education, admission counselling, coaching, certification and testing. These plethora of offerings would be through Everonn World. In phase 1, the 3 cities will offer these products and services through Everonn World. They are being opened in Delhi-NCR (Patel Nagar, Rajouri Garden & Gurgaon), Bengaluru (Indiranagar) and Ahmedabad (Navrangpura). Envisaged to work as mini-Everonn centres, the Everonn World outlets will serve as one-stop-solution providers for educational as well as training needs of candidates and institutions. On the new initiative, Mr. P Kishore, Managing Director of Everonn Education, said: "Education is our mission and Everonn World is a path-breaking endeavour to fulfill our vision and desire to ensure that a whole range of learners across economic and social boundaries gain from the benefits of education." "Our experts will help train and prepare students for competitive examinations, address challenges pertaining to the admission process for higher education and guide them through the decision making process in order to take the right steps that will help them achieve their dream of being an integral part of a knowledge driven economy," he added. The VSAT education major plans to invest Rs 14,500 crore in its new initiative and Rs 300 to 400 crore over 3 to 4 years. On the unveiling of Everonn World centres , Mr Manoj Chawla, president of Eduprenuer, said "To begin with, it will introduce programmes in test preparation for IIT-JEE and CAT, IT Training (Microsoft, Oracle) in hardware and networking, software and web development, database management as well as university degree programs such as MBA, BBA, B.A., B.Com. It will also offer overseas education counseling covering countries like the US, UK, Canada and Singapore. Subsequently, tests for certification by international agencies like Prometric and VUE will also be made available." Seeking to provide a new thrust to education, Everonn Education has embarked on a novel Edupreneur Program to promote people with entrepreneurial skills onto education. With this, it aims at promoting business leaders who will turn into Ambassadors of Learning to spread education with a missionary zeal as the nation witnesses an unprecedented boom in the sector. Everonn is set to nurture a new breed of educationalists who will believe in the vision of educating India with emphasis on quality teaching through technology enabled solutions. Everonn Edupreneur targets 1,000 locations taking its footprint to almost every district in India and also the mini-metros and metros. The education major is in the process of appointing Edupreneurs (Educational Entrepreneurs) in every part of India.
Thesynergyonline Education Bureau NEW DELHI, MAY 25 : Shashank Jain, who has an All India Ranking (AIR) of 25 has bagged the third position among Delhi’s top scorers. Other FIITJEE students who have entered the hall of fame are Sachin Goyal (AIR: 51), Varunjay Varma (AIR: 54), Harshit Jain (AIR: 55), Sarang S. Nath (AIR: 81) and Rishab Garg (AIR: 82). These successful students have undertaken FIITJEE’s two-year Classroom Program. Among these, most noteworthy is the successful performance of Harshit Jain, who comes from the economically weaker section of the society. Accessing his talent, FIITJEE came forward and helped him with its “Fortunate 40”, a program where students are provided free lodging and study assistance to help them in turning their IIT-JEE dreams into reality. The institute, which believes in providing valued services in the field of education, has been churning out toppers across different competitive entrance exams such as IIT-JEE (Indian Institute of Technology Joint Entrance Examination), AIEEE (All India Engineering Entrance Exam), SAT (Scholastic Aptitude Test), various Olympiads (International Physics/ Chemistry/Mathematical Olympiad), NTSE (National Talent Search Exam), KVPY (Kishore Vaigyanik Protsahan Yojana) and more. Since 1998, FIITJEE has been producing overall the highest number of selections from all programs in IIT-JEE. The consecutive success of FIITJEE students from the past 13 years has been the result of dedicated efforts of its experienced faculty, 50 percent of which is from IITs, and a unique teaching methodology. FIITJEE is now a leading brand in Engineering Entrance Test Preparation and School Management providing excellent guidance to students grade VI upwards. FITJEE’s comprehensive Long Term Classroom Programs are specially designed to cater to the education needs of students of class VI – XII. Embedded with pattern-proof study material and personalized attention, these programs lay emphasis on strengthening the students’ fundamental concepts of Science & Maths. The four year Classroom Program and Supreme Integrated School Program prepare the students extensively for IIT-JEE and IIT-JEE + Class X, XII Boards, KVVPY and Olympiads respectively. FIITJEE also offers a special Analysis & Concept Strengthening Program to sharpen the students’ analytical skills and enhance their parallel thinking process. Mr D K Goel, Chairman, FIITJEE says, “Our well-trained faculty in conjugation with a dedicated research and development team imparts value-based guidance to students under a teaching methodology which is par excellence. It is quite encouraging to see more and more of our students as the top rankers, year after year, in not only IIT-JEE but other competitive exams as well. I wish the successful students a bright future ahead. “
Thesynergyonline
Education Bureau
NEW
DELHI, MARCH 26 : After
completing 20 years in Talent Acquisition and Talent Development, TMI Group (Talent
Management International) & NSDC (National Skilled Development Corporation)
jointly announced the launch of– TMI e2E Academy Pvt. Ltd. TMI e2E Academy
is a joint venture between TMI Input Service and C&K Management (both TMI
Group Companies) for providing employment solutions to 5.18 lakh Graduates in
31 states and Union Territories with investments of Rs 29.21 crores. With
the signing up of this co-initiative with NSDC, TMI e2E Academy will address one
of the biggest challenges faced by the nation of unemployable graduates. Approximately
2 million graduates pass out every year, of which only 20 to 25 percent are employable.
The rest are often frustrated by repeated rejections during the interview and selection process because of the mismatch between corporate sector expectations and poor skill set of the job seeker. Some of the corporate employers who have attempted to hire and train them at their cost are frustrated by the lack of loyalty of the trainees since many of them tend to look for another job as soon as they become employable. Under this venture, TMI e2E will train fresh graduates and diploma holders in many roles in sales, customer service, technical support, manufacturing and back office. TMI e2E plans to launch 44 courses over a period of time to cover fresher jobs in 16 industries – Telecom, Retail, Banking, Financial Services, Insurance, Automobiles, Pharmaceuticals, Manufacturing, ITES, IT, FMCG, Agri-inputs, Logistics, Time Share Resorts, Hospitality and Airport management. Also,
TMI e2E will deploy a new unique model – called the JOJOE (Jointly Owned
Job Oriented Education) Model pioneered by the TMI Group. Under this model, students
will be pre-assessed and trained by TMI e2E for specific entry level roles in
sales, customer service, back office - based on the curriculum specified by the
employer and all the students will receive pre-enrolment offers prior to training
and hence will be placed immediately after the training is completed satisfactorily.
The
cost of the course will be partly paid by the student and partly by the employer
and the employer will also pay a retention bonus to the employee after 18 months
so that employee can get back the balance part of the fee paid by him/her. Mr
Dilip Chenoy, Managing Director and CEO, NSDC said, “This particular project
is primarily addressed to meet the growing demand for graduate talent in the Corporate
sector without compromising on the candidates interest. This is a significant
tie-up in the graduate segment and we are confident that TMI e2E Academy will
cover all the prominent sectors to provide corporate employment to the Graduates”. Mr
T Muralidharan , Managing Director TMI e2E Academy said, “ The core mission
of our Project is to connect education with employment. We will set up employability
Assessment & Training Centres (ATC) at graduate colleges – approx 900
– across 31 States and Union Territories of India over a period of 10 years.
Many of these training centres will be in semi-urban and smaller towns of India
and will target talented and committed graduates from socially and/or economically
backward section of society”. TMI
Group will invest Rs 29.21 crore over a 10 year period to create a capacity to
train 88,000 Diploma / B.A. / B.Sc. / B. Com. / B.E. Students per year over a
period of time. The first batch of trainees is expected to be enrolled in April
2011. Mr B. Ramakrishnan, Director, TMIe2E Academy and MD of C&K Management said, “Our challenge is to train the students from Tier II & Tier III cities to cope up with the Corporate culture and demands. Hence a lot of our focus is on the development of content and training activities which will help them transform. We are going to use a Multiple Intelligence Model in which the content will be delivered in audio, visual and kinesthetic formats and made available in multiple languages and further supported by e-learning for retention and reiteration.”
Thesynergyonline
Education Bureau NEW
DELHI, MARCH 26 : These findings are arrived at a random survey done under aegis of the Associated Chamber of Commerce & Industry of India (ASSOCHAM) on “Parents wary of rising education cost of kids” of young parents for their children education. The
survey highlights that the rising cost of education, has become a major cause
of worry for parents. Majority of parents nearly spend on average more than Rs
18 lakh to Rs 201 lakh in raising a child by the time their teen graduates from
high school. The survey showed that parents invest an average 40 percent of their income in their children's education. The cost of education is increasing every year, parallel to the inflation, said Mr. D S Rawat, Secretary General, ASSOCHAM. Fiftysix percent of the parents said that they are interested in their children futures; complain that they are forced to make their children quit extra-curricular activities such as dancing, music or art lessons, sports or foreign language tutoring due to cost factor and time constraint. The school expenses excluding tution fees have risen from Rs. 35,000 in 2005 to Rs.65,000 per annum in 2011 that too on a single child. While the annual income on an average well off parents have not risen by more than 28 percent to 32 percent during the corresponding period. The
other expenses include uniforms, books, stationery, transport, sports activities,
school trips, contributions to schools funds, school aids, tuitions, extra co-curricular
expenses for learning, highlight the survey. The
transport is one of the most expensive components of a child's schooling. This
costs parents an average of 12,000 per child per year. Parents spend 9,600 per
child per year on lunches. Packed lunches cost more than school lunches on an
average. Footwear
works out as being more expensive than textbooks. Shoes cost parents 3,000 -5,000
per child per year. The schools forces to buy uniform, text book, stationery,
shoes etc. from school shops which is three times higher than the normal price
so that they can charge whatever price they choose in the absence of competition.
Private
Tuitions have also witnessed a increase of about 45 percent-60 percent in the
last 10 years as during this period majority of middle class parents have been
spending of their monthly incomes on them. Tutoring
services have become increasingly fashionable in recent years. However, the pressure
to do well in exams is not the only reason parents are seeking out private tutors.
The survey reveals that the rush for private tuition is more a consequence of
the "exam phobia" that has gripped the country in the past 10 years.
Thesynergyonline Education Bureau NEW
DELHI, MARCH 17 : It provides coaching for Korean Scholastic Aptitude Test (KSAT) , the common entrance exam for professional colleges; much like Indian entrance exams like IITJEE, AIPMT, CAT. Three out of ten college students in Korea is an Etoos Academy alumnus. The company is backed by SK Group, an industrial conglomerate in Korea. The company is setting up a state-of-the-art institute for IITJEE coaching in Kota (Rajasthan), a place better known as the Mecca of IIT JEE aspirants. The institute will be operational by May this year. Etoos aims at ushering a revolution in the Indian Coaching sector by introducing a unique and remarkable system of coaching students for IITJEE. Normally, students are assigned teachers without the individual student’s needs being taken into consideration. However at Etoos, courses are not simply classified by subjects i.e. Physics, Chemistry and Math. The institute offers an exhaustive list of courses that are topic based. A student can register for a course that only teaches a particular topic that they are weak in. For instance a student can register for a course that only teaches ‘probability’ and can pay accordingly. Again,
unlike other coaching centers where students have to pay either the entire course
fee or half of it (which by no means is a small amount) at one go, at Etoos students
have the flexibility to either pay monthly or annually. Sung Jin Kang, Director-India, Etoos Academy, said, “Etoos means Energy to Succeed! We understand the need of Indian students who are being over-burdened under the weight of traditional coaching system. Hence, we thought of making the coaching classes system a liberating yet fun-filled education for Indian students." "At Etoos Academy we have a remarkable system that provides faculty based, topic based, level based and time based class options to students and facilitates them to have a value-for-money educational experience,” he added.
Thesynergyonline Education Bureau NEW
DELHI, FEBRUARY 04 : More than 25 Law Colleges have adopted LSAT—India 2011 as their criterion for admissions, as against 4 colleges in 2010. Prestigious institutions like – IIT Kharagpur – Law School, Jindal Global Law School (JGLS) – Sonipat, UPES – Dehradun, KLE Society’s Law College – Bangalore, JSS Law College – Mysore etc have signed up for acceptance of LSAT—India 2011 scores for admissions to their 2011 batches. Law career aspirants will benefit from taking the LSAT—India, as it gives them a single exam for admission to multiple law colleges across the country. Pearson VUE, the global leader in computer- based testing for academic, professional and licensure examinations, will be conducting the prestigious Law School Admission Test—India, by LSAC (LSAT—India) for admission to academic year starting 2011 for various law colleges in India. LSAT—India is a special version of the renowned LSAT® (Law School Admission Test) conducted globally by the Law School Admission Council (LSAC). It is a standardized test designed to measure critical thinking skills, such as logical reasoning and problem solving – skills that are considered essential for success in law school. “The Law School Admission Council created the LSAT—India specifically to serve the admission needs of India’s law schools and students. As an increasing number of India’s law schools adopt the test as their primary admission instrument, we expect the availability of testing sites to expand. We are pleased to participate in this important effort to provide state-of-the-art law school admission measurement tools in India,” commented Dan Bernstein, President, Law School Admission Council. “ Adoption of the LSAT—India by some of the most respected law colleges also is a testimonial to the Pearson VUE testing services, and we are sure of delivering a good quality and secure test as we have done in last two administrations. As part of our efforts to promote Law as a career, we will soon announce the Pearson Law Scholarships for the 2011 admissions year,” said Sarvesh Shrivastava, Managing Director, Asia Pacific, for Pearson VUE. The test will be conducted in a paper-and-pencil format at 17 cities in the country on Saturday, April 30, 2011. The cities are Ahmedabad, Bangalore, Bhopal, Bhubaneswar, Chandigarh, Chennai, Dehradun, Delhi, Hyderabad, Jaipur, Kochi, Kolkata, Lucknow, Mumbai, Pune, Raipur and Ranchi. Registration for the LSAT—India 2011 opened on January 25, 2011 and will continue until April 18 , 2011. Candidates can get more information on the test at www.pearsonvueindia.com/lsatindia
Thesynergyonline Education Bureau NEW
DELHI, JANUARY 03 : They
are providing access to educational opportunities to all who desire and need it;
second, affordability by reducing financial barriers; and third, building quality
and accountability to ensure that what is taught is relevant and at global levels,
delivering good value for money. This is exactly what we are seeking to incorporate
in the thirty new Central Universities that we are setting up. Speaking at the inaugural function of the 98th Indian Science Congress at SRM University, Chennai in Tamil Nadu today, he further said, “The National Innovation Council (NIC) which will prepare a roadmap for the Decade of Innovation will help to have approach and methodology to create an inclusive and sustainable innovative Indian ecosystem.” Regarding higher education he said, “The Gross Enrolment Ratio higher education in is today around a mere 15 percent. Changing labour markets and demographics are driving a “new” demand for higher education. This has come mainly from two groups that traditionally were not known to attend universities: a “rising” lower-middle class and women. This
will necessitate many more universities and colleges to be opened in the years
to come which are estimated minimum doubling over the next decade." "
We must also broaden our skills base beyond a few centres of excellence and foster
innovation on a national scale. We need to create and enhance our competitive
edge. For this to happen, quality and merit-based education for the entire population
is a must,” he added. To
reduce the supply-demand gap in higher education and for gross enrolment in higher
education, the Ministry has taken several steps to address both these aspects. Mr
Sibal said, “An effective quality assurance system will be in place and provide
a common frame of reference for students and others to obtain credible information
on academic quality across institutions, domestic as well as international. The
National Accreditation Regulatory Authority for Higher Educational Institutions
Bill, 2010 has been introduced in Parliament to provide mandatory accreditation
and creation of an institutional structure for the purpose." Describing
the strategy to realize the Vision of India as an Innovation Hot Spot, he disclosed
an agenda which will include long term academia-industry collaborative relationships
with open access to and resources free of intellectual property (IP) entanglements;
better integration of corporate with higher educational and research institutions,
encourage multidisciplinary collaboration among business, government, academia
and R&D thereby creating an environment that supports technological development;
recognising the contribution of young researchers to the vitality and quality
of the research system put in place more programmes for support of young researchers.
In addition to this enhance significantly publicly funded research will be enhanced, modernisation and up gradation of technology in collaboration with concerned government and economic Ministries in use by the small and medium enterprises; encourage the formation of International R&D, technology and innovation consortia between Indian and foreign entities and tax incentives to businesses that collaborate with academia and R&D researchers are included.
Thesynergyonline Education Bureau NEW
DELHI, DECEMBER 20 : Speaking on the occasion Major General Manvender Singh, GoC Delhi Area, voiced concern over the declining values in society. Laying stress on holistic education in schools, Major General Manvender Singh, who is also the Chairman of the Army Institute of Education, said that the teachers should inculcate ethics and moral values in the children. Dr Neerja Dhankar, Principal, Army Institute of Education, also spoke on the occasion. A large number of students and teachers from education institutes run under the Delhi Area HQs attended the function. The function was organised by the Army Institute of Education, Delhi Cantt., which has been granted the status of an 'A' grade institute by the Indraprastha University. Recognised by the National Council for Teacher Education (NCTE), the Institute conducts a one-year B.Ed programme for dependents of Army personnel.
Thesynergyonline
Education Bureau NEW
DELHI, DECEMBER 20 : Just like the Central Government has assumed the responsibility for elementary education through Sarva Shiksha Abhiyan, it should also vastly enhance its support to State Universities as a shared national enterprise, the Vice President observed. Mr Ansari said, “Our Gross Enrolment Ratio in higher education is half of the world’s average, two-third’s that of developing countries and around a fifth that of developed countries. Even though we have been able to achieve an economic growth rate of 9 per cent of GDP despite low enrolment in higher education, it would not be possible for us to sustain such economic growth, maintain our competitiveness and enhance our productivity without at least doubling our higher education enrolment. Unless we can increase access and educational outcomes at secondary and tertiary levels, our demographic dividend might turn into a demographic liability.” He quoted the Urdu poet Ghalib about Kolkata which he visited around the year 1830: Voltaire was perhaps unduly cynical when he describes history as “nothing more than a tableau of crimes and misfortunes.” This is certainly not true of the history of this great city which is, in a sense, also the history of modern India. "Most of us associate the year 1857 with the First War of Independence, with the heroic deeds of many, as also with the eventual failure of the effort to overthrow the foreign yoke and seek freedom from bondage. Few today would associate 1857 with another event of seminal significance. It was on January 24, 1857 that the Calcutta University Act was enacted. It was the culmination of a process initiated by Lord William Bentinck and energised by his successor Lord Auckland. The conceptual input and framework had come earlier from Sir Charles Wood. Its purpose, and ambit, was unambiguously linked to a colonial purpose, namely “to confine higher education to persons possessing leisure and natural influence” over the minds of their countrymen and who, by attaining a higher standard of modern education “would eventually produce a much greater and more beneficial change in the ideas and feelings of the community, ” he said. The expectations from this endeavour were anticipated to be modest. The first Vice Chancellor, Sir James William Colvile, was candid about results. “We must recollect,” he said in the first Convocation Address, “that we are not merely planting an exotic (tree), we are planting a tree of slow growth.” His successor went against the tide of opinion in the British Indian establishment in the aftermath of 1857 and said three years later: “Educate your people from Cape Camorin to the Himalayas and a second mutiny of 1857 will be impossible.” These worthy gentlemen evidently could not discern the thirst for new knowledge among segments of the public, nor could they anticipate the use that would eventually be made of it. The alumnae of this institution played a great role in the freedom struggle as also in the furtherance of knowledge in all fields. The record does speak for itself. The proclaimed and principal purpose of the university was, and is, ‘Advancement of Learning’. There was an element of idealism about it. In a celebrated work published in November 1858, Cardinal John Henry Newman spelt out the idea of a university in terms worthy of reiteration: “ A university is a place of concourse, wither students come from every quarter for every kind of knowledge…It is a place where inquiry is pushed forward, and discoveries verified and perfected, and rashness rendered innocuous, and error exposed, by the collusion of mind with mind, and knowledge with knowledge…It is a place which wins the admiration of the young by its celebrity, kindles the affections of the middle-aged by its beauty, and rivets the fidelity of the old by its associations. It is a seat of wisdom, a light of the world, a minister of the faith, an Alma Mater of the rising generation.” Over the past century and a half, the ideal has retained its relevance. What has changed in response to the evolving external environment is the content, some of the methodology, and some of the end product. These were propelled by the enormity of change - political, economic, technological and cultural. A historian of our times noted at the turn of the century that “we are entering a fearful time, a time that will call on all our resources, moral as well as intellectual and material.” In this endeavour, the intellectual inputs from seats of learning and research would impact decisively on the moral and material resources needed to respond to the emerging challenges. The need to revisit the framework for higher education in the country has been felt in recent years. This was summed up in the 2008 Report of the National Knowledge Commission: “The emerging knowledge society and associated opportunities present a set of new imperatives and new challenges for our economy, polity and society. If we fail to capitalize on the opportunities now, our demographic dividend could well become a liability. The widening disparities in our country will translate into social unrest, if urgent steps are not taken to build an inclusive society. And our growth rate, which is faltering now, will stagnate soon, if a sustainable development paradigm is not created. “ A look at the ground reality is relevant to this discourse. Today we have 504 Universities, with varying statutory bases and mandates. Of these, 40 are Central Universities, 243 are State Universities, 130 are Deemed Universities, five institutions established under State legislation, 53 are State private Universities, and 33 are Institutions of National Importance established by Central legislation. We have a total teaching faculty of around 6 lakhs in higher education. The structure and quality of these institutions, and their output, was the subject of critical scrutiny in the Yashpal Committee Report of 2009, tasked to suggest measures for the renovation and rejuvenation of higher education. One of its observations is telling: “Over the years we have followed policies of fragmenting our educational enterprises into cubicles. We have overlooked that new knowledge and new insights have often originated at the boundaries of disciplines. We have tended to imprison disciplinary studies in opaque walls. This has restricted flights of imagination and limited our creativity. This character of our education has restrained and restricted our young right from the school age and continues that way into college and university stages. Most instrumentalities of our education harm the potential of human mind for constructing and creating new knowledge. We have emphasized delivery of information and rewarded capability of storing information. This does not help in creating a knowledge society. This is particularly vile at the university level because one of the requirements of a good university should be to engage in knowledge creation – not just for the learner but also for society as a whole.” The Report goes on to say that our universities remain one of the most under-managed and badly governed organisations in society, with constricted autonomy, internal subversion within academia and multiple and opaque regulatory systems. Furthermore, university education is no longer viewed as a good in itself but as the stepping stone to a higher economic and social orbit. The Report dwells on the increasing demand for expansion of private college and university level institutions necessitating an understanding of its implications in terms of the system’s enrolment capacity, programme focus, regional balance, ownership pattern, modes of delivery, degree of regulation, quality and credibility as well as social concerns of inclusiveness. It points out that State universities and affiliated colleges represent the bulk of enrolment in higher education and remain the most neglected in terms of resources and governmental attention. Targeted government interventions to enhance access to elementary education through the Sarva Shiksha Abhiyan have been successful in quantitative terms, even though problems remain with regard to content, quality and outcomes. You are also aware that one of the focal themes of the Eleventh Five Year Plan is the expansion and enhancement of access to higher education. Our Gross Enrolment Ratio in higher education is half of the world’s average, two-third’s that of developing countries and around a fifth that of developed countries. Even though we have been able to achieve an economic growth rate of 9 per cent of GDP despite low enrolment in higher education, it would not be possible for us to sustain such economic growth, maintain our competitiveness and enhance our productivity without at least doubling our higher education enrolment. Unless we can increase access and educational outcomes at secondary and tertiary levels, our demographic dividend might turn into a demographic liability. Contrary to conventional wisdom, gross enrolment in higher education is not directly linked to economic growth and prosperity or to elementary school enrolment. Thus, for example, some of the economically and educationally backward states with respect to literacy rate and school enrolment, such as Orissa, Assam, Jharkhand and Andhra Pradesh have higher enrolments in higher education as compared to relatively better off states such as Tamil Nadu and Karnataka. It would seem that enrolment is a function of a variety of social, cultural, institutional and economic processes and is significantly affected by the availability of educational infrastructure and facilities. In addition to expansion, the other two central themes of the Eleventh Plan are inclusion and excellence. This is recognition of the fact that expansion does not necessarily ensure automatic access to the marginalised sections of the society and that quantitative expansion without maintaining quality would defeat the basic objective. There are five questions pertaining to higher education that need to be addressed urgently: First, we must ponder whether the existing means of instituting new universities is desirable and sustainable. Currently, Universities can be established only through Central or State legislation or through recognition as Deemed Universities on a selective basis. Legislation has been accorded to many private Universities by some State Governments, and both Central and State governments have accorded statutory status to some institutions. Second, higher education cannot improve in India unless state universities, which are the backbone and represent the bulk of enrolment, are able to obtain greater funds, create new infrastructure and enrich their existing academic programmes. Anecdotal evidence suggests that the budget of one central university is almost the same or more than the budget of all state universities in some states. Just like the central government has assumed the responsibility for elementary education through Sarva Shiksha Abhiyan, it should also vastly enhance its support to state universities as a shared national enterprise. The Midterm Appraisal of the Eleventh Five Year Plan takes note of this option and has observed: “Many state universities including the old and reputed universities of Kolkata, Mumbai, Chennai and Pune are starved of funds and this allocation could be used for improving the conditions of the existing State universities and colleges which faces severe paucity of resources to help them retain their excellence and competitive edge..... The Central funding of State institutions should be linked to the reforms and a MOU signed between MHRD, UGC, States, universities and institutions for implementation of time-bound reforms and outcomes.” Third, a significant focus of reform should be the college system, numbering around 26000 colleges, where most of the enrolment in higher education occurs. Sadly, under graduate education does not get the attention it deserves in universities amidst paucity of funds for qualitative development and quantitative expansion of colleges. The government is planning to establish colleges in 374 educationally backward districts in the country, representing over 60 per cent of all districts, with shared funding between the state and central governments. Fourth, we need to liberate education from the strict and fragmented disciplinary confines of our formal higher education structures. This has become a significant impediment in the creation of new knowledge, especially in view of our stated objective of creating a knowledge society. We need to remind ourselves that the Indian Nobel Prize winners in the early part of the last century were a part of our higher education set-up. We had then allowed free interplay between science and engineering, languages and the humanities, performing and fine arts. It was at the fringes of such inter-disciplinary interaction that new knowledge was produced and existing knowledge flourished. I am aware of academic administrators who bemoan that those pursuing Mathematics could not simultaneously study Sanskrit grammar in India despite sound academic and research logic of doing so, due to systemic rigidities of our university system. Fifth, higher education in our country must be an arena of choice, not of elimination. Increasingly, one notices that entrance and admission criteria and procedures are designed to screen out and eliminate, due to the adverse ratio of demand and availability, especially in disciplines with job potential or where the college or university reputation is likely to be a determining factor in employment. We must create avenues for skills training and vocational education so that entering universities does not become a default choice for the sake of employment, particularly for those who might not have interest in the subject or desire for higher education. He pointed out that the entire gamut of issues dealing with the rejuvenation and restructuring of higher education in India is in the public domain for an open policy debate. In the near future, we would witness civil society, policy community, academia, the government and the legislatures debating issues ranging from regulatory and governance structures, academic and administrative reforms, capacity building and teacher training, and entry of individual and institutional foreign education providers. This is a positive development and must be pursued to its logical conclusion. . A-4U , SPAIN FORMS STRATEGIC PARTNERSHIP Thesynaergyonline Education Bureau NEW
DELHI, NOVEMBER 25 : Each University of the Alliance offers a number of scholarships and fee waivers for postgraduate study and research for international students, totally amounting to 9 million euros. The Alliance comprises of four leading Spanish Universities - Universitat Autónoma de Barcelona (UAB), Universidad Autónoma de Madrid (UAM), Universidad Carlos III de Madrid (UC3M), and Universiat Pompeu Fabra in Barcelona (UPF) and six leading Indian Institutions - The International Institute of Information Technology, Bangalore; Indian Institute of Science, Bangalore; National Institute of Technology, Hamirpur; Indian Institute of Foreign Trade, New Delhi; Birla Institute of Management & Technology (BIMTECH) and Jaypee Education which includes Jaypee Institute of Information Technology (JIIT), Jaypee University of Information Technology (JUIT) Waknaghat, H.P. and Jaypee University of Engineering and Technology (JUET), Guna M.P. The other institutions with which the dialogue process is on for signing of MOUs are Indian Institute of Management, Bangalore (IIM-B); University of Delhi, Delhi and Indian Institute of Technology, Delhi (IIT-D). Said Prof Ana Ripoll Aracil, Rector, Universitat Autonoma de Barcelona (UAB) & President, Alliance 4 Universities (A-4U), Spain “India has produced some great leaders over the years and this can be attributed to the excellent education system that is in place in this country. We are extremely happy and proud to collaborate with these leading Indian institutions that have an established name and recognition not just in India but also all over the world. With this collaboration we aim to enhance international mobility of students, researchers and academics and help establish research collaboration partnerships worldwide”. The Alliance aims to enhance relations between the higher education institutions here in India with the Spanish Universities to develop academic and cultural interchange in the area of education, research and other activities; collaborate towards the internationalization of higher education; develop programs of common interest and engage in activities that may include, but not be limited to, student exchange, faculty exchange, joint research projects, online student research and graduate and postgraduate research co-supervision. Said Prof Ana Ripoll Aracil, “A-4U has an extensive network of international agreements with other Universities and Institutions in Europe and around the world to enable student exchange between Alliance Universities and their partner institutions. We are happy to pool in our best resources to offer a number of scholarships and fee waivers for postgraduate study and research to non-EU students worth over 9 million euros”.
VP
OPENS NATIONAL EDUCATION DAY, 2010 FUNCTION Thesynergyonline Education Bureau NEW
DELHI, NOVEMBER 11 : In an inaugural address at the “National Education Day, 2010” function to commemorate the birth anniversary of Maulana Abul Kalam Azad here today, he said that the focused interventions have ensured that the gender gap in enrolment at elementary level has been reduced significantly. Furthermore, the Gross Enrolment Ratio in respect of SCs and STs has rapidly increased narrowing the gap with the rest of the population. Mr Ansari said that a critical element of the 11th Plan strategy in education was to achieve a paradigm shift rom access to quality. Surveys done by NCERT on student learning and achievement have shown that outcomes have not been commensurate with the investment………. This dismal picture of elementary education’s quality and outcomes contrasts sharply with the achievement of near universal access, and the landmark legislation of the Right of Children to Free and Compulsory Education Act 2009. He further said that Maulana Abul Kalam Azad , the great freedom fighter, Islamic scholar, secularist and institution-builder needs no introduction . It remains to his credit that the course of modern independent India and indeed, our Constitution, were guided by his firm belief that democracy can not function while citizens remain illiterate. He made no compromises on national unity and on educating the citizens of India. He was an ardent advocate of Mahatma’s Basic Education and of vocational training and adult education. He laid the base for higher education and for technological and scientific research and education that was instrumental in industrialisation and the recent emergence of knowledge-based industries. He
was also clear about the primary purpose of education. In an address to the first
meeting of the Central Advisory Board of Education, he said: “The primary
aim of any system is to create balanced minds which can not be misled.” Allison Transmission is headquartered in Indianapolis, Indiana, USA, and employs approximately 3,000 people. Regional headquarters with dedicated support staff are located in China, The Netherlands, Brazil, India and Japan. With a global presence in 80 countries, Allison has over 1550 distributor and dealer locations.
Thesynwergyonline Education Bureau
NEW
DELHI, NOVEMBER 09 : The Globalink Canada-India Graduate Fellowship Program will provide up to 51 scholarship valued at more than $3.5 million CAD for Indian students who have participated in the MITACS Globalink program in 2010. This was announced by Mr. Stephen J. Toope, President and Vice-Chancellor of the University of British Columbia, in the presence of the Union Minister for Human Resource Development, Shri Kapil Sibal and Mr. Gary Goodyear, Canada’s Minister of State (Science and Technology). Mr Kapil Sibal underlined the importance of technology solutions which are affordable for the common man. He expressed the hope that the collaboration between the Canadian and Indian Universities will help in this goal. Mr Sibal stated that while research will need to be engaged in breaking the frontiers of science in areas such as nano technology, Science and Research will also have to orient research towards finding solutions to problems like grappling with poverty, water crisis, global warming, and energy problems. Four MoUs were also signed today. One was between the University of British Columbia to renew a long-standing student mobility agreement with IIT Delhi, which involves undergraduate engineering students spending time at each others’ institutions. Another MoU was between the University of Ontario Institute of Technology and Amal Jyothi College of Engineering to jointly offer a Bachelor of Applied Science in Nuclear Power degree. The Royal Roads University and the Indira Gandhi National Open University signed an agreement to establish an education partnership that will explore joint delivery of programs through blended and distance education programs. The Royal Roads University and the ACN School of Business also signed an agreement to establish a partnership on academic cooperation.
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Collaboration between Higher Education Institutions in India and the UK to work with key partners and stakeholders in both countries with the aim of providing opportunities to teachers, faculty members, senior staff and students from universities, colleges and other educational institutions to build capacity. 
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