NEW
DELHI, FEB 05 : IT is bizarre that India which produces among the largest
pools of skilled manpower and leaves its footprint across the globe also has the
dubious distinction of being the suicide capital of the world. With a reported
4000 suicides a year by students alone, alarm bells have been ringing prompting
Union HRD Minister recently to reiterate that examination system needed reforms
to ensure students were not overstressed.
The
exam season is approaching and there are murmurs of much-needed intervention by
stakeholders. Academics, psychologists, nutritionists, fitness experts and media
came together this Friday to find out ways and means to ensure that students don't
have to bear the burden of stress and anxiety, particularly during the build up
to exams.
"The exam time is a time when stress levels go up to an
extreme extent. While little amount of stress is essential for effective study
and memory, too much of it may affect memory and cause mental blocks during examinations.
And of the commonest problems students face during the build up to exams, declining
energy levels and loss of concentration figure prominently," said Dr.Jitendra
Nagpal, Consultant Psychologist, Vimhans Hospital
Added Dr. Dipika Malik,
renowned Dietician and Executive Director of Life Century, "Sustained levels
of stress also affect immunity levels leading to weakness and sickness. An unhealthy
body causes a loss of focus because the sense organs constantly impinge on the
brain to address physical health issues first."
"The
situation worsens when environment factors like temperature fluctuations (observed
primarily in the month of February and March) are at play. It is therefore necessary
to ensure that immunity levels are strong enough. Role of micronutrients is essential
at this time of the year as they help in building body immunity and in increasing
concentration and attention levels," he added.
"The exams time
is a time when both mind and body are tested, as both go through a lot of stress
and anxiety. Both are equally important for a successful performance. You have
to maintain your body's internal strength( to take on the long hours) and also
your attention and concentration to study well," said Syed Sultan Ahmed,
moderator of the workshop, aimed at creating awareness on the concept of "Healthy
Mind and Healthy Body".
He
also expressed his concern on the rising number of suicidal cases. According to
him, every ninety minutes a considerable number of students try committing suicide.
Of them, one succeeds every six hours. (editor@thesynergyonline.com)
NEW
DELHI, JAN 30 : TO bring revolution to education 'The Talking Pen -
Multimedia Print Reader has arrived in India. Aadarsh , an education sector
entity and Central Indias leading publishing house-- introduced this unique
education technology to revolutionise the current traditional education pattern
and learning process in India.
The Talking Pen was launched at the World Book Fair on January 30, 2010. Mr. Ashish
Rajoria and Mr. Manish Rajoria, co-founders of Aadarsh , Mr. Pradeep Kishen, author
of Trees of Delhi and Film maker of Massey Sahib and Electric Moon and Naresh
Khanna, Editor and Publisher, Indian Printer and Publisher were present as
Special Guests at the occasion. Priced at Rs 5,600 Talking Pen is available at
Stall 110 at the World Book Fair, Pragati Maidan, New Delhi.
The
Multimedia Print Reader is a giant leap in the educational technology, which uses
listening skills along with traditional reading. It is a unique concept where
the Pen recites the written text. The technology has been developed to elevate
the learning experience of students by focusing on the enormous benefits of listening.
This
education tool will also cater to the special needs of the visually challenged
population and people suffering from various levels of Dyslexia. It will also
help in empowering volunteers responsible for public service education or vocational
training with technological proficiency.
As
per the recent UNICEF report our education system is plagued by shortagesteachers,
resources, schools and classrooms. India has the worlds largest Visually
Challenged population, which is 15 million out of the 47 million worldwide and
on an average every 34 students of a class suffer from varying levels of
dyslexia. Keeping these in mind, the MPR is a blessing for society, it will help
elevate the learning experience of students.
Speaking
about the Talking Pen, Mr. Manish Rajoria, Director, Aadarsh ., said, We
feel honoured and elated in introducing this technology in our country. There
has been an exceptional support and faith in the technology from almost all the
verticals of society. We are in talks with various national and international
NGOs, Publishers, Government organizations, International firms and have received
most encouraging feedback from all."
The Talking Pen (MPR) is not just a technology innovation, it is a social revolution
in the education system. Apart from its numerous advantages for
the students, MPR is beneficial for publishers as any book can be printed in Multiple
Languages using multiple downloadable audio files. MPR Books will help in combating
the serious threat of piracy which publishers are facing today. We are confident
that this unique education technology will bring in a new wave of interesting
learning process with an emphasis on the vital role of education in everybodys
life, he further added.
The
Talking Pen (MPR) will make storybooks, poems and rhymes interesting for the young
readers, helping in improving the attention span, reading ability and concentration
of the dyslexic and visually challenged. This little wonder will also help language
learning with improved pronunciation by countering regional influences.
MPR will foster a self-learning process, specially in the rural areas, encouraging
the students to work independently in the absence of teachers or teachers
attention, this would heighten results even in a poor studentteacher ratio.
MPR
Talking Pen comes with an in-built speaker, camera and 2 GB memory
card; When the MPR pen is positioned over a book with MPR codes, it activates
the pre-loaded audio files, so a reader is also able to hear the text they are
reading. This technology gives a human face through voice in the learning process,
making it interactive, interesting and educational. (editor@thesynergyonline.com)
Mr.
Sundar Lal, GGM-Chief, Employee Relations & Head, Corporate Administration,
ONGC, presenting a cheque for Rs.1,82,850 to Mr. B.P. Pandey, Superintendent,
District Jail, Dehradun at a function held at Tel Bhavan, Dehradun recently.
NEW
DELHI, DEC 14 : ONGC has taken a noble initiative for educating jail inmates
of Dehradun district jail. ONGC has donated an amount of Rs.1,82,850 to the Dehradun
District jail for education of jail inmates.
The
Jail authorities will utilize the donated amount for upgradation of educational
qualification of the jail inmates through courses run by National Institute of
Open School (NIOS) and Indira Gandhi National Open University (IGNOU). As many
as 113 jail inmates will be benefited by this noble gesture of ONGC.
Mr.
Sundar Lal, GGM-Chief, Employee Relations & Head, Corporate Administration,
ONGC, presented a cheque for Rs.1,82,850 to Mr. B.P. Pandey, Superintendent, District
Jail, Dehradun at a function held at Tel Bhavan, Dehradun recently..
Mr.
B.P. Pandey, Superintendent, District Jail, Dehradun thanked Dr A.K.Balyan, Director
(HR),ONGC for this noble gesture for education of jail inmates. Mr. A.K. Shah,
DGM(HR) and Mr. S.P. Toppo, DGM(HR) were also present at the function.(editor@thesynergyonline.com)
NEW
DELHI, NOV 14 : ASIA-PACIFIC Institute of Management, New Delhi, a premier
institute in the field of management education in India has announced admission
to its 'Two Year Full-Time PGDM programmes' and 'Three Year Part-Time Executive
PGDM rogrammes'. The last date for submitting applications is January 30 , 2010',
and the course commences on 'June 2010'.
The
Post Graduate Diploma in Management programmes take a holistic approach, helping
to shape complete managers, who can balance the needs of various stakeholders
- customers, owners and society at large.
The
programmes offer a unique opportunity to fresh graduates and experienced persons
who want to enter the challenging area of management where professional growth
is limited only by their aptitude, ambition and application.
It
is also suitable for entrepreneurs already in business - as it empowers them to
optimize, expand and diversify their operations. Asia-pacific offers four PGDM
programmes - PGDM with Dual Specialization, PGDM with specialization in Marketing,
PGDM with specialization in International Business, and PGDM with specialization
in Banking & Financial Services.
In
today's competitive scenario, organizations are hard pressed to find the people
who have the right conceptual foundations, analytical skills and application abilities
to help them attain and maintain the crucial competitive edge - managers who can
lead from the front.
The
Executive Post Graduate Diploma in Management programmes - E-PGDM and E-PGDM (Marketing)
- have been designed to fulfill this vital need. These programmes are meant for
those who want to acquire professional qualifications on a part-time basis, for
building a fast-track career in management. These are ideally suited for executives,
entrepreneurs and self-employed professionals. The classes for these programmes
shall be held on weekends and on evening hours, depending on the composition of
student batches.
The
eligibility criteria for Full-Time PGDM programme is a Bachelor's degree with
minimum 50% aggregate marks under 10+2+3 system or equivalent in any discipline
recognized by Association of Indian Universities or AICTE. Students appearing
for final year of degree examination in 2010 can also apply. Asia-Pacific uses
CAT/MAT scores for short-listing candidates. The selection criteria will be based
on academic record, communication skill assessment, group discussion and a personal
interview.
Asia-Pacific
Institute of Management has recently achieved the much-coveted accreditation from
National Board of Accreditation (NBA) for its flagship programme Post Graduate
Diploma in Management (PGDM). All India Council of Technical Education (AICTE)
has constituted National Board of Accreditation (NBA) primarily to act as an instrument
for enhancing quality and attaining excellence.
NBA's
aim is to upgrade programmes offered in technical institutes in India to bring
same on par with programmes offered in USA and Europe. The Institute already enjoys
the much-coveted honour of being one of the few B-Schools in NCR to attain 100
per cent Placements and 100 per cent Admissions in 2009.
Asia-Pacific
claims to have a faculty which is a rich mix of academicians and industry professionals.
The core faculty has hands-on industry experience aggregating 250 years - so the
students receive application-oriented management education. Educated in IIMs and
other premier management institutes, Asia-Pacific's faculty designs and delivers
courses with contemporized content.
Asia-Pacific
also claims to have superior faculty, multi-layered industry interface, and first-rate
infrastructure all blended to unleash the potential of young minds to excel in
their life pursuits after education. (editor@thesynergyonline.com)
NOIDA
, NOV 08 : A week ahead of Childrens Day, the NCR on Sunday organized
its first ever Children Carnival in Noida. The Child Artist Sparsh Khanchandani,
who plays the role of Ichcha in teleserial Uttaran, has been the BRAND AMBASSADOR
of the Carnival and thrilled the children with her performance at the show.
The
Carnival has been an attempt to bring out the hidden talent among the school going
children and give a platform to show case them among their own peer group, parents
and educationists. It was attended by a galaxy of Child Celebrities and prodigies,
around 1000 students from schools across the NCR, dignitaries from the government,
corporate world, and media.
The
Carnival and Quiz was aimed at developing awareness and pride among the children
about their heritage. The meritorious children from the orphanage were also felicitated
on the same occasion. To encourage creativity and talent among them, participation
certificates were also awarded to them.
The
Children Carnival has been organized at Great India Place, Noida on Saturday evening.
The Carnival was organized alongwith the final of the Chuckkle Quiz among the
schools of the NCR. On the eve of the Childrens Day, it proved to be an
ideal platform to encourage the children with such an event dedicated to showcase
their talent.
The
Carnival has been an extremely mega event and fair marks a highly innovative step
taken by the educationist and Managing Director of Rit International Chitra Awasthi.
She has over the years been a great promoter and contributor towards exposing
and exhibiting the talent among the children and young adults.
Speaking
about the Carnival, she said, Just like mom and dad, our children too need
their own carnival but we have tried to make sure it is a wholesome, family friendly
affair. This carnival is the beginning of a series of events for the kids and
we are taking this carnival to the children across the country. There cant
be a better way to treat your children than to take them to Children Carnival.
The
Children enjoyed mimicry, performance, and they had on their platter loads of
entertainment, while the quiz competition was an exciting feature of the carnival.
The Carnival provided a chance to everybody to come forward and showcase their
talents to the audience.
Pick
and drop, accommodation and other conveniences were provided and planned well
in advance leaving no stone unturned for the children . In celebration of Childrens
Carnival as newest and largest project, Rit International also announced the Chuckkle
All-India Quiz Contest, inviting children across the country to participate in
a call for entries. Children between the ages of 7 to 18 have the opportunity
to become the national Chuckkle champion whose educational expenses will be borne
out by the Rit International.
"At
Carnival we value dreams and fun, and we know that no one excels at dreaming and
having fun more than kids," said Chitra Awasthi. "The Chuckkle Quiz
and Carnival is a terrific way to capture and share the fantastic dreams of children.
After
the NCR, Chuckkle Quiz will move to other zonal regions of the country and thus
Childrens Carnival eventually involves all schools in the country. We have
conceptualized to organise better concept in terms of childrens participation,
instead of the previous occasions of Children Day with low level of involvement
of children. This Carnival is unlike other carnivals and fairs where children
were given a small corner amidst the carnival. (editor@thesynergyonline.com)
NEW
DELHI, NOV 06 : DESPITE education infrastructure and its faculties in
India lack standards, norms and parameters of economies of scale, students graduating
in arithmetics and science rank far ahead as compared to such graduates
in USA, Japan and China.
Ranking
of maths and science graudates in India is 17 as against 48 of USA, 33 of Japan
and 38 in China, says a joint Paper brought out by ASSOCHAM and Ernst & Young
on initiatives to promote manufacturing. The availability of quality manpower
is a favorable factor for India for manufacturing because of maths and science
graduates ranking higher.
The
number of science and engineering graduates per annum is an important consideration
since there are nearly 6,90,000 students from science and maths fields, graduating
every year, much higher than China, Japan, USA and European community said
Mr. D S Rawat, Secretary General, ASSOCHAM.
In
China, each year number of such graduates is 5,30,000, 3,50,000 in Japan, 4,20,000
in USA and 4,70,000 European community. In India, nearly 6,90,000 students from
science and maths fields graduate every year.
Key
facts about Indian education system include over 2.3 million graudates and 0.7
million post-graduates added each year. India has the 2nd largest pool of scientist
and engineers in the world. It has the highest number of qualified engineers
which is 2nd highest number of trained doctors.
India
has a total 389 universities, 14169 colleges and 1500 research institutions.
The high supply of quality manpower can support the long term of Indian manufacturing.
However,
if higher education in India is liberalized with massive expansion of professional
education, institutions through public-private initiatives, Indian education system
can be completely transformed to acquire well established global standards, feels
Mr. Rawat.
Releasing
findings of ASSOCHAM and E&Y Paper, Dr. Piramal said, changes in education
system are necessary to meet the exacting demands of a knowledge economy. Face
transformation of Navodaya schools into smart schools is also called for.
Changes
in examination system are also required to make it more and more based on problem
solving rather than memorizing capabilities, their by leading to an open examination
system that develops original thinking and categories levels of intelligence quotient
(IQ).
Expansion
of public education at all levels are also called for and working towards 100
per cent enrollment of children and preventing droping out through involvement
of social workers and NGOs in parental education is the need of hour.
Countrywide
technology and innovations development and usage agenda along with industry-university
linkages are needed. Research institutions should be encouraged to act as enterprise
incubators through a Rs.5000 crore technology and innovation fund. A 3% of GDP
target for R&D expenditure needs to be set up to encourage innovations for
establishment of original ideas and thinking. (editor@thesynergyonline.com)
NOIDA,
NOV 05 : A week ahead of Childrens Day, the NCR will be having its first
ever Children Carnival in Noida on Saturday. The Child Artist Sparsh Khanchandani,
who plays the role of 'Ichcha in teleserial Uttaran, will be the BRAND AMBASSADOR
'of the Carnival and is coming to perform at the show. The Education Minister,
Delhi Government, Mr Arvinder Singh Lovely will also grace the occasion as chief
guest.
The
Carnival is an attempt to bring out the hidden talent among the school going children
and give a platform to show case them among their own peer group, parents and
educationists. It will be attended by a galaxy of Child Celebrities and prodigies,
around 1000 students from schools across the NCR, dignitaries from the government,
corporate world, and media.
The
Carnival and Quiz is aimed at developing awareness and pride among the children
about their heritage. The meritorious children from the orphanage will also be
felicitated on the same occasion. To encourage creativity and talent among them,
participation certificates will also be awarded to them.
The
Children Carnival has been organized at WOW (World of Wonders), Great India Place
Mall, Noida on Saturday evening. The Carnival is being organized along with the
final of the Chuckkle Quiz among the schools of the NCR. On the eve of the Childrens
Day, it would be an ideal platform to encourage the children with such an event
dedicated to showcase their talent.
(editor@thesynergyonline.com)
NEW
DELHI, OCTOBER 13: A memorandum of understanding (MoU) has been signed between
the Association of Indian Universities (AIU) and its Scottish equivalent, Universities
Scotland, to promote cooperation between Indian and Scottish higher education
institutions.
Highlighting
the significance of this occasion to both countries, the signing of the MoU was
witnessed by Mr Ashok Thakur, Additional Secretary, Ministry of Human Resource
Development, Government of India and Mr Michael Russell, Minister for Culture,
External Affairs and the Constitution, Scottish Government.
This
bilateral agreement is the first international MoU signed by Universities Scotland
and the first signed by AIU with the United Kingdom.
"Indian
and Scottish institutions have valuable knowledge and expertise, so both countries
stand to benefit from the collaboration that will result from this agreement."
said Michael Russell, Minister for Culture, External Affairs and the Constitution,
Scottish Government.
Under
the agreement, Universities Scotland and the AIU will facilitate knowledge exchange
and sharing of best practice between institutions, promote student and faculty
exchanges, and drive collaboration in research and development. The two bodies
will also encourage joint degree development and help identify opportunities for
enhanced funding to support institutional initiatives and drive advocacy in areas
of mutual interest.
Michael
Russell continued: "With a world-class educational system, Scotland is actively
seeking to support India's goals of significantly growing its education sector,
enhancing research and development capabilities and skilling its workforce to
boost sustainable economic growth. Today's agreement is a great opportunity to
ensure that two countries with similar goals work together for mutual benefit.
It also reflects why India is our number one country of interest for educational
collaboration.
"Excellence,
achievement and innovation are key features for which Scotland's education sector
is renowned, making it the ideal partner for India in this field.
"Scotland
has global strengths in key industries such as life sciences, energy, financial
and business services, and information technology, which are also important to
India's continued growth. Coupled with India's capabilities in these areas and
our respective governments' strong commitment to continued innovation, the opportunity
for mutually beneficial partnerships across many sectors is clear.
This
MoU was facilitated by Scotland's international development agency Scottish Development
International (SDI). To further develop the relationship between Scotland and
India, SDI will lead its first education mission to India in November where Scottish
university principals and professors will attend the Federation of Indian Chambers
of Commerce and Industry, Higher Education Summit, where Scotland will feature
prominently as an event partner.
Mr
Russell has also announced an application round for Scotland's Saltire Scholarships
- a scheme offering students from India, Canada, China, and the USA the opportunity
to study at postgraduate masters level in Scotland. 2009 marked the first year
of the scheme which offers 200 awards of £2000 towards successful applicants'
course fees. Under the scheme, 50 Indian students are now studying for a Masters
degree at a Scottish University. (editor@thesynergyonline.com)
NEW
DELHI, JULY 31 : TURTLE Animation is now expanding its footprint into education
and is all set to start its own animation institute. The animation production
studio which came into prominence for its exemplary work Angelina Joe Lee is in
talks with strategic partners and will enter into the education with a joint venture
partner. The company is in talks with a Singapore-based animation institute and
an Indian company who want to expand into the education. The institute will offer
diploma courses of six months to two years in computer graphics, animation, visual
effects as well as on-line gaming.
With
a view to make the students more equipped with experience and knowledge, Turtle
Animation will set up a fully-equipped state-of-the-art lab. The in-house facility
of the institute will function like a simulated production house complete with
real world infrastructure and headed by a team of highly experienced industry
experts. The new venture also plans to initiate various Industry Academia Interface
(IAI) under which it will sign with a few universities to give its students an
exposure to the production environment and also an opportunity to interact with
key industry players. The institute will also tie-up with one of the universities
for accreditation of courses.
The CMD of Turtle Animation Sanjay Banerjee
confirmed that the talks are on for the project. "India already offers a
significant cost advantage in animation and game development, as compared to other
outsourcing destinations such as Taiwan and South Korea. However, a key factor
restricting the growth of animation and gaming in India is the scarcity of skilled
professionals. This is where we want to set a market differentiator. But since
the project is unique at the conceptual level, we do not want to lose the first
movers advantage by sharing the details at this early stage. But it is true that
we are foraying into animation education."
To
create awareness about animation education, Turtles will regularly organize Animation
Beginners Classes for aspiring students to understand the concepts of 3D animation
from the initial aspects of pre-production, production and post-production. Turtles
will also tie-up with other institutions to organize a series of crash courses
covering pre-production, conceptualization and execution and animation scripting.
The
master piece work of Turtle animation Angelina Joe Lee had bagged the Nasscom
award in 2007 for the most innovative and creative concept in Indian animation.
The proposed institute aims to cater to those students who can not afford the
high fee of foreign institutes in the country but are dissatisfied with the quality
of animation education by the existing Indian institutes. (editor@thesynergyonline.com)
NEW
DELHI,JUNE 26 : APART from good academic records and work experience, 89 per
cent of students feel that soft skills such as oral communication, written communication
and team work need to be enhanced to land up into money minting industries, according
to ASSOCHAM Business Barometer (ABB).
The
Study on Importance of Soft Skills: Students Perspective says that
out of the 15 transferable skills identified by ASSOCHAM Research Bureau (ARB)
to be perceived by university students, 76 per cent of the them consider oral
communication as the most preferred soft skill for future career, followed by
written communication (72 per cent) and team work (67 per cent) among others.
Corporate
India has two major concerns first to hire good employees and secondly to train
them. Soft skills learned by students during their university education help them
to learn trade efficiently by using their technical abilities as a part of a team,
to understand conflict as a means for discussion instead of an angry confrontation,
and to respect difference as a creative opportunity rather than an obstacle,
said Mr. D.S. Rawat, Secretary General, ASSOCHAM.
ASSOCHAMs
study is based on the survey of 427 students attending graduate and post graduate
courses across 12 universities/colleges/institutes. The survey focused on important
skills perceived by students to develop along with their higher education to gain
good jobs.
Soft
skills also called as Transferable skills, Employability
skills, Generic skills or Key skills are not job specific,
but are skills which serve horizontally across all industries and vertically across
all jobs at all levels in an industry. The degree to which students develop these
skills determines how well they can communicate, make presentations & reports,
solve problems, function in teams, self assess and do performance reviews of others,
learn new knowledge, and manage stress when they have to cope with changes.
ARB
observed that 58 per cent of the students in first and second year of their graduation
are least concerned in developing their employability skills, whereas 93 per cent
of third year graduates and post graduate students are keen to acquire on an average
more than 5-6 skills.
Sixty
three per cent of students agree that individual personality plays an important
role in acquiring any skill. Fifty two per cent of the students feel that soft
skills should be learnt on job instead of university/college.
Forty
eight per cent of students expressed that prominent soft skills can be developed
during class presentations and through information management.
Presentation
skills and time management skills are perceived to be among the most important
skills learnt by students yet 44 per cent of them are not able to master this
skill, scoring average points on it.
Certain
commercial skills such as leadership quality, coping with multi-tasking and networking
that are required in all types of jobs are considered as least important by students
due to general lack of clarity about their career direction.
On
an average 1.4 crore students get enrolled every year in various graduate and
post graduate courses across Indian Universities. The Chamber feels that employers
found that entry level job applicants are deficient in soft skills, thus, the
apex chamber suggests, the need of hour is that higher learning schools or institutions
needs to lay more emphasis on developing these skills by encouraging students
to identify it. (editor@thesyerngyonline.com)
NEW
DELHI, JUNE 23 : AIR Arabia, the first and largest low-cost carrier (LCC) in
the Middle East and North Africa, in collaboration with Sharjah Charity International,
today announced the inauguration of its latest Charity Cloud School in the Trissur
district of Kerala, India .
The
school, built as part of Air Arabias Charity Cloud project initiative that
is driven by on-board passenger donations, is the companys first community
school project in India and is in line with Air Arabias corporate social
responsibility (CSR) programme for 2009. The school will offer quality education
to children from the underprivileged sections of society.
Air
Arabia became one of the first companies from the region to introduce a sustainable
CSR programme when it launched the Charity Cloud project in collaboration
with Sharjah Charity International in 2005. The programme is aimed at raising
funds for community development initiatives through on-board passenger donations.
The fund collections are reviewed annually and invested in health and education
projects in impoverished nations through a planned CSR programme.
A
senior delegation from Air Arabia and Sharjah Charity International attended the
inauguration of the school. We would like to express our heartfelt gratitude
to all Air Arabia passengers and patrons for helping this project achieve its
aim through their direct and generous contributions, said Abdulraoof Al
Meer, President of Charity Cloud Committee. We at Air Arabia believe in
a positive and proactive engagement with society on development initiatives, as
demonstrated through our Charity Cloud project. With the support of our passengers,
we have been successful in growing and expanding the reach of our community initiatives
to include different sections of society in various parts of the world. The opening
of our latest Charity Cloud school is another accomplishment for us in this regard,
and our contribution to the local community here in Trissur and for the people
of Kerala.
We
are pleased to partner with Air Arabia on this community initiative. At a time
when communities across the world are struggling to raise funds for development
projects, Air Arabias sustained effort in proactively engaging with local
communities is indeed commendable," said Mohamed Hamdan Al Zeri, Board Member
of Sharjah Charity International. "Sharjah Charity has successfully worked
with Air Arabia in executing similar initiatives in the past, and we look forward
to further extending this partnership in strengthening local communities across
the developing world."
Air
Arabia is not only committed to providing affordable air travel but also aims
to actively engage with local communities to achieve better health and education
for the underprivileged. Taking on a proactive role in facilitating the development
needs of local and international communities is at the heart of Air Arabias
success in achieving its CSR goals.
Last
year, Air Arabia sponsored a new school in Warkabola , Sri Lanka , through its
Charity Cloud project initiative. The company also sponsored the first phase of
renovations of the Shree Shagyodaya Secondary School in Kathmandu , Nepal , in
the same year, funds for which were raised mainly through on-board passenger donations.
Full adoption of the school renovation will commence as phase two of this project.
In
2007, Air Arabia and Sharjah Charity International inaugurated the Charity Cloud
Medical Centre, the first free medical clinic in the Jallas area of Sudan . Jallas
is a desert area about 450 km away from the national capital, Khartoum , and has
a population of over 20,000. The clinic, which is constantly being upgraded to
provide better facilities, currently include an operation and examination room,
maternity room as well as a fully equipped laboratory and pharmacy. (editor@thesyerngyonline.com)
NEW
DELHI, JUNE 11 : YESTERDAY Tony Blair launched a radically new global education
programme, Face to Faith, that engages secondary school students of different
faiths across the world in learning directly with, from and about each other -
and The Indian Heights School, Dwarka, New Delhi has been selected to be in the
first wave of this exciting new project involving schools in ten countries on
four continents.
Tony
Blair said ,"The Face to Faith programme provides students with a unique
opportunity to interact across continents, to talk about their own faith, and
learn more about other religions and cultures. It is only by discussing different
cultural and religious perspectives that young people can build their awareness
of the role of faith in today's world."
Designed
by an international group of education experts and piloted with more than 1,000
students on three continents, Face to Faith uses video conferencing, an online
community and a course syllabus to support encounter, exploration and exchange
between young people of different faiths. Face to Faith contributes to the project
component of the 'Global Perspectives' IGSCE from Cambridge Assessment as well
as to a range of national RE, Humanities, Social Sciences and Citizenship qualifications
and curricula.
Simmi
Kher, Director/Principal at The Indian Heights, has been at the forefront
of the drive to expand the network of schools in India taking up the programme,
and her pupils have responded superbly. Her skill and expertise is a testament
to the way in which India has embraced the concepts of a globalised world and
the way in which people of different faiths must live within it.
She
said: "Having piloted the programme I foresee this programme connecting students
with different cultural and religious backgrounds across the world and within
India too as India is a land of vast diversities."
The
programme has already been taken up by schools in India, Pakistan, Singapore,
Lebanon, Palestinian Territories, Thailand, Indonesia, the US, the UK and Canada,
who have recognised the programme's potential to improve young people's religious
literacy, which is a vital skill in an increasingly complex, global society. Schools
who have participated in the pilots are already reporting increased awareness
by their students of the role of faith in today's world as well as improved communication,
critical thinking and problem-solving skills from collaborating with those of
different faiths and cultures.
Annika
Small, Director of Education, Tony Blair Faith Foundation,"Drawing on educational
best practice, Face to Faith promotes active participation, collaboration and
personal reflection which helps students to explore diversity both within and
between religious traditions.
By
encouraging young people to enter into genuine dialogue with each other, Face
to Faith leads students to a deeper understanding of their own beliefs and worldviews
as well as those of others. The pilots have shown there is real enthusiasm for
this sort of encounter and exchange within a structured framework, which supports
collaborative learning and respect for difference." (editor@thesynergyonline.com)
NEW
DELHI, India , JUNE 01 : THE Centre Government, proposes to open up 1000
new Polytechnic institutions and 374 degree colleges in 210 backward districts
across the country in which it will bear 1/3 capital cost of such institutions
for skill development of young students, says Secretary, Higher Education, Ministry
of HRD, Mr. R. P. Agrawal.
Inaugurating
ASSOCHAM organized two days 5th Education Fair Mr. Agrawal clarified that remaining
amount of capital cost for the proposed institutions would jointly come from concerned
states and industry selected by them.
The
opening up exercise of 1000 Polytechnic institutions and 374 degree colleges would
commence from 2009-10 for which the focused approach would be to impart skills
as per modern requirements of governments and Industry, said Mr. Agrawal .
He
disclosed that the Union HRD Ministry has recommended to the Finance Ministry
to accord host of fiscal concessions for promoters of such institutions so that
larger participation is received by the government for promoting institutions
for imparting skills.
On
the issue of education loans, Mr. Agrawal said that nearly 16.5 lakh students
have been extended education loans worth Rs. 27,500 crores for higher education
through Indian banking association. The loans have been extended to students studying
in authorized institutions.
The
Higher Education Secretary also said that no collateral is required for obtaining
Rs. 4 lakhs of education loan for higher education and that parents of students
applying for loans need not to stand a guarantee for them, pointed out Mr. Agrawal.
According
to him, the centre government is going to spent a good deal of money in training
and refreshing 10,000 science faculties and as many teachers in social sciences
group in updating their knowledge in the current summer itself.
"This
is being done as most of the faculties have not been able to update them through
their own means and teaching students on the prototype knowledge so that teachers
also modernized themselves to teach modern skills to students for their adoption
in industry," said Mr. Agrawal.
Speaking
on the occasion, ASSOCHAM Education Committee Chairman and Head of Rai Foundation
Mr. Vinay Rai demanded collateral of centre government for students obtained for
higher education loans so that their disbursement becomes hassle free.
Among
others who spoke on the occasion included Head, Department of Science ad Technology
Mr. Anuj Sinha and Secretary General Mr. D. S. Rawat. (editor@thesynergyonline.com)
NEW
DELHI. MAY 23 : PEARSON Education, the global educational publishing major
and Indian Council of Social Science Research (ICSSR), launched a series of books
on the ICSSR Survey of Advances in Research. These books; Sociology and Social
Anthropology in India, edited by Yogesh Atal; Geography in India: Selected Themes,
edited by L.S. Bhat and Psychology in India. Volume 1: Basic Psychological Processes
and Human Development, edited by Girishwar Misra.
This
association between Pearson Education and ICSSR, has put together a well researched
collection in the fields of sociology, Geography and psychology and is definite
to be of great value to researchers and students.
Speaking
on the occasion, Mr. K. Srinivas, Publishing Manager (Higher Education & Professional)
Pearson Education India, said; "This series provides greater insights and
knowledge through statistical studies which will be informative for scholars and
students in the related fields. It is matter of honour for us to have collaborated
with ICSSR to publish these volumes that are indispensable resource material for
researchers."
Releasing
the book, Prof. Javeed Alam, Chairman, Indian Council of Social Science Research
(ICSSR), said; "Survey of Advances in Research, is a series that will give
the readers an in-depth knowledge of the researches promoted by ICSSR. We acknowledge
the great work done by the team of distinguished researchers and our publishers
Pearson Education for making this work readily available in India."
As
the premier organization for social science research in India, the Indian Council
of Social Science Research (ICSSR) conducts periodic surveys in the major disciplines
of the social sciences to assess disciplinary developments and to identify gaps
in research in these areas. The ICSSR Survey of Advances in Research documents
the research done by a team of distinguished scholars with the objective of making
the intellectual history of India readily available to younger generations and
to the rest of the world.
SOCIOLOGY
AND SOCIAL ANTHROPOLOGY IN INDIA Edited by YOGESH ATAL
THE
Indian Council of Social Science Research (ICSSR), the premier organization for
social science research in India, conducts periodic surveys in the major disciplines
of the social sciences to assess disciplinary developments as well as to identify
gaps in research in these disciplines. This volume on sociology and social anthropology
represents the fourth round of surveys covering the period since 1988.
Sociology
and Social Anthropology in India analyses the intellectual history of sociology
and social anthropology in India. The survey begins with an examination of the
historical background of tribes; rural and agrarian studies; political sociology;
and urban sociology. It proceeds to study the role of caste and caste organizations
in local and national politics; the organizational structure of industries; the
journey of women's studies in India since its inception in the 1970s; the demographic
transition in India and its progress; and the socio-cultural and political dynamics
of the Indian diaspora. Finally, the survey provides a detailed analysis of criminological
and development studies, and the notable and sociologically relevant aspects of
the emergent Legal Culture in India.
Yogesh
Atal is Professor Emeritus at the Madhya Pradesh Institute of Social Science Research,
Ujjain, and member of the governing board of the National Institute of Health
and Family Planning, New Delhi.
GEOGRAPHY
IN INDIA: SELECTED THEMES Edited by L.S. BHAT
Geography
in India is the fifth ICSSR survey of research in the subject and discusses its
priority research areas as identified by the Council, namely, physical geography,
population and settlement geography, regional geography and regional planning,
remote sensing and geographical information systems (GIS), and analytical techniques-with
special reference to quantitative techniques in geography. The chapters critically
analyse past research as well as emergent fields of specialization, and suggest
areas where further research can prove beneficial. In addition, the introduction
and thematic discussions showcase the gradual shift from largely qualitative,
regional studies to systematic and quantitative geography, and document the growing
number of interdisciplinary studies with space as a common theme. The contributors
have also taken note of the progress in geography overseas and the access to new
technology for the development of analytical techniques in the field.
L.
S. Bhat retired as Professor of Geography and Regional Planning from the Indian
Statistical Institute, New Delhi
PSYCHOLOGY
IN INDIA. VOLUME 1: BASIC PSYCHOLOGICAL PROCESSES AND HUMAN DEVELOPMENT Edited
by GIRISHWAR MISRA
This
is the first volume of the four-volume Psychology in India, which is the latest
survey of research in psychology conducted by the Indian Council of Social Science
Research. It comprises six original essays and an overarching introduction. It
analyses research conducted over the last decade on the building blocks of mainstream
psychology: psychological processes. The chapters in this volume discuss integrated
biological and ecological approaches to the study of behaviour; recent research
in developmental psychology; studies on language acquisition and language processes,
reading, and bilingualism and multilingualism; contributions from neuroscience,
cognitive science, and cultural psychology towards the knowledge of cognitive
processes; research on affective and motivational processes; and approaches to
the study of the personality. The authors have paid special attention to indigenous
concepts, methods and theories and to cross-cultural and interdisciplinary research.
NEW
DELHI, India, MAY 22 : CISCO announced that the first cohort of students has
graduated from the Global Talent Acceleration Programme (GTAP) Academy in New
Delhi. The programme, launched last year in India, aims to develop homegrown technical
skills and popularise career certifications, thereby bridging the gap between
demand and supply for industry-ready professionals in the networking industry.
The
GTAP Academy in New Delhi is operated jointly by Cisco and business partners Aricent
and HCL. There are nine associate Customer Support Engineer (CSE) delegates graduating
in the first Delhi cohort.
GTAP
has particular relevance in India, where demand for networking skills could require
an additional 118,000 professionals by 2009, according to a 2004-2009 IDC report
on global skills. Designed to be sustainable, delegates receive a salary and go
through training programmes in relatively small groups. This enables GTAP to put
a strong emphasis on technical and professional training, mentorship and on-the-job
training.
John
Livingston, GTAP programme lead at Cisco, said, In addition to in-depth
product and technical knowledge, engineers also require sophisticated management
and communications skills. Ciscos Global Talent Acceleration Programme has
been specifically designed to cater to this need and support the future growth
of Cisco service delivery in developing markets such as India, the Gulf Region,
South Africa and Latin America. Our investment in this programme is aimed at bringing
about a climate of confidence for businesses and governments in these markets
to commit to major new projects.
GTAP works towards accelerating business development and growth opportunities
for Cisco and its partners in emerging economies where technical resources are
known to be scarce. GTAP trains associate and experienced professionals as network
consulting engineers, project managers, customer support engineers, system engineers,
and account managers, who subsequently can be absorbed into the professional workforce
at Cisco, its partners, and the wider industry.
Globally,
Cisco has established GTAP academies in Amman, Jordan, and Johannesburg, South
Africa, as well as in Bangalore and New Delhi in India. ( editor@thesynergyonline.com)
CHENNAI,
Tamil Nadu, India, MARCH 10 : AFFLATUS iLabs, a technology innovations company
of Alpha Education, has launched 'Virtuosity', a skill building institute, in
partnership with SkillSoft (USA), a global leader in e-learning for corporate
training; and IKM (USA), SkillCheck(AUS), Walden (CAN), Versant (UK), world-renowned
names in corporate pre-hiring assessments. To help address the industry-academia
gap, Virtuosity will, for the first time, make available the globally sought-after
expert corporate services of these international companies to the Indian Academia
at 1/8th the present cost.
Virtuosity
will work with universities and colleges across the country in establishing 'Centres
of Excellence' - Virtuosity Academy of Professional Excellence (Virtuosity APEX),
to ensure that the students who are passing out are pre-trained, pre-assessed,
pre-profiled and industry-ready, by supplementing the regular curricula with its
"Global Workforce Ready System".
'Virtuosity
National Skills Bank', a first of its kind in the country, will house 'Graduate
Skills e-Portfolio' with Skills Audits by an automated Skills Map engine for each
student, analyzed from their performance in the 'Global Workforce Ready System',
providing universal access and life-long storage for their credentials. The Skills
Bank will help the graduates find the right employers and the employers find the
rightly 'skilled' graduates.
In
India about 5 million graduates remain unemployed, at any point of time. The issue
is not shortage of employment opportunities, nor availability of graduates, but
shortfall of 'employable graduates'. A finding by McKinsey Global Institute says
MNC's find only 25% graduates employable.
On
the other hand, a NASSCOM report foresees shortage of 500,000 knowledge workers
by 2010. In Tamil Nadu, according to the report "Mapping of Manpower Skills
for Tamil Nadu-2015", released by CII, 43% of graduates and 47 per cent of
diploma holders find it difficult to get suitable employment even after 2 years
of graduation. The reason has been found to be the huge mismatch of skill-level
of graduates and the demands of employment.
Virtuosity
with its knowledge partners, will offer students its 'Global Workforce Ready System',
a learning model developed to avoid skill gaps in graduates, and thereby fulfill
the future needs of India's knowledge economy. Every semester students will be
trained in four areas of skills: Technical Skills, Functional Skills, Life Skills
and Soft Skills, while supplementing their regular curricula. Students will also
be benchmarked against global standards in Technical Assessments, Aptitude Assessments,
Personality Assessments and Soft Skills Assessments.
Virtuosity
has a library of 6000 + courses, 2000 + curriculum reference books and 500 + skill
assessments and certifications. Virtuosity also offers Colleges, an e-Library,
with over 30,000 books all available at the click of the button, along with author
summaries.
Virtuosity
is the first to offer a wholesome solution in first equipping the students with
international industrial training, then quantify their obtained skills with international
assessments, and place them in the right job endorsing their skill sets in the
National Skill Bank.
Virtuosity's partners are training partners for India's top companies like Infosys,
TCS, Wipro, HCL and many others. Virtuosity is the first initiative to provide
a long-term solution and the most affordable one too, to fix the unemployable
graduates crisis and Industry-Academia gap, by empowering the Academia with these
powerful blended Industrial e-learning solutions.
"The
industry needs graduates who are workforce-ready. It does not want to invest time
and money on them, especially, in this time of economic downturn and 'just in-time'
hiring. The current situation states that, out of 3 million people added to the
workforce every year, about 500,000 could be considered employable in the international
corporate workspace. Even though there is recession, if students get industry
ready with the right kind of competence levels, the opportunity to ensure a berth
in the job market is prominent" said Dr. R. Palani, Chairman, Afflatus iLabs.
"Our
main focus will be to work very closely with the colleges to supplement college
education to avoid skill gaps in graduates. Virtuosity will develop Centers of
Excellence in educational institutions located in major cities as well as in tier
II cities and rural areas. In the first phase, we are looking to reach about 30,000
students to make them globally competitive and provide them good employment opportunities"
said Mr. P. Shiva Prasath, Managing Director, Afflatus iLabs. (
editor@thesynergyonline.com)
By
Department of Mental Health and Behavioral Sciences Max Healthcare Under the
supervision of Dr. Samir Parikh, Psychiatrist, Chief
'One
needs to take pills to improve memory and concentration.'
Three
per cent of boys fell in the moderate category and 4 per cent of boys in the high
category on this item. Three per cent of girls were in the moderate category and
2 per cent of girls were in the high category. Seven out of every 100 boys and
5 out of every hundred girls find taking medications to enhance memory functioning
an essential and viable option. Some of this is attributable to the way memory
pills are promoted as well as to the fact that these misconceptions are prevalent
due to what students observe and people around them believe which includes peers,
families, friends, and relatives.
'Many
times I skip meals because I do not want to waste study time.'
Eleven
per cent of boys scored in the moderate category and 4% scored in the high category.
Seventeen per cent of girls scored in the moderate category and 4 per cent scored
in the high category. Approximately 20 per cent students are missing out on their
dietary intake due to the pressure to study more.
'I
tend to start daydreaming when I should be concentrating on my studies.'
Thirtythree
per cent of boys and 37 per cent of girls scored moderately on this category.
Thirteen per cent of boys and 20 per cent of girls scored high on this item. Approximately
50 per cent students (46 per cent boys and 56 per cent girls) do end up wasting
their time in daydreaming when they are supposed to be studying. More often than
not this results due to the fact that students are trying to study continuously
without taking breaks and avoiding all sorts of fun activities. What they and
those around them forget is that an average human being has an attention span
of about 45 minutes and a break is needed beyond that, be it only for 5-10 minutes.
'I
find it difficult to fall asleep before a test/exam.'
Nineteen
per cent of boys scored in the moderate category and 17 per cent fell in the high
category. Twentythree oer cent of girls scored moderately on this item while 21per
cent of girls scored high on this item. This indicates that more than 30 per cent
of both boys and girls find it difficult to relax and sleep before an exam. The
significance attached to the exams is tremendous which places an excessive amount
of stress on the student. Inability or difficulty sleeping prior to an exam is
a potent indicator of high stress levels.
'If
I don't score more than 80% in school, I will be a failure.'
Fourteen
per cent of boys and 18 per cent of girls scored moderately on this item. However,
20 per cent of boys and 15 per cent of girls scored in the high category. This
indicates that more than 30 per cent of both boys and girls feel pressurized to
score well, another indicator of stress. More often than not performance in examinations
is taken to be a benchmark of the nature of that person and people would like
to be associated with high achievers. Much of this is reflective of the need inherent
in most of us to be surrounded by people who do well. This over preoccupation
with marks, has a negative impact on the students.
'Smoking
helps one to relax and remember more information.'
Two
per cent of boys and 1 per cent of girls scored moderately on this item. Only
4 per cent of boys and 2 per cent of girls scored high on this item. About 10
per cent of the student population is looking towards smoking and other such means
as a way of relaxation which is clearly indicative a lack of education and guidance
about harmful effects of smoking, and that myths around smoking are prevalent
in students.
'I
eat chips and other snacks so that I do not need to leave my studies because I
am hungry.'
Sixteen
per cent of boys scored moderately and 10 per cent of boys scored high on this
item. Twentyone per cent of girls scored at the moderate level while 9 per cent
of girls scored high on this item. This indicates that more than 25 per cent of
both boys and girls feel pressurized to study and do not want to waste study time
in eating proper food and prefer to snack in order to save time without giving
due to regard to the negative consequences that it may have for their health in
general.
'I
need the television while I am studying.'
Nine
per cent of boys scored moderately on this item while 4 per cent scored high.
Six per cent of girls scored in the moderate category while 5 per cent of girls
scored high on this item. Ten per cent of the student populations feels the necessity
to have the television on while studying which is reflective of their lack of
understanding of the fact that television, phones and other such commodities are
mere distracters and do not help build concentration in any way and only lead
to a significant amount of wastage of time which they may then be trying to compensate
by avoiding taking breaks for proper food as well.
'I
experience blank outs even if I am prepared for a test.'
Twentysix
of boys and 32 per cent of girls scored moderately on this item. 13% of boys and
18 per cent of girls scored high on this item. More than 40% of both boys and
girls experience high level of stress and a significance amount of anxiety before
taking an exam due to the pressures that are placed upon them and the significance
attached to these examinations. Relaxation exercises, study and exam skills training
would help in reducing this.
'I always make
a schedule for studying and follow it.'
Twenty
per cent of boys and 19 per cent of girls scored moderately on this item. Nineteen
per cent of boys and 22 per cent of girls scored high on this item. Sixty per
cent boys and girls find it difficult to make study schedules and stick to them
indicating the lack of prevalence of effective study skills amongst school students.
'There
is never enough time to cover all the course material.'
Twenty
per cent of boys and 27 per cent of girls scored moderately on this item while
14 per cent of boys and 20 per cent of girls scored high on this item. This indicates
that more than 40 per cent of both boys and girls feel that they do not have enough
time to finish course material which is somewhat an indicator of the habit of
last minute studying by students as well as a reflection on the teaching methodology
in schools.
My
teachers and parents constantly remind me that I need to work harder and longer
than I already do.' Twentsix per cent of both boys and girls scored
moderately on this item. 48 per cent of boys and 50 per cent of girls scored high
on this item. This is a strong indicator that teachers and parent pressure is
strongly felt by more than 75 per cent of students. Instead of the supportive
environment that needs to be in place to help make a student feel calm and relaxed,
there is a tendency to constantly prod students along by both teachers and parents
which places excessive pressure on them to perform.
'Coffee
or tea really helps me to study till late.'
Fifteen
per cent of boys and 16 per cent of girls scored moderately on this item while
25 per cent of boys and 23 per cent of girls scored high on this item. This shows
that about 40 per cent of boys and girls drink tea or coffee to stay up late to
study ignoring the biological rhythms of the body and the normal sleep-awake cycle
which can potentially give them significant amount of difficulty in getting up
for exams and performing well as the mind and body are habituated to sleeping
at that time.
'I
feel lethargic and tired most of the time.' Twent per cent of boys
and 24 per cent of girls scored moderately on this item. Nine per cent of boys
and 10 per cent of girls scored high on this particular item. The results show
that about 30 per cent of both boys and girls feel lethargy and tiredness which
is reflective of the lack of rest that they can get.
'To
take a break from studying, I sit on the computer and chat.'
Thirteen
per cent of boys and 16 per cent of girls showed a moderate score on this item.
Fortythree of boys and 37 per cent of girls scored high on this item indicating
that more than 50 per cent of students sit on the net to take breaks from studying
not realizing that this would further increase their fatigue and more so reduce
their concentration spans.
'I
feel panic and my heartbeat increases before I get my test papers.' Twentyeight
per cent of boys and 25 per cent of girls scored at the moderate level on this
item. Thirtone per cent of boys and 40 per cent of girls scored high on this item.
This indicates that more than 50 per cent of both boys and girls felt panic and
heartbeat increase when receiving their test paper, a strong indicator that experiencing
stress in an exam situation needs to be addressed.
'No
matter how hard I try, I never score well in school.'
Fifteen
per cent of boys and 20 per cent of girls scored moderately on this item. Fourteen
per cent of boys and 15 per cent of girls scored high on this item. The result
on this item indicates that 30 to 35 per cent of both boys and girls felt that
their efforts to study and perform well were in discrepancy with the results they
received.
'I
need to constantly stay in touch with my friends so that I can compare our progress.'
Sixteen
per cent of boys and 18 per cent scored moderately on this item. 20 per cent of
boys and 19 per cent of girls scored high on this item. The results on this item
indicated that about 40 per cent of the student population felt a need to know
about their peers, indicative of a sense of pressure felt with regards to how
others around them are doing. This is clearly reflective of the competitiveness
that is prevalent in every profession and it appears to start as early as student
life.
'I
feel scared I have bad results in tests even though I had felt that I had done
well.'
Twentysix
per cent of boys and 30 per cent of girls scored at the moderate level on this
item. In addition, 20 per cent of boys and 12 per cent of girls scored high on
this item. The score on this item indicates that 40 per cent of the students experienced
stress even though their fears of failure might be baseless; frequently it is
not just their expectations that are on the line but also the expectations of
their families and teachers.
.
'My friends manage to find time to have fun but I never have time to relax.'
Fifteen
per cent of boys and 14 per cent of girls scored moderately on this item. Twelve
per cent of both boys and girls scored high on this item. This indicates that
about 25 per cent of students felt that their friends managed to find time to
relax, whereas they did not have the luxury of the same opportunity.
'I
am always trying to finish studies just before the exam.'
Tweentysix
per cent of boys scored at the moderate level and 33 per cent of boys scored high
on this item. Twentyfour per cent of girls scored moderately and 36 per cent of
girls scored high on this item. The results on this item indicate that more than
50 per cent of students end up doing what can be termed as last minute studying
in order to cover the entire syllabus that has been prescribed for the exams.
'I
feel scared of exams and am usually in a panic state.'
Sixteen
per cent of boys and 19 per cent of girls scored high on this item. There appears
to be a large percentage of students experiencing a sense of panic and fear of
exam situations.
'Through
the media reports on how well some students do, I feel the pressure to perform
well.'
Tweentyfive
per cent of boys and 30 per cent of girls scored at the moderate level on this
item. In addition, 32 per cent of boys and 33 per cent of girls scored high on
this item. The scores on this item indicate that 50 to 60 per cent of boys and
girls felt a strong trend towards being pressurized because of media reports of
success stories. Students follow media, and we can also utilize media for positive
changes in the student population.
'I
feel a lot of pressure to do well and make a career from my teachers and my school.'
Twentythree
per cent of boys scored moderately and 31 per cent of boys scored high on this
item. Twentyeight per cent of girls scored at the moderate level and 27 per cent
of girls scored high on this item. The results on this item show that more than
50 per cent of students feel pressure to perform from teachers and their school.
'I
feel tempted to cheat in exams to perform well.'
Seventeen
per cent of boys and 14 per cent of girls scored at the moderate level on this
item. In addition, 12 per cent of boys and 7 per cent of girls scored high on
this item. The results on this item indicate that 20 to 30 per cent of both boys
and girls feel tempted to cheat when taking exams so that they score well so as
not to be a disappointment to families and teaches and not be laughed at by peers.
'I manage to take outdoor breaks even during exam time.'
Fourteen
per cent of boys scored moderately while 21 per cent of boys scored high on this
item. Fifteen per cent of girls scored moderately and 31 per cent of girls indicated
a high score on this item. This score indicates that 35 per cent of boys and 45
per cent of girls do not get to take outdoor breaks when exams are occurring,
indicating high amount of pressures felt.
.
'I withdraw from everyone and get irritable during exam times'
Eighteen
per cent and 20 per cent of boys and girls scored moderately on this item. Fourteen
per cent of both boys and 22 per cent of girls scored high on this item. The results
on this item indicate that 30 to 40 per cent of both boys and girls that a large
population of students withdraw and get irritable during exam times which is a
clear indicator of a need for them to take breaks and engage in relaxation exercises
in order to calm themselves down and be able to study in a more effective manner.
'After
exams, I need to ask my friends how they have done.'
Results
show that 8 per cent of boys and girls scored moderately on this item. Sixteen
per cent of boys and 12 per cent of girls scored high on this item. The results
on this item indicate that 20 per cent of both boys and girls feel the need to
compare their performance with fellow students, which is clearly indicative of
the competitiveness of these examinations.per cent.(Total sample size : 2000
Students ,944 Boys ,1056 Girls 'Age group : Class 9-12 ,Schools : NCR (over 20schools)
(editor@thesynergyonline.com)
NEW
DELHI, FEB 22 : JNTU Hyderabad and Mission10X, a not for profit trust of Wipro
, jointly said that they have signed a memorandum of understanding (MoU) with
the objective of creating a broad understanding that can foster closer collaboration
between Mission10X and JNTUH. The MoU will be in force for a period of three years.
The
major focus in this affiliation will be given for conducting Faculty Enablement
programs empowering senior faculty members of engineering colleges to innovate
in their class rooms using Mission10X Learning Approach which would help in turn
developing students with higher levels of understanding their technical subjects
along with augmenting their employability skills.
Both
Mission10X and JNTUH will collaborate in developing curriculum, conducting faculty
enablement workshops and engagements, undertaking joint research in creation of
educational assets and disseminating new learning.
Announcing
the MoU, Prof. D. N. Reddy, Hon. Vice-Chancellor, JNTU Hyderabad said,
"JNTUH is keen to unleash the creative potential of the teaching faculty
and to promote successful educational experiences for our engineering students.
We are very happy to announce Mission10X affiliation which would help our Engineering
Colleges to benefit from the best of breed innovation practices that Wipro's Mission10X
has brought for the Engineering Education."
"We
thank Mission10X for extending its support to the state of Andhra Pradesh. We
look forward to a long association with Mission10X " Speaking on the occasion,
Mr. Pratik Kumar, Executive Vice President - Human Resources, Wipro, said,
"This partnership is a significant milestone in the journey of Mission10X
as it provides a platform to reach out to all the colleges under the JNTU umbrella
thereby helping graduating engineers across the entire state of Andhra Pradesh.
We are very proud to be partnering with JNTU and look forward to the opportunity
of sharing and learning from each others experiences ," he added.
Formally
launched on Teachers Day, September 5 2007, Mission10X is a fast growing community
of learners and innovators. Mission10X program involves a layered set of capability
building workshops to help engineering Faculty nurture talent pool across the country.
Mission10X
is backed by a dedicated team of individuals with sound academic and industry
track record. As planned, its workshops have already empowered over 2300 faculty
members from 182 colleges across the country. Mission10X's vision is to empower
10,000 faculty by the year 2010. (editor@thesynergyonline.com)
EDUCONVEX2009
ZEROES IN ON EDUCATION, EMPLOYABILITY
Thesynergyonline
Education Bureau
NEW DELHI, FEB 09 : EDUConvEx2009, a conference on 'Innovative Educational
and Career Pathways for Success' organised a two- day long seminar at the India
Habitat Centre, New Delhi The conference was a first of its kind initiative undertaken
by a group of eminent educationists to bring relevant issues to the fore in a
changing economic & social landscape.
The
seminar proved to be a success in bringing Govt. officials, academicians, teachers
and other concerned stakeholders on a single platform. The steering committee
was headed by Prof. M. M. Pant, former Pro- Vice Chancellor, IGNOU.
EDUConvEx
was a unique educational event which created awareness about learning pathways
that align education with employment opportunities combining international concepts
within the Indian milieu. It successfully facilitated objective-based deliberations
about enabling successful careers for learners with varying learning styles and
interests through innovative pedagogy.
Professor
M. M. Pant, former Pro- Vice Chancellor, IGNOU says, "An appropriate
education is the spring board for the success of learners and strengthening this
foundation has been the ideal of educationists across the world. In this scenario,
evolution of the current education system is a must and through this conference
we have come to the conclusion that new and innovative ideas are an obligation
for the development of education sector hence leading to the growth of the overall
economy".
The
conference was attended by delegates from across the region including educators
from Bangladesh and Sri Lanka. Edexcel, the UK's largest awarding body and Pearson
Longman were the sponsors of the conference.
Talking
about this initiative, Mr. Sami Baig, Regional Director South Asia, Edexcel
International, said "Edexcel as an awarding body is deeply concerned
with education and its advancement in various regions. We have always been innovators
in the field of academic qualifications, curricula and syllabus and our involvement
as sponsors has a lot do with the topicality of issues being addressed by a distinguished
steering committee. We are glad to be associated with the conference. The outcomes
have been extremely stimulating and we will continue this association with EDUConvEx
in the coming years."
The
conference focused on issues like Education and Employability: Harmonizing useful
/ employability skills with a purpose addressed by Mr. Ross Hall, Director of
International, Edexcel. Prof. M. M. Pant & Mr. D. C. Pant presented aspects
of concerning assessment of learning analyzing the past, present and future.
Taking
the discussion forward Mr. Ross Hall, Dr. Vasudha Kamat and Mr. Sachin Uttam undertook
participants on a stimulating journey on understanding the dynamics of designing
an educational experience for multiple intelligence and varying learning styles.
Prof. G.D. Sharma and Prof. D.V. Sharma threw light on different challenges along
with their solutions in implementation of international education in India.
There were also panel discussions on the implementation of innovative ideas in
an education enterprise and other skills for higher learning and Global Employability
addressed by Mr. Henry A S Ledlie, Senior Advisor (Global), IDP Education, Australia
and Col. S C Mohan, Former Director General, All India Management Association.
The
steering committee of the conference also awarded Teachers, Schools and Students
for excellence in their respective fields. Mr. Parvez Ahmed Khan: RIMS International
School & Junior College, Mumbai and Mr. Salil Adak: Primary School Teacher,
Howrah won best teachers awards for "Innovative ideas for using a laptop
Computer for School Teaching". Pathways World School. Gurgaon, G. D. Goenka
World School, Gurgaon, Vidyaniketan Academy, Bangalore and St. Stephen's International
School, Chandigarh are few among the 15 who grabbed awards in the best school
category. ( editor@thesynergyonline.com)
NEW
DELHI, JAN 26 : IN the Horlicks Mission Exams 'Train the Trainer' workshop
organized recently by Glaxo Smith Kline this Saturday at Habitat World, Lodhi
Road, New Delhi, more than 100 teachers and principals from leading schools of
Delhi and NCR came together to analyze various aspects of exam time study.
The
aim was to understand students' exam stress, confidence building and motivation
techniques, concepts of studying, memory, and concentration - all of which contribute
to students becoming more positive and better equipped to deal with the exams.
Answering
one of the questions "How teachers can help students during exams' a master
trainer from Dale Carnegie USA, Mr. Syed Sultan Ahmed, said "Teachers
can cut down on homework and assignments
during the exam period."
He suggested that the teachers should encourage and motivate students during exam
time. Messages such as "exams are going to be tough, but I know you'll do
well", "don't be nervous, I'm sure you won't disappoint me", and
"don't underestimate yourselves. Each one of you is capable of doing very
well in the exams, just work hard, don't panic and go for it" should be passed
on.
What
is important is that teachers should make themselves accessible to students anywhere,
anytime (if not personally, either on mail, SMS or on phone) prior to and during
the exams. Also, they should not draw comparisons between students.
"THE
approaching exams are making not only the parents but also the teachers and principals
anxious. In a desperate bid to ensure their wards' improve performances they are
on the lookout for better methods of study."
In
addition, the workshop outlined some fruitful and convenient study techniques
for students.
The
tips include:
"
Relax before commencing with studies using stress relieving techniques like yoga
and meditation
"
Plan your work and work your plan
"
Dedicate low energy time for revision, studying easy subjects and preparing notes.
Difficult subjects, problem solving, learning formulas or definitions should be
done in high energy time slots.
"
Try using the same study place
"
Allot the first 10-30 minutes of study to the boring subjects
"
Always apply the SQ(3R)T principle, which says Survey the book or chapter first
to get an idea of what parts you need to study in detail, Question your portion
or lesson, Read and track out the main points and ideas, Recall/recite what has
been read, Review your understanding of the subject and take a Test of what you
remember.
"
Also, use mind mapping to monitor progress: take a big sheet of paper or KG card
board, start making the topics and sub topics with a pencil. Write the name of
the topic in the center, and keep branching out in a tree form.
In
reply to another question "What can relieve stress and make exam time study
easy", Ahmed said, "There is a need to bring about a change in the current
study methods. Many parents think that studying alone is the best option for their
children. This is only partially true. Studying alone at times become monotonous
and hence leads to stress. Group study on the other hand may help students resolve
many of their doubts as and when these surface."
"Enhancing
your performance through a complete understanding of your subject" formed
one of the core themes of the workshop. It was emphasized that outright cramming
might lead to a situation where a student forgets ideas and concepts at the time
of the examination. On the other hand, if you understand the concept thoroughly,
you can frame it well on paper.
Some
other techniques that the workshop brought to light include making acronyms/ interesting
songs to study, taking a break, and letting students develop their own methods
of study.
"Making
acronyms/ interesting songs to study is a very innovative method. If an answer
has a number of points, the first letters of all the points could be clubbed together
in the form of a word. This helps quick memorization", said Ahmed.
Taking
regular breaks every 50 minutes or so is a very good idea, also according to Dr.
Jitendra Nagapal, Psychiatrist, VIMHANS, New Delhi. He says, "Long hours
of continuous study make it difficult to retain focus and also reduce concentration,
leading eventually to stress. Constant 10-30 minute sporting breaks help rejuvenate
and refocus."
Why sports? Explains Dr. Bhavna Barmi., Senior Clinical
Psychologist, ESCORTS Heart Institute & Research Centre, New Delhi, "Sports
are a form of physical exercise which help the body produce hormones like oxytocins.
These hormones act as a relaxation therapy for the body and mind against the stress
experienced while studying for the examinations."
"Sports help
improve general circulation, facilitate increased blood flow to the brain, and
are instrumental in raising the levels of norepinephrine and endorphins - all
of which may help reduce stress and regain focus", she adds. ( editor@thesynergyonline.com)
NEWDELHI,
DEC 19 : ECONOMIC independence and empowerment of women emerged as the main
route to bring respect into gender equation at the Ideas India 2008 seminar conducted
here by Aspen Institute India.
Panelists
at the concurrent session on 'Gender and Society: What Women Want' agreed that
things have already begun to change for the better and empowerment should come
through economic, educational and legislative means.
The
first speaker, Ms Krishna Bose, former Chairperson of the Parliamentary Standing
Committee on External Affairs of India, said that the attitude of political parties
towards the women reservation bill reflected the state of society.
"We
have wasted so many years but could not settle the women reservation issue , "
she added.
Her
Private Members' Bill to make a one-line amendment to the Representation of People's
Act to made it mandatory for all political parties to field a certain percentage
of women in the elections, faced a similar fate. She said we have women leaders
but not empowered women at the society level.
Ms
Bose, however, noted that education is not necessarily the tool for bringing the
change in attitudes. She gave the example of Phoolan Devi who had no education
but had a lot of common sense to become a leader.
Ms
Navita Mahajan, Researcher and Academic, Punjabi University, said ,"Our women
have freedom of thought but not freedom of action. We often hear that we in India
respect women. It has become a cliché,"she added.
"We
cannot ask for respect from others. It is for us to get respect by first start
respecting ourselves," she said.
Sex
ratio is highly skewed in the two northern states of Punjab and Haryana, which
are certainly not the poorest states in the country. She finds education to be
the biggest tool to bridge the gap between freedom of thought and freedom of action.
Ms
Naina Lal Kidwai, Group General Manager and Country Head, India, the Hong
Kong and Shanghai Banking Corporation Ltd, said that women do not want to be discriminated
either positively or negatively. They want to come up the ladder on merit. She
said that because women have to drop out because of their own reasons and roles
in the society, there should be a policy to make their reentry or reemployment
easy.
Ms
Kavita Bhartia, Founder, Ogaan, said the it is poverty that bring aggression
of men against women to the forefront. She said that education is a must for empowerment.
Ms
Manju Bharat Ram, Chairperson, Shriram School, said that education is not
the panacea for gender equality. She noted that sex ratio imbalance is the highest
among the educated and the rich. Women have to be economically independent to
get respect and get involved in the decision making.
Mr
Suhel Seth, Managing Partner, Counselage, who moderated the discussion, kicked
off the discussion by saying that we always pay a lot of lip service to the issue
but have not yet begun to respect women in the social perspective. ( editor@thesynergyonline.com)
NEW
DELHI, DEC 16 : WHILE Russia has emerged as the frontrunner in the quality
of education parameter, India has been lagging behind in the race as it ranks
at 6th place among the Seven largest emerging economies of the world.
According
to an ASSOCHAM Eco Pulse (AEP) Study Comparative Study of Emerging Economies
on Quality of Education, India was ranked at the second last place among
seven developing countries in terms of education quality as it score minimum points
in primary, secondary, tertiary and demographic parameters as compared to other
six emerging economies of the world.
The
analysis was carried out on the basis of 20 parameters relating to primary, secondary,
tertiary education and higher education and demography. Data provided by UNESCO,
IMF, WEF, Financial Times was used for the study purpose.
Mr.
Sajjan Jindal, ASSOCHAM President while releasing the Study said, serious
attention needs to be paid towards the education system. India may stand to loose
its competitive advantages against the other countries in long term if corrective
measures are not taken to strengthen the Indian education system qualitatively.
China,
the largest in size among the developing countries and with the fastest growing
GDP, has secured second place with score points of 6.7, at the competitive distance
from Russia at 7.,3 points whereas India could score only 3.3 pints.
The
South American giant economy, Brazil has positioned itself at third place with
5.56 score points as the quality of education in Brazil remains stable across
all levels of primary, secondary and higher education. Mexico has been ranked
at fourth place on the strength of its higher education.
South
Africa, a relatively new entrant to the club of developing economies, has
managed the fifth place on strength of its tertiary education and demographic
qualities. However, in the quality of primary education, the country lags behind
all its peers.
Indonesia,
the seventh largest developing economy, got the last position in terms of quality
of education. The country secured the overall score of 2.68, as the secondary
and higher education in the country could not match the quality standards.
The
ASSOCHAM analysis revealed that the primary education in India is highly under-developed
as compared to the other emerging nations. Although primary education is compulsory
and there is legal guarantee of free education, the gross enrolment ratio in primary
education is least in India at 98.1. The highest gross enrolment ratio is in Brazil
(148.5), followed by China (116.2) and Russia (113.8) Even Indonesia (110.9) and
South Africa (105.1) enjoy better enrolment ratio than India.
The
ratio is highest in India among all the emerging nations as for every forty students,
there is one teacher. There is marked difference between India and other developing
economies in terms of pupil teacher ratio as the ratio was a slow as 17 and 20
for Russia and China.
India
was at the last position in terms of quality of secondary education while Russia
and Brazil had maximum scores. The pupil teacher ratio was highest in India with
average 32 students for one teacher. Next was South Africa with the ratio of 30.
For China and Brazil, the ratio was 19. Private enrolment of the total enrolment
is highest in India for the secondary education as was the case in primary education.
Around 42 per cent of the students studying in secondary classes belong to private
schools.
The
quality of tertiary education in India was lowest among the other emerging nations.
It score points on scale of 2, was 0.1. The gross enrolment ratio in tertiary
education was least in India with only 11 per cent enrolments taking place. The
percentage of females out of the total enrolment was least in India and also was
way low than other emerging nations. While the average share of female in tertiary
education enrolment was 52 per cent for other economies, it was only 8.1 per cent
for India. The ratio was highest in Russia and Brazil at 56.7 per cent and 56.1
per cent.
However,
India enjoys a better ranking in quality of education at higher levels. It was
at third place while China was the top performer, followed by Mexico. Two parameters
were studied for comparative analysis of higher education among the emerging economies.
The first was number of universities in each country to have been ranked in top
200 universities of the world by The Times Higher Education - QS World University
Rankings. India has one business school among the top 100 management institutions
of the world but not a single university which falls under the best 200 universities.
Even
as the demographics of India are considered its strength, the country scored minimum
in demographics and was ranked at last place. This was primarily because of the
lowest literacy rate in India among its peers. The gender parity in educational
attainment in India was lowest among the emerging economies; its overall rank
among all the countries of the world was 116.(editor@thesynergyonline.com)
.
NEW
DELHI, DEC 06 : A minimum of 300 per cent rise is being noticed in Prospectus
sold off by various public schools for giving admissions in Nursery and KG classes
between a period of 2000 to 2008 and on an average each parent is selling out
a sum of Rs.5000 for buying such prospectus, hoping admissions for their tiny
taughts.
In
around 2000, leading public schools in Delhi would normally sell off prospectus,
containing details about admission processes in their respective schools for a
sum of Rs.300. In 2008, one prospectus costs parents roughly Rs.1000, according
to findings of the ASSOCHAM Social Development Foundation (ASDF).
Parents
on an average are shelling out a minimum sum of Rs.5,000 on their single child
for buying prospectus. Obviously, for 2 children, the sum spent on buying prospectus
doubles up, says the Mr. D S Rawat, ASSOCHAM Secretary General. The cost of prospectus
for nursery and KGs is costlier than the prospectus sold off by reputed management,
engineering and chartered accountant institutions which really provide qualitative
education.
According
to estimates made by ASDF, in Delhi alone good public schools are likely to earn
revenues by selling prospectus to an extent of Rs.5,000 crore. This is absolutely
a conservative estimates based on finding of ASSOCHAM, added Mr. Rawat pointing
out that this is despite the Delhi government directives to school management
to have standardized prospectus at a uniform price. This directive is being
violated which is unfortunate, added the Secretary General ASSOCHAM.
The
ASSOCHAM Social Development Foundation further points out that generally parents
do not refuse to buy prospectus as these contain important details about admission
procedure along with the admission forms. Now, with more schools starting the
sale of forms, parents can't help but shell out more. Many parents also believe
it wise to buy the forms of as many schools as possible to secure admission for
their wards.
Single
parent keep aside around Rs 4,000/- to 5,000/- to apply in at least 10-12 schools
so that at the end of the day, their child is enrolled in one of the schools of
their choices as majority of parents can't afford to miss out a chance.
Most
of Parents feel that selling out Rs.5000 on buying prospectus pinches them the
most as there is no certainty that their child will eventually get through that
school. "It's like a wild shot. They have to unwillingly pay for the prospectus
and a CD on the school curriculum in two schools even when they are almost sure
that their child would not get admission there.
These
days prospectus are made fancy with lot of unwanted reading materials as the intention
of the schools is to make prospectus voluminous to attract good pricing.
Increasingly
rising school admission form in most of privately managed schools in large cities
including metros have deterred even well to do young parents.
The
Chamber has not only opposed escalation in cost of prospectus but it is equally
against proposed fee hike move in public schools which is likely to be within
the range of 40 per cent.
The
Chamber feels that at times when economy is on doldrums, downsizing in corporate
world is on peak and people are loosing jobs and inflation continues to push up
prices of all essential commodities, it would be extremely unfair to raise the
fee as it would put most of the parents under severe pressures.
Mr.
Rawat said that majority of school management boards have referred to the 6th
Pay Commission hike as one of the reasons for tuition fee hike which is totally
unjustified as majority of the workforce is engaged in unorganized sector and
is not at all beneficiary to pay hike.
Parents,
however, complain that education is now being run like a commercial business enterprise.
The high tuition fees no more justify the services offered at schools and the
erratic fee hike effected each year by management of schools.
An
estimated over 30 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
childrens schooling. Parents are especially concerned about schools that
put pressure on parents to make so-called voluntary contributions.
(editor@thesynergyonline.com)
NEW
DELHI, NOV 26 : A 10-member delegation comprising of professors and directors
of Indian Media, Journalism and Management Universities has returned after a week-long
visit to China's leading National Universities in Beijing, Shenyang and Shanghai.
The visiting Indian Universities signed MoUs with Prof. Zhao Kai, Dean, School
of Journalism, Fudan University, Shanghai and Prof. Zhang Guo Liang, Dean, School
of Media and Design and Director, Global Communication Research Institute, Shanghai
Jiao Tong University on 21st and 22nd November respectively.
The
specific areas of intent for cooperation and collaboration between the Indian
and Chinese Universities would be Student Exchanges, Faculty Exchanges, Research
Projects, Lectures through Video Conference, Chinese and Indian language. According
to Prof. Nagaraj K.V. Professor & Chairman, Department of Mass Communication
& Journalism, Mangalore University, Karnataka, one of the prominent mission
members who made presentation at both the Universities in Shanghai, "A socially
responsible and culturally sensitive India - China coalition in media education
will help both countries bring a deeper and more focused "Asia perspective"
to media education"
The
Mission, organised by India China Alliance Centre (ICAC) helped Indian media schools
familiarise themselves with the prevailing scenario in China, especially in the
field of Journalism, Media, Design and Communication and Management. The visit
provided a unique opportunity to explore collaborative arrangements with top-of-the-line
Chinese Universities covering student and faculty exchange, joint research and
joint programmes.
Jointly
led by Prof. M S M Rawat, Former Vice Chancellor of HNB Garhwal University, Uttarakhand
and Prof. (Dr.) J S Panwar, Director MBA Programme, Sardar Patel University, Gujarat,
the 10-member Mission visited and interacted with China's premier Universities
Peking University and University of International Business and Economic
in Beijing; Shenyang University and Liaoning University in the Northeastern Capital
City of Shenyang and Shanghai Jiao Tong University, Fudan University and China
Europe International Business School (Ranked No.11 in the World) in Shanghai.
The
other members of the delegation were: Dr. Sanjeev Bhanawat, Head, Centre for Mass
Communication, University of Rajasthan, Jaipur; Dr. C Pichandy, Head, Department
of Communication & Media Studies, PSG College of Arts and Science, Tamil Nadu;
Dr. N Thirugnanasambandam, Reader in Sociology, PSG College of Arts and Science,
Tamil Nadu; Dr. Rajbir Singh, Chairman, Department of Management Studies &
Humanities, DCR University of Science & Technology, Haryana, Dr. B.P. Verma,
Director, Kohinoor Business School & Centre for Management Research, Maharashtra
and Mr. Surinder Kumar, Associate, India China Alliance Centre, New Delhi.
NEW
DELHI, OCTOBER 16 : DUKE Universitys Fuqua School of Business, amongst
the top 10 business schools in the US , said, it would establish a presence in
New Delhi as part of the schools global expansion. Further, it named a board
to advise the university on strategies for expanding and enhancing Dukes
presence in India .
The
advisory board, consisting of graduates of Duke University & Fuquas
MBA programs, will also assist Duke in forging new partnerships in the country.
The
board will be chaired by Malvinder Singh, CEO and Managing Director of Ranbaxy
Laboratories Limited. Other board members include, Dr. Amit Mitra of FICCI, Suhail
Nathani, Partner, Economics Law Practice, Timothy Kasbe, Chief Information Officer,
Reliance; Sanjith Shetty, Vice Chairman, Soham Infrastructure ; Devinjit Singh,
Managing Director-Asia, Carlyle Group; Shivinder Singh, CEO and Managing Director,
Fortis Healthcare ; Vikrampati Singhania, Deputy Managing Director, J.K. Organization;
and Bharat Tandon, president and CEO, SABIC India .
Fuqua
has made a commitment to becoming the worlds first legitimately global business
school, Fuqua Dean Blair Sheppard said. From the very start, our expansion
plans have included India, one of the worlds most quickly emerging and rapidly
evolving economic and cultural centers. Utilizing our strong alumni network in
India is vital to our goal of delivering The Duke MBA experience to tomorrows
global business leaders.
Duke
President Richard H. Brodhead noted the importance of India in Dukes future
plans.
I
dont think anyone would dispute that with Indias size, economic and
political strength, and its vast pool of talented students and academics, it is
a place from which we can learn a great deal, Brodhead said. At the
same time, we are building lasting relationships that will help secure a shared
future of teaching and learning with India. Dukes strengths in business,
public policy, the environment and biomedical research present a unique and compelling
opportunity for collaboration with colleagues in India.
Duke
has long maintained a strong association with India, with nearly 300 Indian-born
undergraduate and graduate students currently attending the university. The Duke
Center for International Development designs and delivers customized educational
and training programs for government agencies in India. Duke Corporate Education
collaborates with the Indian Institute of Management Ahmedabad (IIMA) to provide
custom corporate education programs.
In
addition, Dukes Terry Sanford Institute for Public Policy for many years
has worked with the Indian Administrative Service on professional education for
civil servants.
In
May 2008, Dukes Talent Identification Program (TIP) offered a three-week
residential pilot program on the campus of IIMA for academically gifted Indian
students; the program will be repeated next year at IIMA and in New Delhi.
Malvinder Singh,
CEO and MD, Ranbaxy Laboratories Ltd who is also the Chair for the newly formed
Duke India Alumni advisory Board, Duke University, said, "I am delighted
to see the vision of a world class University, such as Duke, take shape here in
India. Being an alumnus, I can say with confidence that I gained enormously from
its open, multidisciplinary, multicultural, education format and the top class
intellectual input and rigor that Duke provides. I am sure, it will set a new
benchmark for liberal university education in India and augment the much needed
requirement for world class professional institutions that are urgently needed
to bridge the high quality talent needs of the fast globalizing Indian economy.
Beyond New
Delhi, Fuquas global expansion initiative will include new Fuqua programs
in Shanghai, China; London, UK; Dubai, UAE; St. Petersburg, Russia; and Johannesburg,
South Africa.
Fuquas
plans are unique among business schools, extending beyond the limited, casual
affiliations that traditionally define international academic programs, Sheppard
said. Each of Fuquas new regional engagements will feature open enrollment
executive education, at least two research centers, Duke faculty or joint faculty
appointments, service-based activities focused on local needs, an MBA offering
(with the exception of Johannesburg), a Duke Corporate Education presence and
involvement of other parts of Duke University.
A
comprehensive understanding of the new world economy requires expertise in a number
of areas that touch upon business, Sheppard said. To deliver an interdisciplinary
experience, we will engage the resources of other schools within Duke: Duke University
School of Law, Terry Sanford Institute of Public Policy, Nicholas School of the
Environment, Duke University School of Medicine, Pratt School of Engineering,
and Duke Global Health Institute.
Fuquas
new global initiative will begin in August 2009 with students entering The Duke
MBA Cross Continent program, which targets high-potential junior and middle
managers. Fuqua launched its Cross Continent program in 2000, building on the
strengths of its well-regarded Duke MBA Global Executive. (editor@thesynergyonline.com)