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Contents

ISSN 0973-4139

volume 10 issue 06 june 2014

cover Story

P 15

Top Engineering Colleges of India Lead Feature

56 ‘Strong links with Industry Ensure good Placement’

36 Studies Abroad: Budget Destinations on the block 38 ‘Bond with Peers to Overcome Culture Shock’

Dr Lissy Vadakel, Director, MDIS School of Health & Life Sciences

40 ‘Motivation Vital for Studying Abroad’

David Boddy, Principal Partner, Anglo School International Service

41 ‘Home Sickness - A Big Challenge for Students’

Mansie Dewan, Founder and Master Coach, Mansie Dewan Consulting

42 ‘Studying Abroad Key to a Promising Career’

Rohan Ganeriwala and Adarsh Khandelwal, Co-founders, Collegify

44 ‘Providing Quality Education at Affordable Costs’

Vineet Gupta, Founder, Ashoka University and MD, Jamboree Education

45 ‘US still MFN for Studies’

Sumeet Jain, Co-founder, Stupidsid.com

leaderspeak 48 ‘Build Vocabulary the Easier Way’

Vidhatanand, Co-Founder & CEO, Vocabmonk

64 ‘Audio-visuals That Aid Education’

Joy Ghosh, Vice President, Edaxis

IndustrySpeak 49 Employability Challenges in Tier II Cities

Er Rajendra Shah, Chairman, SAL Technical Campus

55 ‘Courses that Make Employable Engineers’

4

Prof Nupur Prakash, Vice Chancellor, Indira Gandhi Delhi Technical University for Women

digitallearning.eletsonline.com

Prof Weeratunge Malalasekera, Lecturer, Wolfson School of Mechanical and Manufacturing Engineering, Loughborough University (UK)

57 ‘Creating Skilled Professionals for Industry’

Dr T D Sharma, Director-cum-Principal, Swami Parmanand College of Engineering & Technology

58 ‘Establish Research Park to Exchange Ideas’

Dr R P Dubey, Pro Vice Chancellor, Dr CV Raman University

59 ‘Employing Innovation for Excellence’

Dr J B Dafedar, Principal, Orchid College of Engineering & Technology

60 ‘Making ‘Eduprenures’ out of Engineers’

S L Agrawal, Executive Director, JECRC Foundation

special Feature 50 The changing Face of Engineering Education event report 61 Education Congress 2014 Talks Transformations case study 62 Women Empowerment Through Technical

Education Dr Shabistan Gaffar, Chairperson, Committee on Girls Education, National Commission for Minority Educational Institutions

News 08 School Education 10 Higher Education 14 Campus


Asia’s premier Monthly Magazine on ICT in Education Volume

Issue 06

10

June 2014

Partner publications President: Dr M P Narayanan Editor-in-Chief: Dr Ravi Gupta Advisory Board

WEB DEVELOPMENT & IT INFRASTRUCTURE Team Lead – Web Development: Ishvinder Singh

Prof Asha Kanwar, President, Commonwealth of Learning

Dr Jyrki Pulkkinen, Senior Adviser, Ministry for Foreign Affairs of Finland

Executive – IT Infrastructure: Zuber Ahmed

Dr Subhash Chandra Khuntia, Additional Secretary, Ministry of Petroleum and Natural Gas, Govt of India

Prof V N Rajasekharan Pillai, Executive Vice President, Kerala State Council for Science, Technology and Environment

Finance & Operations Team

Prof S S Mantha, Chairman, All India Council for Technical Education (AICTE)

Prof Parvin Sinclair, Director, National Council of Educational Research and Training (NCERT)

Executive – Information Management: Khabirul Islam

Sr Manager – Finance: Ajit Sinha Legal Officer: Ramesh Prasad Verma Manager Events: Nagender Lal

Editorial Team education Sr Correspondent: Ankush Kumar Correspondent: Seema Gupta governance Sr. Assistant Editor: Nirmal Anshu Ranjan Research Associate: Sunil Kumar Sr Correspondent: Kartik Sharma, Mohd Ujaley, Nayana Singh, Souvik Goswami Health Sr Assistant Editor: Shahid Akhter Correspondent: Ekta Srivastava ICE Connect Assistant Editor: Rachita Jha Correspondent: Veena Kurup SALES & MARKETING TEAM: digital LEARNING National Sales Manager: Fahimul Haque, Mobile: +91 - 8860651632 Associate Manager – Business Development: Amit Kumar Pundhir, Mobile: +91 - 8860635835 Subscription & Circulation Team Manager Subscriptions: +91-8860635832; subscription@elets.in Design Team Sr Graphic Designer: Om Prakash Thakur Sr Web Designer: Shyam Kishore Editorial & Marketing Correspondence digitalLearning - Elets Technomedia Pvt Ltd, Stellar IT Park Office No: 7A/7B, 5th Floor, Annexe Building, C-25, Sector 62, Noida, Uttar Pradesh 201301, Phone: +91-120-4812600 Fax: +91-120-4812660 Email: info@digitalLearning.in digitalLEARNING is published by Elets Technomedia Pvt. Ltd. in technical collaboration with the Centre for Science, Development and Media Studies (CSDMS). Owner, Publisher, Printer - Dr Ravi Gupta, Printed at Super Cassettes Inds. Limited, C-85, Sector - 4, Noida, UP and published from 710, Vasto Mahagun Manor, F-30, Sector - 50, Noida, UP Editor: Dr Ravi Gupta © All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic and mechanical, including photocopy, or any information storage or retrieval system, without publisher’s permission.

digitallearning.eletsonline.com | egov.eletsonline.com | ehealth.eletsonline.com| ICEconnect.eletsonline.com Write in your reactions to Education news, interviews, features and articles. You can either comment on the individual webpage of a story, or drop us a mail: editorial@elets.in

6

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EDITORIAL

Gearing Up for a Big Leap The newly sworn-in Union HRD Minister Smriti Irani has pledged to fulfill the promises made in the party’s manifesto, starting with looking for ways to enhance public spending on higher education from the present 3.8 percent to 6 percent of GDP. She has also met senior officials and asked for detailed notes on various education-related schemes run by the ministry. Besides, Irani is also planning to set up a comprehensive national e-library and a central university on Himalayan technology, in line with the party’s manifesto. Undoubtedly, her steps augur well in terms of a holistic approach to improve both quality and reach of education in the country. With the government laying special emphasis on higher education, the digitalLEARNING also decided to do its bit by assessing the state of an improtant branch of higher education Engineering - through the length and breadth of India. And, having completed the massive exercise, we are here with the second edition of our Engineering Ranking special issue. This, we are sure, will help you segregate the good institutions from the not-so-good ones and also get a clearer picture of this segment of higher education. This issue is in continuation of the huge success of Engineering Ranking Issue of 2013, where we ranked the top engineering institutions in the country. A total of 250 engineering institutions have been ranked. The best thing about our survey is that apart from listing the institutions that are already at the top, it also tries to discover other ‘Promising Institutions’ that are headed towards new highs. This edition also has a special feature on the changing face of Engineering Education, along with the lead feature on Education Abroad, covering various opportunities and challenges for Indian students looking to build a global career. We are also proud to announce the fourth edition of World Education Summit (WES) 2014 (http://wes.eletsonline.com/), scheduled for August 7-8, 2014, New Delhi. This will carry forward the incredible success of the 2013 Summit. This year, the Summit will highlight innovations and best practices in the education sector. The Summit will see coming together of ministers, education policymakers from various countries, stakeholders from civil society organisations, educationists, academia, corporate houses, international and national developmental organisations, donor agencies and decision-makers from the industry. It will aim at enriching global efforts towards an inclusive education and analysing the role of governments in the development and implementation of educational policies. We hope to have you at this year’s WES, where conferences, exhibitions, workshops and the award ceremony will provide a wonderful opportunity to stakeholders in the field of education, all over the world, to create opportunities of progress at all levels, namely – global, national, and regional. I invite all to join at this platform and be a part of the resurgence in the education sector.

Dr Ravi Gupta Editor-in-Chief Ravi.Gupta@elets.in

digitalLEARNING / June 2014

7


nEWS

School

Education

To read latest news, log on to education.eletsonline.com

SC Resumes Nursery admissions The Supreme Court has allowed resumption of nursery admissions in Delhi, which were stalled over scrapping of inter-state transfer of quota seats. Avoiding the February 27 notification, the apex court quashed the order issued by the Delhi lieutenant governor Najeeb Jung, to scrap the inter-state transfer quota and granted admission to successful transfer quota candidates, whose parents had approached court. The apex court also instructed that the

I

wards of those parents who approached the court challenging scrapping of the inter-state transfer quota would be given a seat even if the schools had filled all seats. It has also asked Delhi government to raise the number

Girls Outperform Boys again in ICSE Class X Results

T

he Indian Certificate for Secondary Education (ICSE) class X examinations has been declared and this time girls again have outperformed boys. Overall, 98.79 percent girls and 97.88 percent boys have passed this year’s ICSE examination. Last year, the pass percentage was 97.73 percent for boys and 98.78 percent for girls. Gerry Arathoon, chief executive and secretary, Council for Indian School Certificate Examinations, stated that around 149, 087 students appeared in this year’s Class X exam with the combined pass percentage standing at 98.28 percent.

8

Students changing gear after Class X Results

June 2014 / digitalLEARNING

of seats, if required to accommodate the 24 students whose parents had approached the court. With the Supreme Court’s ruling, the five month long impasse on nursery admission in Delhi finally came to an end.

CSE and CBSE declared the Class X results earlier this week and after the declaration, students are pondering over which of the three boards – CBSE, ICSE and Maharashtra state board, would be best for their further studies. While some students from CBSE and ICSE have decided to continue with their own school, some are waiting for the online FYJC admissions that will commence after the declaration of the SSC results. Avnita Bir, principal, R N Podar School, stated that her institution carries admissions according to students’ performance in classes IX and X. They believe that environment is very conducive.

Ryan International School, Malad Awarded NABET Accreditation Ryan International School (ICSE), Malad is the Ryan Group’s second school to receive the coveted NABET (National Accreditation Board for Education Training) Accreditation. The school was awarded for the Quality School Governance Accreditation for Quality School Governance System.The school was assessed by NABET on 50 parameters for the accreditation, including governance,

educational and support processes, curriculum, examination and assessments, financial resources, infrastructure, health and safety etc. Ryan International (ICSE), Malad has the distinction of being one of the very few schools in India to receive the accreditation standard

by the Quality Council of India this year. Snehal Pinto, Director, Ryan Group received the accreditation certificate at the National Quality Conclave conducted by Quality Council of India from Amarjit Singh, Additional Secretary, MHRD at Hotel Le Meridien, New Delhi.


digitallearning.eletsonline.com

CBSE-CAER International Conference 2014 Held

The Central Board of Secondary Education (CBSE) and Centre for Assessment and Evaluation Research (CAER) recently organised an event titled ‘CBSE-CAER International Conference 2014’. The purpose of the conference was to disseminate information on education assessments and global practices across India and the globe. It was also to provide a platform for constant sharing of ideas that can strengthen global education and contribute to enhancement of students’ performance in classrooms. Various stakeholders participated in the conference, which included academicians, policymakers, school educators and noted experts in the field of assessments. This collaborative effort of CBSE & CAER aims at providing a platform for knowledge sharing and dissemination.

Petition Seeking Pre-School Education in Govt Schools Filed in Madras High Court A petition has been filed in Madras high court asking the Tamil Nadu government to include pre-school education in government schools. They are seeking to introduce LKG and UKG in the government schools.The additional government pleader Sanjay Gandhi took notice when petition by Parents Union for Students Educational Rights in Virudhachalam came up for the hearing before a bench comprising of Justice R Sudhakar and Justice K K Sasidharan. The petition submitted stated that, most of the nursery or kindergarten schools were being run by private agencies or voluntary organisations, which charge very high fees. As a result, children belonging to the rural and poor families do not enjoy the benefits of these pre-schools.

Nine Indian Students Win at Intel International Science and Engineering Fair 2014 In the world’s largest high school science research competition, i.e. the Intel International Science and Engineering Fair, nine Indian students made their way out in the competition by winning awards. Abhishek Verma and Daksh Dua from Maharaja Agarsain Public School won the first award of $3000 in the Animal Sciences category. The first position was awarded to Nathan Han of Boston with $75,000 for developing a machine learning software tool to study mutations of a gene linked to breast cancer at this year’s Intel International Science and Engineering Fair, a programme of Society for Science and the Public. Students from different schools in india also won awards in the fair.

After Cbse Guideline, Schools Reschedule Entrance Classes

S

chools have decided to introduce innovative means to provide their students with exclusive integrated school programme, after CBSE asked them to stop conducting such courses that interfere with the regular syllabus. The new procedure would include coaching classes before or after school hours. CBSE had earlier stated that conducting coaching classes for students is not approved by the board. G Devan, principal, Saraswathi Vidyaniketan School, Elamakkara, stated that school has tied up with FIIT-JEE to provide IIT coaching only after or before school hours or during holidays. He said that this additional preparation is not for profit as the school charged standard fees to help students for their entrance examinations. However, some schools that are not involved in such tie-up with private coaching centers have expressed concern as they feel that the practice is undertaken to attract enrollment. Such schools in long run will not survive the competition.

digitalLEARNING / June 2014

9


nEWS

Higher

Education

To read latest news, log on to education.eletsonline.com

Stringent Visa Rules hit UK hard

There has been a great decline in the number of students going to study in Britain from Commonwealth countries such as India and Pakistan. A decline of 65,000 students has been recorded as stated by an immigration report published on May 22. The Office of National Statistics has confirmed that a steep decline in students from India and other Commonwealth countries is due to new visa rules imposed by the UK. The number of students have fallen from one lakh to 35,000 in the past three years says the report. A majority of the Indian students feel that the UK government is not welcoming towards overseas students. Britain earns ÂŁ7.9 billion from international students' in a year. It is expected that by 2024 one in every three outbound higher education students across the globe will be from India and China.

World Bank to fund higher education in Odisha The World Bank is keen to help the higher education sector in Odisha for its improvement and development. Kurt Larsen, the Bank representative stated that the World Bank wants to invest in the state for the improvement in teaching quality, learning and research process and improvement in gross enrolment ratio (GER) in the state. The decision will be taken after a formal discussion between the World Bank officials and Odisha government which is likely to take place in July. The Odisha government has proposed to hold an international seminar on higher education policy in Bhubaneshwar in July, where World Bank officials are expected to participate. For the development of higher education sector in various states in India, the World Bank has already invested one million dollars in the country.

Osmania University degrees blacklisted in UAE, Iran Countries in West Asia have blacklisted Osmania University and do not recognise the certificate issued by it to students of both distance education and regular stream. Many students including foreigners have been refused jobs in the United Arab Emirates and Iran. A Dubai based recruitment agency stated that, OU is blacklisted because those who completed the distance education course pass themselves off as regular day scholars at the varsity. Moreover, these students do not have the basic standards required to perform well in a job. Disappointed students are of the view that their fate is sealed due to the same certificates issued for both distance and regular courses. While on the other hand OU authorities stated that they are not aware of the blacklisting by UAE and according to the requirement of these countries, they will distinguish between the regular and distance mode courses in the certificates issued for the benefit of the students.

Three private universities in offing in Chhattisgarh Three more private universities are in offing in Chhattisgarh as five are already functioning. Chhattisgarh Private University Regulatory Commission secretary BR Chandrakar stated that the proposal of establishing three new universities are at consideration. They are

10

June 2014 / digitalLEARNING

Shankaracharya University at Durg, Amity University, Raipur and Jindal University at Raigarh. According to the Chhattisgarh Private University Act 2005, private universities can be set up in the state and now it has been five years since the universities were established under this act.


digitallearning.eletsonline.com

digitalLEARNING / June 2014

11


nEWS

Higher

Education

To read latest news, log on to education.eletsonline.com

CLAT 2014 gets highest number of registration of candidates All India Common Law Admission Test (CLAT) for admission into 14 national law universities of India for academic year 2014- 2015 was concluded successfully recently. Gujarat National Law University, Gandhinagar, is the Convener of CLAT 2014.As many as 33,491 candidates (31,231 for 1,660 undergraduate seats and 2,260 for 491 postgraduate seats), successfully registered online for undertaking the test in 21 cities. The results will facilitate admission of successful candidates, on the basis of merit-cum-preference, into these universities. In addition, several private law universities, faculty and colleges of law of state universities use CLAT score to admit successful candidates. The results were declared on May 31, followed by the commencement of counselling period for the first 2500 merit-cum-preference candidates from June 1. It is expected that the admission formalities will be completed between June 24 and June 27.

Bihar Cabinet approves `245 crore for minorities, women’s education An amount of `245 crore was approved by the state cabinet to connect women sections and minority communities with school education. Funds will be allocated under the ‘'Mahadalit, minorities and extremely backward castes akshar anchal yojna'. Chief minister of Bihar, Jitan Ram Manjhi presided over the meeting.This plan aims to provide basic school education to 8 lakh Mahadalit and EBC women. It would also include children in the age group of 6-14, belonging to minorities, Mahadalit and EBCs. Brajesh Mehrotra, principal secretary, cabinet coordination department, stated that cabinet has approved 15 proposals of various areas like education, social welfare, health, agriculture, power and others.

Approval from AICTE must for new technical colleges In a letter to the vice chancellors of all the universities, the All India Council for Technical Education (AICTE) has written that no technical college including management institute will be granted affiliation unless the council has given approval for the academic year 2014-15. The letter issued on May 12 by AICTE SS Mantha comes in the wake of the Supreme Court’s interim orders on April 17 and May

12

June 2014 / digitalLEARNING

9, restoring the AICTE’s power to approve new technical institutes or colleges for the year 2014-15. The UGC, which regulates higher education in the country, has come out with draft guidelines for new technical colleges/ institutes, but the guidelines are pending for final approval from the HRD ministry. UGC has also declared a one year moratorium on the sanction of new technical colleges in the fields of engineering and management.

DU colleges rope in forensic experts to end admission frauds After burning midnight oil, lakhs of students emerged with top honours in senior secondary school examinations. With admission process kicking off across the country, Capital's prestigious Delhi University too is currently witnessing a huge rush. But many crooks in the recent years, who failed to score high marks, are seeking admission with the help of forged documents. Now, Ramjas, Sri Venkateswara and Bhagat Singh are planning to seek help of forensic experts to combat the problem. St Stephen has earlier warned students about agents, who claim to secure seats for money. PK Khurana, Principal, Bhagat Singh College stated that warnings on notice boards and website may deter potential fraudsters. Khurana added that instead of hiring an agency, their college is streamlining their own system.


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Campus Campus

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Manav Rachna bags Microsoft Imagine Cup

The students of Manav Rachna College of Engineering bagged the first, second and third position at the national round of Microsoft Imagine Cup. The students won in the innovation category. They created products like smart skull, which is an automatic system to alert the relatives of the accident victim and emergency services. Smart skull sends out signals to emergency centres. Another project, which bagged the award was MovAid, which according to the team is the world’s first personalised solution to measure and monitor the recovery of an individual after orthopedic trauma rehabilitation, surgery, injury or joint replacement. Project Respiron has a device and smartphone application for an out of range alarm, medication reminder, puff control and panic button.

TERI University to introduce Department of Regional Water Studies TERI University in collaboration with CocaCola Foundation will launch the Department of Regional Water Studies. The department is to be named ‘Coca-Cola Department of Regional Water Studies’. It will examine water issues in an interdisciplinary framework, bringing cultural, educational and scientific factors as well as religious, ethical, social, political, legal, institutional and economic dimensions towards a better and holistic approach in water management. Arun Kansal, professor and head, Coca-Cola department of regional water studies, TERI University stated that, apart from the academic value-addition, the department would help strengthen regional co-operation around water resources by establishing networks of water management.

Delhi University signs MoU with University of Glasgow An agreement has been signed between University of Delhi and Glasgow under which the students would receive lectures from Glasgow and vice versa through video link. The memorandum was signed by Professor Dinesh Singh vice chancellor, Delhi University with Professor Anton Muscatelli, principal and vice chancellor of

University of Glasgow, to formalise their links. Both the universities are members of Universitas 21 (U21), the leading global network of world class, research intensive universities for the 21st century. The programme will begin from this year when faculties in Glasgow will use video link technology to teach aspects of English literature to students in Delhi.

VITU Students Create Robots that can climb up and down Students of VIT University in Vellore have come up with a new creation of an autonomous robot that can climb up and down the stairs. With the purpose to deliver packages in multistorey buildings, the students have developed this robot. Since multi-storey build-

14

ings require number of human couriers to transfer files and

June 2014 / digitalLEARNING

packages, so using a robot to perform the task would reduce the

cost of operations of businesses housed in such buildings. Two final year students from the school of electrical engineering developed this robot under the guidance of faculty member Mathew Mithra Noel. The students stated that to create such a robot is a challenge,

since it has to climb up and down the stairs without falling while simultaneously following a line on the floor for guidance. The robot has been build at a cost of `25,000 with an additional `12,000 for manufacturing. It is based on a supervised model.


digitallearning.eletsonline.com

Top Engineering

Colleges of India Technical institutions are increasing in India, but identifying the best is a humongous task for the students. With an aim to assist students and ensure better exposure for the engineering institutes, digitalLEARNING magazine has come up with its second edition of engineering ranking issue. To help aspirants streamline their research, we have shortlisted the institutes in different regions and zones of India and come up with a listing of engineering institutes across the country.

digitalLEARNING / June 2014

15


Engineering

Engineering survey 2013

Ranking 2014

How We Ranked Them We have ranked 250 engineering institutes in the country based on: Faculty Details, Fee Structure, Research Activities and Placements on a scale of AAA+ to A, with AAA+ being the highest rank on the scale. The government institutes have been ranked based on perception voting and the private institutes have been ranked based on analysis of available data. We have also listed promising institutes in some zones, which have the potential to be in the top league in the coming years.

Ranking methodology Public Institutes: We chose the best public institutes and Institutes of National Importance in a transparent and democratic manner through public voting. We followed a two-step process: Step 1: A list of Top 70 government-aided institutes (including IITs, NITs, IIITs and others) was prepared. Step 2: We eliminated 20 institutes that received lowest number of votes, from the list of 70 shortlisted institutes. Based on the number of votes received by these institutes, we have declared the Top 50 Public Engineering Institutes. The voting conducted on a popular social networking sites got an amazing response of 15,943 unique votes. Among the voters, there were 12,342 students and alumni; 1,536 teachers and academics; 1,245 people representing coaching centres and 820 undergraduates. Private Institutes: To gather maximum available information about any institute and ensure its credibility, we followed a three-step approach: Step 1: We analysed the past three years’ rankings conducted by various organisations in the country. We filtered the list to eliminate colleges not ranked by any organisation in their previous rankings. Further, those institutes which featured only once in any of these rankings were also eliminated. Step 2: We visited the official websites of 3,000+ institutes and private universities to get information such as Infrastructure, Placement, Teaching Pedagogy, Faculty, Foreign Collaborations and Research Activities. For AICTE affiliated institutes, we got most of the information from the mandatory disclosures in their official website. However, the challenge was that most institutes did not have the updated disclosure on their website. We also studied the student reviews in some of the education portals to get a better understanding about the institutions we have ranked. Step 3: We also asked engineering institutions across the country to send us filled questionnaire in a given format. Only 197 institutes reverted with filled questionnaire in the given deadline. Simultaneously, we were able to gather complete information of 1,750 odd colleges, out of the list of 3,000+ colleges that we had targeted.

Zone State Categories   Zone State Cluster 1

Central Madhya Pradesh and Chattisgarh

Categories   State Cluster 2 Categories     Zone State Cluster 1

Government Institutes Promising Institutes Private Institutes Odisha & West Bengal

Categories State Cluster 2 Categories     State Cluster 3 Categories   State Cluster 3 Categories   Zone State Cluster 1 Categories     State Cluster 2 Categories   State Cluster 3 Categories     Zone State Cluster 1 Categories     State Cluster 2  Categories  

Government Institutes Private Institutes Promising Institutes East Assam, Bihar, Chattisgarh and Jharkhand

Government Institutes Private Institutes Promising Institutes North Himachal Pradesh, Jammu and Kashmir, Uttarakhand Government Institutes Private Institutes Punjab and Haryana Government Institutes Private Institutes Promising Institutes New Delhi Government Institutes Promising Institutes Uttar Pradesh Government Institutes Private Institutes Promising South Kerala and Tamil Nadu Government Institutes Private Institutes Promising Institutes Karnataka Government Institutes Private Institutes Promising Andhra Pradesh Government Institutes Private Institutes Promising Institutes West Maharashtra, Goa & Gujarat Government Institutes Private Institutes Promising Institutes Rajasthan Private Institutes Promising Institutes

23 23 3 9 11 28 13 6 3 3 15 5 6 4 59 7 3 4 30 5 10 15 8 4 4 14 5 8 1 97 38 8 24 6 32 1 28 3 26 4 13 9 45 32 6 19 6 13 5 8

Total Number of Ranked Institutes- 250

The ranking team was led by Ankush Kumar and data support was provided by digitalLEARNING Information Managment Team.

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June 2014 / digitalLEARNING


Engineering

Top

Engineering survey 2013

50

Ranking 2014

Government Engineering Colleges A Perception-based Survey

Engineering Colleges

Name of Institute

City   

Indian Institute of Technology, Delhi

Delhi

National Ranking 1

Indian Institute of Technology, Kharagpur

Kharagpur

2

Indian Institute of Technology, Bombay

Mumbai

3

Indian Institute of Technology, Kanpur

Kanpur

4

Indian Institute of Technology, Madras

Chennai

5

Indian Institute of Technology, Roorkee

Roorkee

6

Indian Institute of Technology -BHU

Varanasi

7

Indian Institute of Technology, Guwahati

Guwahati

8

National Institute of Technology, Trichy

Tiruchirapalli

9

DCE Delhi (Delhi Technological University)

Delhi

10

ISMU Dhanbad

Dhanbad

11

College of Engineering, Anna University(Guindy, Chennai)

Chennai

12

National Institute of Technology, Surathkal

Surathkal

13

National Institute of Technology, Warangal

Warangal

14

Jadavpur University, Faculty of Engineering

Kolkata

15

Netaji Subash Institute of Technology, Delhi

Delhi

16

National Institute of Technology, Calicut

Calicut

17

Indian Institute of Information Technology, Allahabad

Allahabad

18

PEC University of Technology, Chandigarh

Chandigarh

19

National Institute of Technology, Rourkela

Rourkela

20

Government College of Engineering, Pune

Pune

21

Jawaharlal Nehru Technological University, Hyderabad

Hyderabad

22

Bengal Engineering and Science University, Shibpur

Howrah

23

Madras Institute of Technology

Chennai

24

Visvesvaraya National Institute of Technology

Nagpur

25

Atal Bihari Vajpayee Indian Institute of Technology & Management

Gwalior

26

Motilal Nehru National Institute of Technology, Allahabad

Allahabad

27

Harcourt Butler Tech Institute, Kanpur

Kanpur

28

National Institute of Technology, Kurukshetra

Kurukshetra

29

Maulana Azad National Institute of Technology

Bhopal

30

Sardar Vallabhbhai National Institute of Technology

Surat

31

Coimbatore Institute of Technology

Coimbatore

32

National Institute of Technology, Hamirpur

Hamirpur

33

UCE, Osmania University Hyderabad

Hyderabad

34

Birsa Institute of Technology

Sindri

35

Mumbai Institute of Chemical Technology

Mumbai

36

National Institute of Technology, Durgapur

Durgapur

37

Government Modern Engineering College

Kochi

38

National Institute of Technology, Jalandhar

Jalandhar

39

National Institute of Technology, Patna

Patna

40

College of Engineering, Thiruvananthapuram

Thiruvananthapuram

41

National Institute of Technology, Jamshedpur

Jamshedpur

42

Government College of Engineering, Amravati

Amravati

43

Guru Nanak Dev Engineering College

Ludhiana

44

University Institute of Engineering & Technology

Chandigarh

45

Faculty of Engineering (Jamia Milia Islamia)

Delhi

46

National Institute of Technology, Raipur

Raipur

47

Jawaharlal Nehru Technological University, Kakinada

Kakinada

48

National Institute of Technology, Srinagar

Srinagar

49

National Institute of Foundry & Forge Technology

Ranchi

50

digitalLEARNING / June 2014

17


Engineering

Engineering survey 2013

Ranking 2014

Engineering Colleges in Central India Education is rich in the Central India with states like Madhya Pradesh and Chattisgarh being home to several education institutions. The central India is enriched with many educational institutions of national importance like IIT, IIM, IIIT, etc.

Madhya Pradesh and Chattisgarh Government Institutes Name of Institute City

Rank Based on Public Choice

Atal Bihari Vajpayee Indian Institute of Technology & Management

Gwalior

Maulana Azad National Institute of Technology

Bhopal 30

National Institute of Technology, Raipur Raipur

26

47

Private Institutes Name of Institute City digitalLEARNING Ranking Acropolis Institute of Technology and Research

Indore

A+

Barkatullah UniversityUniversity Institute of Technology

Bhopal

AA+

Promising Institutes Name of Institute

City

Institute of Engineering and Science, IPS Academy

Indore

Jabalpur Engineering College

Jabalpur

Madhav Institute of Technology and Science

Gwalior

Mahakal Institute of Technology

Ujjain

Medi-Caps Institute of Technology and Management

Bhopal

Oriental Institute of Science & Technology

Gwalior

Rewa Engineering College

Rewa

Rustamji Institute of Technology

Tekanpur

Samrat Ashok Technological Institute

Vidisha Indore Ujjain

Institute of Engineering and Technology (DAVV)

Indore

AA

Shri Vaishnav Institute of Technology and Science

Institute of Technology and Management

Gwalior

A+

Ujjain Engineering College

IIIT Jabalpur (PDPM Indian Institute of Information Technology Design & Manufacture)

Jabalpur

AA

Laxmi Narayan College of Technology

Bhopal

AA

Rungta College of Engineering & Technology

Bhilai

AA+

Sanghvi Institute of Management and Science

Indore

A+

Shri G S Institute of Technology and Science

Indore

AA+

18

June 2014 / digitalLEARNING

*Map not to scale

Indian Institute of Information Technology and Management (IIITM) in Gwalior, is an autonomus institute set by Government of India, MHRD, in 1997.


Organisers

presents

The Green Cities Forum 2014 by Elets Technomedia

GREEN

aims to track the evolving pace of Green Construction Revolution being witnessed in India. The platform

CITIES FORUM

aims to engage distinct array of experts involved in the Green Building Movement who are reforming the construction outlook of our country.

20 June 2014, Pune, Maharashtra

Key Focus Emerging Trends in Green Construction GRIHA Ratings & LEED Certification Need for Development of a Green Policy Architecture & Aesthetics for Green Construction

Renewable Energy for Sustainable Constructions

ADVT Green Redevelopment andCity transformation of existing structures to Green Buildings Indoor Quality for Sustainable Green Structures – HVAC

Affordability and Prospects Ahead for Green Buildings

Eco-friendly Building Materials

Sector Beneficiaries Architects, Builders & Developers, Corporate, Government Representatives, Educational Institutions, Engineers, Energy Modelers, Electrical Consultants, Green Building Facilitators, Contractors, Green Product / Equipment Manufacturers, HVAC Consultants, Landscape Consultants, Plumbing Consultants, Town Planners etc

For General enquiry Rachita Jha Mobile: +91-9819641110, rachita@elets.in For programme details Veena Kurup Mobile: +91-7506365758, veena@elets.co.in For sponsorship & exhibition details Sudeep P. Gaonkar, Mobile: +91-9833719329 sudeep@elets.in

iceconnect.eletsonline.com


Engineering

Engineering survey 2013

Ranking 2014

Engineering Colleges in East and the Northeast India The region comprises of states rich in ethnic cultural heritage with linguistic diversity, which is also rich in education sector. The region has some of the best educational institutions which include IIT Kharagpur, IIM Calcutta, IIT Patna and NITs in Rourkela, Durgapur, Jamshedpur and Patna.

Assam, Bihar, Chattisgarh and Jharkhand Government Institutes Name of Institute City

*Map not to scale

Rank Based on Public Choice

Indian Institute of Technology

Guwahati

08

ISMU

Dhanbad 11

Birsa Institute of Technology

Sindri

35

National Institute of Technology Patna

40

National Institute of Technology Jamshedpur

42

National Institute of Foundry & Forge Technology

50

Ranchi

Promising Institutes Name of Institute

City

National Institute of Technology

Shillong

National Institute of Technology

Aizawl

Tezpur University

Tezpur

Private Institutes Name of Institute City digitalLEARNING Ranking Birla Institute of Technology

Deogarh

A+

Birla Institute of Technology

Patna

AA+

Birla Institute of Technology

Mesra

AA+

IIT Kharagpur has been engaged in a steady process of development with about 18 academic departments, with fine centres of excellence.

Odisha & West Bengal Government Institutes Name of Institute City

Rank Based on Public Choice

IIT Kharagpur

Kharagpur

2

Jadavpur University, Faculty of Engineering

Kolkata

15

NIT Rourkela

Rourkela

20

Bengal Engineering & Science University, Shibpur

Howrah

23

NIT Durgapur

Durgapur

37

Private Institutes Name of Institute City digitalLEARNING Ranking Asansol Engineering College

Asansol

AA

BP Poddar Institute of Management & Technology

Kolkata

A+

KIIT

Bhubaneswar

AA+

Shiksha ‘O’ Anusandhan University

Bhubaneswar

A+ A+

SDM College of Dhavalgiri Engineering & Technology West Bengal University of Technology

A+

Kolkata

Promising Institutes

20

June 2014 / digitalLEARNING

Name of Institute

City

College of Engineering & Technology

Bhubaneswar

Haldia Institute of Technology

Haldia

Kalyani Government Engineering College

Kalyani

University College of Engineering (VSSUT)

Burla


AD Wodthworth


Engineering

Engineering survey 2013

Ranking 2014

Engineering Colleges in North India North India is an educational hub comprising of several universities and centres of excellence. With IIT Delhi and IIT Rourkee taking the top spots, students, who wish to make their career in engineering, would look forward to get admitted in these institutions. *Map not to scale

New Delhi Government Institutes Name of Institute City

Rank Based on Public Choice

IIT Delhi

Delhi

1

DCE Delhi (Delhi Technological University)

Delhi

10

Netaji Subash Institute of Technology, Delhi

Delhi

16

Faculty of Engineering (Jamia Milia Islamia)

Delhi

46

Himachal Pradesh, Jammu and Kashmir, Uttarakhand Government Institutes Name of Institute City IIT Roorkee

Roorkee

6

NIT Hamirpur

Hamirpur

33

NIT Srinagar

Srinagar

49

Private Institutes Name of Institute City digitalLEARNING Ranking

Promising Institutes Name of Institute

City

Bhagwan Parshuram Institute of Technology

New Delhi

Guru Tegh Bahadur Institute of Technology

New Delhi

Maharaja Agrasen Institute of Technology

New Delhi

Maharaja Surajmal Institute of Technology

New Delhi

IIT Roorkee is among the foremost institutes of national importance in higher technological education and in engineering, basic and applied research.

College of Engineering

Roorkee

49 AA

Faculty of Engineering and Technology, Gurukul Kangri Vishwavidyalaya

Haridwar

3AA

Jaypee University of Information Technology

Solan

Shri Mata Vaishno Devi University

Jammu Tawi

38

June 2014 / digitalLEARNING

41 A+ AA

Punjab and Haryana Government Institutes Name of Institute City

22

Rank Based on Public Choice

Rank Based on Public Choice

PEC University of Technology

Chandigarh 19

NIT Kurukshetra

Kurukshetra

29

NIT Jalandhar

Jalandhar

39

Guru Nanak Dev Engineering College

Ludhiana

44

University Institute of Engineering & Technology

Chandigarh

45


digitallearning.eletsonline.com

Private Institutes Name of Institute City digitalLEARNING Ranking

Uttar Pradesh Government Institutes

CGC College of Engineering

Mohali

AAA

Name of Institute City

CT Institute of Engineering, Management & Technology

Jalandhar

A

IIT, Kanpur

Kanpur

Guru Nanak Dev University -Main Campus

Amritsar

A+

IIT-BHU

Varanasi 7

IIIT, Allahabad

Allahabad

18

Allahabad

27

ITM University

Gurgaon

A

Motilal Nehru National Institute of Technology

Lovely Professional University

Phagwara

AAA

Harcourt Butler Technology

Manav Rachna International University

Faridabad

AA

Sant Longowal Institute of Engineering and Technology

Longowal

AA

Swami Parmanand College of Engineering & Technology

Chandigarh

AA+

Thapar Institute of Engineering & Technology

Patiala

AAA+

Technological Institute of Textile and Sciences

Bhiwani

A+

Institute

Promising Institutes Name of Institute

City

Rank Based on Public Choice 4

Kanpur 28

Private Institutes Name of Institute City digitalLEARNING Ranking Accurate Institute of Management & Technology

Greater Noida

A

Amity School of Engineering & Technology

Noida

A+

Galgotias College of Engineering & Technology

Greater Noida

AAA

Institute of Engineering Technology

Lucknow

A+

Jaypee Institute of Information Technology JSS Academy of Technical Education

Noida

AA

Noida

AA

Mangalayatan University

Aligarh

A+

Shiv Nadar University

Chithera

AA+

Beant College of Engineering and Technology

Gurdaspur

Chitkara Institute of Engineering and Technology

Rajpura

College of Agricultural Engg. & Technology, Punjab Agricultural University

Ludhiana

DAV Institute of Engineering and Technology

Jalandhar

Deen Bandhu Chhotu Ram University of Science and Technology

Murthal

Dr. BR Ambedkar National Institute of Technology

Jalandhar

Name of Institute

City

Giani Zail Singh College of Engineering and Technology

Bathinda

Krishna Institute of Engineering and Technology

Ghaziabad

Guru Nanak Dev University Regional Campus

Jalandhar

Guru Nanak Dev University Regional Campus

Gurdaspur

Rayat and Bahra Institute of Engineering and Bio-Technology

Mohali

Shaheed Bhagat Singh College of Engineering

Firozpur

University College of Engineering (UCoE), Punjabi University

Patiala

University Institute of Chemical Engineering & Technology, Panjab University

Chandigarh

University Institute of Engineering & Technology

Kurukshetra

YMCA University of Science and Technology

Faridabad

Promising Institutes

IIT Delhi was accorded the status of a university with powers to decide its own academic policy, conduct its own examinations and award its own degrees.

digitalLEARNING / June 2014

23


Engineering

Engineering survey 2013

Ranking 2014

Engineering Colleges in South India Known for rich cultural heritage, South India is also a popular engineering education hub, which attracts students from all over the country and abroad.

Kerala and Tamil Nadu Private Institutes

*Map not to scale

Name of Institute City digitalLEARNING Ranking

Government Institutes

Adhiparasakthi Engineering College Melmaruvathur Amrita Institute of Technology & Science B.S. Abdur Rahman University Bannari Amman Insitute of Technology Bharath University Dhanalakshmi Srinivasan Engineering College Hindustan Institute of Technology & Science Karunya University Kongu Engineering College MEPCO Schlenk Engineering College PSG College of Technology Coimbatore PSNA College of Engineering and Technology SASTRA Thanjavur Satyabhama Engineering College SCMS School of Engineering & Technology

Melmaruvathur

A

Name of Institute City

Coimbatore

AAA+

IIT Madras

Chennai

5

Chennai

AA+

NIT Trichy

Tiruchirapalli

9

Erode

A

Chennai

A

Perambalur

A

Madras Institute of Technology Chennai

24

AAA

Coimbatore Institute of Technology Coimbatore

32

Government Modern Engineering College

38

Sona College of Technology Sri Chandrasekharendra Saraswathi Vishwa Mahavidyalaya Sri Sai Ram Engineering College Sri Sivasubramaniya Nadar College of Engineering SRM Engineering College, SRM University SSN College of Engineering Thiagarajar College of Engineering Vel Tech Rangrajan Dr Sagunthala R&D Institute of Science & Technology Vellore Institute of Technology

24

College of Engineering, Anna University Chennai NIT Calicut

Chennai Coimbatore Erode

AA+ A

Sivakasi

AA+

Coimbatore

AAA+

Dindigul

AAA

Thanjavur

A

Chennai

A+

Ernakulam

AA

Salem

AA

Kancheepuram

A

Chennai

AA+

Kalavakkam

AAA

Kattankulathur

AAA

Chennai

AAA

Madurai

AAA+

Chennai

A

Vellore

AAA+

June 2014 / digitalLEARNING

Rank Based on Public Choice

12

Calicut

17

Kochi

College of Engineering Thiruvananthapuram

41

Promising Institutes Name of Institute

City

Govt College of Engineering

Coimbatore

Gnanamani College of Technology

Namakkal

Mepco Schlenk Engineering College

Virudhunagar

Sri Ramakrishna Engineering college

Coimbatore

T K M College of Engineering

Karicode

VSB Engineering College

Karur

IIT Madras is one among the foremost institutes of national importance in higher technical education, basic and applied research.


digitallearning.eletsonline.com

Private Institutes

Karnataka Government Institutes Name of Institute City NIT, Surathkal

Surathkal

Name of Institute City digitalLEARNING Ranking Rank Based on Public Choice 13

Promising Institutes Name of Institute

City

Jawaharlal Nehru National College of Engineering Shimoga

Acharya Institute of Technology

Bangalore

AA+

Bangalore Institute of Technology

Bangalore

AAA

BGS Institute of Technology BG Nagar

A

BMS College of Engineering Bangalore

AA

Cambridge Institute of Technology (CITECH)

Bangalore

A

Christ University

Bangalore

AAA+

CMR Institute of Technology Bangalore

A+

Nitte Meenakshi Institute of Technology Yelahanka

Dayananda Sagar Group of Institution

Bangalore

AA

Sri Jagadguru Chandrashekaranatha Swamiji Institute Of Technology

JSS Academy of Technical Education

Bangalore

AA

Malnad College of Engineering

Hassan

A

M S Ramaiah Institute of Technology

Bangalore

AAA+

MVJ College of Engineering

Bangalore

A+

Manipal Institute of Technology

Manipal

AAA+

National Institute of Engineering

Mysore

A+

New Horizon College of Engineering

Bangalore

AA+

Reva Institute of Technology Bangalore and Management

AA+

K.L.E. Society’s College of Engineering

Belgaum

Chikballapur

NIT Surathkal was established in 1960 with undergraduate courses in Civil, Mechanical and Electrical Engineering affliated to Mysore University.

Acharya University is emerging as the nurturing ground for leadership.

NMAM Institue of Technology, NITTE

Karkala

AA+

P E. S College of Engineering

Mandya

AA+

PES Institute of Technology

Bangalore

AAA+

Rao Bahadur Y Mahabaleswarappa Engineering

Bellary

A

RV College of Engineering

Bangalore

AAA+

Sapthagiri College of Engineering

Bangalore

AA

SDM College of Engineering

Dharwad

AA+

Shri Jayachamarajendra College of Engineering

Mysore

AAA

Shirdi Sai Engineering College

Tumkur

A

Siddaganga Institue of Technology

Bangalore

AA+

Sir M Visvesvaraya Institute of Technology

Bangalore

A+

University Visversvaraya College of Engineering

Bangalore

AAA

digitalLEARNING / June 2014

25


Engineering

Engineering survey 2013

Ranking 2014

Andhra Pradesh Government Institutes Name of Institute City

Rank Based on Public Choice

Promising Institutes

NIT, Warangal

Warangal

14

Jawaharlal Nehru Technological University

Name of Institute

Hyderabad

22

Visakhapatnam

UCE, Osmania University

Hyderabad

34

Gayatri Vidya Parishad College of Engineering (Autonomous)

Jawaharlal Nehru Technological University

GMR Institute of Technology

Srikakulam

Kakinada

48

ICFAI University

Hyderabad

Mahatma Gandhi Institute of Technology

Hyderabad

Muffakham Jah College of Engineerigng

Hyderabad

Sagi Ramakrishnam Raju Engineering College

Bhimavaram

Private Institutes Name of Institute City digitalLEARNING Ranking Aditya Engineering College

Peddapuram

A

City

Andhra University College of Visakapatanam Engineering

AAA

Sree Vidyanikethan Engineering College

Tirupati

CMR Institute of Technology Hyderabad

A

Hyderabad

CMR College of Engineering Hyderabad and Technology (LRDS)

AA

Sreenidhi Institute of Science & Technology

G Pulla Reddy Engineering College (Autonomous)

Karnool

A+

GITAM Institute of Technology

Visakapatanam

AA+

IIIT, Hyderabad

Hyderabad

AAA

Chaitanya Bharathi Institute of Technology

Hyderabad

AA+

KL University

Guntur

AA+

Malla Reddy Engineering College Sri Venkateswara College of Engineering

Secunderabad

AAA

Chittoor

A

Vallurupalli Nageswara Rao Hyderabad Vignana Jyothi Institute of Engineering and Technology Vasavi College of Hyderabad Engineering

26

June 2014 / digitalLEARNING

AAA

AAA

NIT, Warangal was established in 1959 in the presence of Pandit Jawaharlal Nehru.


digitallearning.eletsonline.com

Engineering Colleges in West India Western India is perhaps the most popular education cluster in India with cities like Pune and Maharshtra in the region. The zone offers excellent infrastructure, advanced industrialisation and is a preferred destination among Indian and foreign students.

*Map not to scale

Maharashtra, Goa and Gujarat Government Institutes Name of Institute City

Promising Institutes

Rank Based on Public Choice

IIT Bombay

Mumbai

3

Government College of Engineering

Pune

21

VNIT, Nagpur

Nagpur

25

Sardar Vallabhbhai National Institute of Technology

Surat

Mumbai Institute of Chemical Technology (UDCT)

Mumbai 36

Government college of Engineering

Amravati

31

Name of Institute

City

Birla Vishvakarma Mahavidyalaya (Engineering College)

Anand

Dharamsin Desai University

Nadiad

Faculty of Technology & Engineering, MS University

Baroda

Parul Institute of Engineering & Technology, Waghodia

Vadodara

Sri Ramdeobaba KN Engineering College

Nagpur

Walchand College of Engineering

Sangli

43

IIT Bombay, the second in the chain of IITs, was set up 1958. It was the first IIT to be set with foreign assistance.

digitalLEARNING / June 2014

27


Engineering

Engineering survey 2013

Ranking 2014

Private Institutes Name of Institute City digitalLEARNING Ranking Army Institute of Technology Dhirubhai Ambani-IICT Gandhinagar DJ Sangvi College of Engineering Don Bosco Institute of Technology, Mumbai BITS PilaniGoa Campus Goa College of Engineering KJ Somaiya College of Engineering Maharashtra Academy of Engineering Maharshtra Instt of Tech Nirma University of Science & Technology National Power Training Institute NMIMS College of Engineering (MPST&M) Pradnya Niketan Education Society Nagesh Karajagi Orchid College of Engineering & Technology SAL Institute of Technology & Engineering Research Sardar Patel College of Engineering Sinhgad College of Engineering Symbiosis International University Veermata Jiabai Technological Institute (VJTI) Vishwakarma Institute of Information Technology Vivekanand Education Society’s Institute of Technology National Institute of Technology

28

Pune Gandhinagar

A AAA

Mumbai

AA+

Mumbai

A+

Goa

AA+

Ponda Mumbai

A AA

Alandi

A

Pune Ahmedabad

AAA AA+

Rajasthan Private Institutes Name of Institute City digitalLEARNING Ranking Arya Institute of Engineering & Technology

Jaipur

AA

Banasthali University

Banasthali

AAA

Birla Institute of Technology and Science

Pilani

AAA+

Jaipur Engineering College and Research Centre

Jaipur

AAA+

NIIT University

Neemrana

AAA+

Promising Institutes Name of Institute

City Jaipur

Nagpur

A+

Gyan Vihar College of Engineering & Technology

Mumbai

AAA

I I S University

Jaipur

Jai Narayan Vyas University

Jodhpur

LNM Institute of Information Technology

Jaipur

Solapur

A

Ahmedabad

AA

Maharaja College of Engineering

Udaipur

Mumbai

AA+

Mody Institute of Technology & Science

Lakshmangarh

Pune

A+

Swami Keshvanand Inst of Tech Management & Gramothan

Jaipur

Pune

AAA

Kota

Mumbai

AAA+

University College of Engineering, Rajasthan Technical University

Pune

A+

Chembur

A+

Goa

AAA+

June 2014 / digitalLEARNING

The DA-IICT at Gandhinagar represents Wave-4 of educational innovation in Gujarat.


Top

digitallearning.eletsonline.com

60

Engineering Colleges National Ranking

Private Engineering Colleges Keeping in view India’s unmatched growth in the field of engineering education sector, we have analysed the data based on parameters, like faculty, and we have also studied online student reviews on different education portals to take an informed decision. Name of Institute

City State Zone Ranking

Birla Institute of Technology and Science

Pilani

Rajasthan

West

1

PSG College of Technology

Coimbatore

Tamil Nadu

South

2

Vellore Institute of Technology

Vellore

Tamil Nadu

South

3

Thapar Inst of Engg & Tech

Patiala

Punjab

North

4

Veermata Jijabai Technological Institute

Mumbai

Maharashtra

West

5

RV College of Engineering

Bangalore

Karnataka

South

6

Amrita Institute of Technology & Science

Coimbatore

Tamil Nadu

South

7

Thiagarajar College of Engineering

Madurai

Tamil Nadu

South

8

MS Ramaiah Institute of Technology

Bangalore

Karnataka

South

9

PES Institute of Technology

Bangalore

Karnataka

South

10

Manipal Institute of Technology

Manipal

Karnataka

South

11

National Institute of Technology

Goa

Goa

West

12

Christ University

Bangalore

Karnataka

South

13

SRM Engineering College, SRM University

Kattankulathur

Tamil Nadu

South

14

Birla Institute of Technology, Mesra

Ranchi

Jharkhand

East and Northeast

15

SSN College of Engineering

Chennai

Tamil Nadu

South

16

Nirma University of Science & Technology

Ahmedabad

Gujarat

West

17

Sri Jayachamarajendra College of Engineering

Mysore

Karnataka

South

18

Dhirubhai Ambani-IICT Gandhinagar

Gandhinagar

Gujarat

West

19

Maharashtra Institute of Technology

Pune

Maharashtra

West

20

Symbiosis International University

Pune

Maharashtra

South

21

DJ Sangvi College of Engineering

Mumbai

Maharashtra

West

22

NMIMS College of Science & Technology

Bangalore

Karnataka

South

23

Lovely Professional University

Phagwara

Punjab

North

24

Hindustan Institute of Technology & Science

Chennai

Tamil Nadu

South

25

PSNA College of Engineering and Technology

Dindigul

Tamil Nadu

South

26

Galgotias College of Engineering of Technology

Greater Noida

Uttar Pradesh

North

27

Bangalore Institute of Technology

Bangalore

Karnataka

South

28

digitalLEARNING / June 2014

29


Engineering

Engineering survey 2013

Ranking 2014

University of Visversvaraya College of Engineering

Bangalore

Karnataka

South

29

Andhra University College of Engineering

Vishakhapatnam

Andhra Pradesh

South

30

Banasthali University

Banasthali

Rajasthan

West

31

Indian Institute of Information Technology

Hyderabad

Andhra Pradesh

South

32

Mallareddy Engineering College

Secunderabad

Andhra Pradesh

South

33

VNR Vignana Jyothi Institute of Engg. and Technology

Hyderabad

Andhra Pradesh

South

34

CGC College of Engineering

Mohali

Punjab

North

35

Vasavi College of Engineering

Hyderabad

Andhra Pradesh

South

36

Birla Institute of Technology

Patna

Bihar

East & Northeast

37

B.S. Abdur Rahman University

Chennai

Tamil Nadu

South

38

BITS Pilani, Goa Campus

Goa

Goa

West

39

New Horizon College of Engineering

Bangalore

Karnataka

South

40

PES College of Engineering

Mandya

Karnataka

South

41

Chaitanya Bharathi Institute of Technology

Hyderabad

Andhra Pradesh

South

42

Sardar Patel College of Engineering (Andheri West)

Mumbai

Maharashtra

West

43

KL University

Guntur

Andhra Pradesh

South

44

Reva Institute of Technology and Management

Bangalore

Karnataka

South

45

Karunya University Coimbatore

Coimbatore

Tamil Nadu

South

46

Sri Sai Ram Engineering College

Chennai

Tamil Nadu

South

47

GITAM University

Vishakhapatnam

Andhra Pradesh

South

48

Barkatullah University Institute of Technology

Bhopal

Madhya Pradesh

Central

49

Rungta College of Engineering

Bhilai

Chhattisgarh

Central

50

Shri G S institute of Technology and Science

Indore

Madhya Pradesh

Central

51

Kalinga Institute of Industrial Technology

Bhubaneshwar

Odisha

East and Northeast

52

Shiv Nadar University

Chithera

Uttar Pradesh

North

53

NIIT Univesity

Neemrana

Rajasthan

West

54

MEPCO Schlenk Engineering College

Sivakasi

Tamil Nadu

South

55

Swami Parmanand College of Engg. & Technology

Chandigarh

Punjab

North

56

Siddaganga Institute of Technology

Bangalore

Karnataka

South

57

JSS Academy of Technical Education

Bangalore

Karnataka

South

58

BMS College of Engineering Bangalore

Bangalore

Karnataka

South

59

Amity School of Engineering & Technology

Noida

Uttar Pradesh

North

60

30

June 2014 / digitalLEARNING


leaderspeak

‘Creating a Centre of Excellence’ Amitabh Vira, CEO, Dragonfly Education, talks about the initiatives they have undertaken to bring excellence in engineering education Tell us something about Dragonfly Education. The idea of establishing Dragonfly Education is to set up a centre of excellence among engineering institutions. Our mission is to make every moment for students on campus, a moment of learning where courseware combines with assessment and students have the potential to achieve higher marks as a result of the total use of our combined solution, by both faculty and students. ‘Dragonfly Masterclass’ is a 360 degrees solution. In classroom, we offer a blended teaching programme that integrates into a conventional classroom through our multimedia enhanced courseware. Outside the classroom, students can log on to our self-learning portal and learn at their own pace and time. And finally, we assess their performance through our assessment platform. Digital learning adds value to the curriculum and offers faculty a chance to break out of the traditional mould of chalk and talk. Our USP is the 360 degrees learning platform for students, which is done through both innovative use of technology and a unique courseware. What is Dragonfly Education’s contribution in bringing excellence in engineering education? Our aim is to change students’ mindset about learning. We want to demystify engineering education, make it visual and real for them and create a process around understanding and learning. We believe that our institution is in the business of effective education. To deliver effective learning, Dragonfly is creating a centre of excellence in campus, which will impact teachers, students and institution as a whole. Ours is a 360 degrees programme, where each component complements the other. How flexible are engineering

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Amitabh Vira, CEO, Dragonfly Education institutions in the country in adopting these types of learning solutions? Theoretical learning sets the foundation of core subjects. We can’t do away with them and mostly, these fundamentals don’t change. They only get more exciting with examples of how theoretical concepts have been applied by practitioners across the world, be it Burj in Dubai or windmill system in Amsterdam or the Metro in Delhi. We need to link theory with practical assignments in partnership with industry. India lags behind as we don’t invite industry enough. Institutions in India need to see themselves as being in the business of effective education and not in the business of providing and charging for infrastructure. Change needs to come through awareness and policies. What are the programmes offered by Dragonfly Education and how it is structured? Dragonfly Education follows the international methodology and best practice of Teaching-Learning-Assessment. Hence we have three specific programmes for both colleges and students around the TLA model. They are • The Masterclass courseware • Student Learning Programme • Student Assessment Platform

The Teaching programme comprises of digital courseware blended with classroom along with faculty teaching in colleges. The Learning programme is an online learning system called ‘magicmarks’, which offer students the option to go online and learn at their own pace and time. The Assessment programme starts in each classroom, where we have created a few assessment questions for each lecture. Students can assess themselves online. And finally, there is a question paper platform that allows faculty to conduct unit wise tests and mock papers using our technology, All three programmes courseware, student assessment and the online learning system deliver an integrated solution to institutions and their students. Tell us about your institutional learning solution ‘Dragonfly Masterclass’. How does it function and what is the output of this learning solution? The stakeholders of Dragonfly Masterclass are faculty, students and college administrators. Faculty delivers the Masterclass courseware over the faculty management system. Since it is hosted on the college local area network, faculty gets direct and real time access of the courseware in the classrooms. Faculty is also given an internet-based platform to access outside the campus. They can use the platform for classroom preparation. In addition to the courseware, faculty can access the student’s assessment platform, hosted on the Masterclass server (on cloud). On the other hand, students are also given access to the server to view courseware content with innovation learning features. The aim of this learning process is to bring higher learning quotient of a college. which is measured by improved attendance, increased number of questions asked in class and better examination results.


Advertorial

Pre-engineering Skilling Programme

A Holistic Approach Dr Haresh Tank, Director, Station-e Language Lab, shares his views on the need to introduce Pre-Engineering Skilling Programme

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hile it is evident that education can transform lives, it does not necessarily transform into employment. There is sufficient data in the world to prove that there is gap between education and employment. This gap is barely understood by policymakers, administrators and even educators. It would be apt to cite the excerpt from McKinsey report titled ‘Education to Employment: Designing a System that Works’: “Worldwide, young people are three times more likely than their parents to be out of work. In Greece, Spain, and South Africa, more than half of young people are unemployed, and jobless levels of 25 percent or more are common in Europe, the Middle East, and Northern Africa. In the Organisation for Economic Co-operation and Development (OECD) countries, more than one in eight of all 15-year-olds to 24-year-olds are not in employment, education, or training (NEET). Around the world, the International Labour Organisation estimates that 75 million young people are unemployed. Including estimates of underemployed youth would potentially triple this number. This represents not just a gigantic pool of untapped talent; it is also a source of social unrest and individual despair. Paradoxically, there is a critical skills shortage at the same time. Across the nine countries that are the focus of this report (Brazil, Germany, India, Mexico, Morocco, Turkey, Saudi Arabia, the United Kingdom, and the United States), only 43 percent of employers surveyed agreed that they could find enough skilled entry-level workers. This problem is not likely to be a temporary blip; in fact, it will probably

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get much worse. The McKinsey Global Institute estimates that by 2020 there will be a global shortfall of 85 million high and middle-skilled workers.” In India, the scenario is not different. The industry needs scores of skilled engineers and degree-holding engineers are many but it is difficult to find the skilled engineer equipped to work in a global market place. The reasons for this lie in engineering education. Technical education per se in India is not up to the challenge of creating 21st century engineers for India. The quality of technical education leaves a lot to be desired and perhaps that is why India has resorted to World Bank support in the form of Technical Education Quality Improvement Program (TEQIP). TEQIP is in its 2nd phase and we are yet to see some concrete turn around in the quality of technical education. What most policymakers and administrators in technical education fail

to see is that the roots of the poor quality of engineers lie in school education. It is school education that fails to impart foundational skills to the students, which are required to succeed in higher/technical education. Astonishi ngly enough, the medium of instruction becomes the decisive difference at times and at other times, the difference lies in the exposure that a student receives before entering technical education. Therefore, one needs to understand the gap between the school education and technical education. It is time-tested schooling system in India that prepares students for exam by what is known as Learning-To-Test. But technical education is not about learning to test and it is not entirely the test of memory. It is founded on the ability to understand and apply what is understood on real-life engineering problems. This is where their knowledge of English comes into play.


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At school level, students studying in vernacular or English medium are told to ignore the languages, particularly English and focus on science and mathematics. It leads to poor knowledge of English. In the transition from school to technical education, the first challenge is of English because students whether they have studied in vernacular or English medium now have to compulsorily read, write and speak in English. It is because engineering is transacted in English medium. The reference books and learning material are available mostly in English. This poses a different and difficult challenge for a school student, who was studying in vernacular medium and all of sudden, he encounters English on every front- classroom, labs, books and exams. Nobody has given it a thought to provide him/her a smooth transition from vernacular to Englishmedium engineering education. On the contrary, everybody expects him/her to make that transition on his/her own which is not easy. It is here that a sort of pre-engineering skilling programme will become useful. The said programme should contain the foundational skills necessary for the students to make a smooth transition from school education to the very demanding engineering education. These skills are communicative English, computing skills and mathematics. Without a handholding in these areas, students will not be able to make the transition to engineering education and will struggle to keep pace with it. Engineering education is replete with narratives of students, who cannot keep pace with it and end up losing the opportunity to transform their lives. The first area in which engineers need improvement is their ability to communicate in English. Since many of the students come from vernacular medium, and the curriculum, medium of instruction and examination in engineering education are in English, it is also necessary to strengthen the students with respect to English. Students hailing from vernacular medium in India are a large mass and they fail to carry out their daily operations like pre-

sentations, writing assignments/projects and writing exams (there are too many exams, by the way!). In addition, in spite of their sound technical knowledge, they perform poorly in interviews and GDs. This continues to worry us but in order to address this worrisome scenario, we should introduce a PreEngineering Skilling programme regarding Communicative English and prepare them for the smooth transition. What this will accomplish is that they will be able to studywell from day one of engineering and perform better in their daily interactions, assignments, presentations and eventually, in GDs and interviews.

ing and other malpractices. If we train them in computing skills as a part of Pre-Engineering Skilling Programme, they will be ready for their daily work of presentations, assignments, etc and study better and learn better. The knowledge of mathematics is another important factor for the engineers to succeed in their education and work. It is considered to be one of the 21st century skills. Engineering education cannot be complete without adequate mathematical ability. To enhance their mathematical ability, we may consider introducing them to vedic mathematics. If we introduce them to vedic mathematics as a part of Pre-En-

It is the need of the hour to introduce Pre-Engineering Skilling Programme in order to prepare the prospective engineering students It is a known fact that knowledge of technology, especially computers, is a must for one’s education and work. However, it is not emphasised enough in education programmes. At a time when ICT is changing the way we learn, do business and work, we should educate our engineers prior to their entry into proper engineering programme for the effective use of computers. This is not only necessary, but inevitable because a lot of their work is carried out on computers in the form of their assignments and presentations. They are required to prepare assignments and presentations from the first semester and this takes them by surprise. Since, they are not at all prepared for this, they resort to copy-

gineering Skilling Programme, they will be able to use it in learning mathematics better and apply mathematics better in their day-to-day transactions with engineering concepts. This will serve to compliment and strengthen their knowledge, understanding and application of mathematics in engineering education. Therefore, it is the need of the hour to introduce Pre-Engineering Skilling Programme in order to prepare the prospective engineering students in the areas of communicative English, computing skills and mathematics so that they learn better, apply their learning better and emerge as better engineers at the end of engineering education.

About the author Dr Haresh Tank, in the capacity of Director, is in-charge of conceptualising and operationalising initiatives with a special focus on skills development. He holds a doctorate in Statistics and is a noted Statistical Analyst. He was also nominated for Young Scientist Award. With a passion for teaching and contributing to the society, he continues to serve as Associate Professor in Statistics. As a Director, Station-e Language Lab, he has initiated several projects in the realm of skills development with government and private companies. Dr Tank is also serving as Vice Chairman, CII, Western Gujarat Zonal Council.

digitalLEARNING / June 2014

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????????? lead feature

Education Abroad: Budget Destinations on the block With rupee continuing its fall, the education abroad seems way beyond the reach of many young Indian students. Ankush Kumar of Elets News Network (ENN) explores the challenges of studying abroad

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rom Mahatma Gandhi to RBI Governor Raghuram Rajan, many who have made or are still making an impact on India, its culture and history, have studied abroad. Pursuing higher studies in a foreign university has been a priority of many in our country. Our continuous modifying

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lifestyle due to the vast influence of western countries has somehow enhanced our adaptability to adjust and excel in the modern world. There was a time when students used to find life quite different and difficult in the west. The people, language, food, conveyance, cost, culture and almost everything was alien to them.

While taking a stroll in some of the popular markets in metros in India, it’s sometimes difficult to differentiate between an American and an Indian. The young generation has adopted the western culture so well that even their lifestyle has become very lavish. Now, cultural shock is not a huge issue for most


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of the Indians, who visit abroad with the help of a student visa.

Challenges before Indian applicants Apart from food, weather, transportation, language barriers, etc, there are other big issues that are hampering the migration of students from India to other international destinations. Most of the European countries including the UK are going through an economic turmoil, which straight away restricts them to open gates for foreign students. Most of the foreign students in the UK or other European Union countries migrate with an aim to get a job in the foreign land. This poses a risk to the domestic students forcing these countries to make their policies stringent for foreign students every now and then. The other main issue is the recent fall of Indian rupee, which has made the education abroad costlier. Experts say the number of students looking at foreign shores has not diminished, but many are moving to countries, which are cheaper than the US or the UK. The US dollar and pound have gone way up against rupee. This year, many students aspiring to study abroad were left disheartened due to the fall of rupee. For instance, when the students were planning to study in the UK, one pound was around `85, but the time when they were taking admission, the pound reached `105. It means if the course fee at the time of planning was pound 11,600 (`9.86 lakh), the same cost would be `12.18 lakh after the fall of rupee. In other words, the students would have to shell out `2.32 lakh extra due to the pound getting stronger. Higher education in India is undergoing tremendous change. The country has more than 600 million people, who are under the age of 25. The world’s education system is under enormous pressure to expand. India’s young population has a huge appetite for education and as the growth in the size of the middle class escalates, millions are increasingly looking to go for education abroad. It is predicted that by 2020, India will

have the largest young population in the world and will have the second largest graduate talent pool globally, following China and ahead of the US. Therefore, the opportunity for the developed nations to engage with India through education is considerably high.

Changing trends In 2012, five countries hosted nearly half of total students studying abroad. These are the United States (hosting 18 percent), United Kingdom (11 percent), France (seven percent), Australia (seven percent), and Germany (five percent). But the top five also saw their share of international enrollment decline from 55 percent in 2000 to 47 percent in 2012. Australia and Japan, traditional destinations in East Asia and the Pacific, are rivaled by newcomers China, Malaysia, the Republic of Korea, Singapore and New Zealand, which hosted six percent of the global share of mobile students in 2012.

Emerging Destinations Two decades back, only the US and the UK were the prime destinations for studying abroad, but in past five years, we have seen a considerable change as other countries have also started attracting students. Some of these countries provide cheaper food and lodging facilities, while some offer courses at affordable fees or provide better job opportunities after completion of the course

or have eased the student visa norms. For instance, in 2011, significant number of foreign students were enrolled in Canada (five percent), Japan (four percent), Russia (two percent) and Spain (one percent). Conversely, the market share of some of the most popular countries has decreased. The share of international students in the United States has dropped from 23 percent to 17 percent between 2000 and 2011, while the share of international students in Germany fell by three percent over the same period. The reputation of a country’s higher education and its programmes are one of the most important factors which students take into account while deciding where to study. However, immigration policy and language can also turn out to be a bridge or a barrier for international students. As English-speaking destinations are the most attractive ones, an increasing number of nonEnglish-speaking countries have started to offer courses in English in order to overcome their linguistic disadvantage. Finland and Norway have amended their naturalisation laws to take into account the years of residence as a student while assessing eligibility for citizenship. Canada facilitates permanent residence for international graduates. In contrast, countries like the United States and more recently, the United Kingdom have made it more difficult for international students to enter their respective countries.

digitalLEARNING / June 2014

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lead feature

‘Bond with Peers to Overcome Culture Shock’ Dr Lissy Vadakel, Director, MDIS School of Health & Life Sciences, talks about the features of overseas studies What are the challenges and opportunities for a student who decides to study abroad? A major challenge faced by Indian students is the initial culture shock. Most of the time, students find it difficult to immediately bond with their fellow students from other countries. However, with time, friendships are forged. Older students will normally help the younger ones to blend in with the new environment. Another important aspect is affordability. This is an investment in you. So plan well and budget accordingly so that you can focus on achieving better grades, which will enable you to get better returns on your investment. In terms of opportunities, one very important aspect is that the varsities abroad have a unique blend of teaching methods. Teachers are a combination of academic experts and industry professionals, who are able to impart knowledge of the current market practices that equip students when they go into employment. With an international degree, the resume gets a typical boost and improves the post-graduation employment prospects. There is a high probability for a decent job if one holds a specialisation from a foreign university and has spent time abroad. Kindly share with us which are the most favored nations, to study abroad and why? Every country has a very well-defined, dynamic education system with its own set of value-added of-

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ferings. Considering the student visa holdings, the United States happens to be a popular destination for Indian students. A significant proportion of students are studying in countries such as UK, Canada, Australia, Singapore, New Zealand and Germany. What are the eligibility criteria for students to study abroad and does this give a promising career? While applying for an international university, one has to comply with the criteria set by that particular nation and the university/college. Each country designs the entry requirements of international students differently, which is in accordance with the education system. A professional education from a foreign university surely adds to ones’ credentials, as in contemporary times, employers seek candidates with in-

ternational knowledge base and exposure. Skill sets like cross-cultural communication, analytical skills, teamwork, flexibility, an understanding of cultural contexts, the ability to adapt to new circumstances and deal with differences play an important role in selection of prospective candidates worldwide. What are the visa requirements for students who opt to study outside India? Students generally require an international student pass to study in an overseas destination. For instance, in order to study in Singapore, one needs a ‘Student Pass’ to be able to pursue the course of their choice. The student pass will include the details of the course applied and the duration. The institutions will make all the necessary applications. Students only have to submit all the required documents about two months in advance of the course commencement date. What is the expenditure that a student has to bear to study abroad and what is the scope of getting scholarships for the students? There are different elements to expenditure when one is pursuing education outside India like travel, accommodation, transport, study materials, etc. The overall cost of studying at an international education institution will completely depend upon the programme chosen and the duration.


lead feature ???????????

‘Motivation Vital for Studying Abroad’ David Boddy, Principal Partner, Anglo School International Service (ASIS), gives an overview of the challenges and opportunities of studying abroad What are the problems faced by students applying for overseas studies? The opportunities to study via digital learning are limitless, but the greatest challenge is to have the motivation to keep going once a start has been made. Too many courses are uncompleted because distance or digital learning requires considerable amount of self motivation. Which are the most favoured nations to study abroad and why? Education opportunities are becoming universal. The UK and the US are most favoured as they are recognised all over the world. Digital learning is gaining credibility with employers fast, but it certainly helps when the awarding body of the degree is well known. Tell us about the students’ most preferred colleges and universities? This depends on the course. Some of the less well known institutions are gaining high credibility because of the quality of their courses. Students should look for course, which provides what they are looking to learn and then consider the standing of the awarding body.

What are the eligibility criteria for students, who aspire to study abroad and does it seal a promising career? These vary, but usually digital learning institutions want some evidence of previous academic ability and that the prospective student has the motivation to see the course through. Digital learning offers mature learners new opportunities, so often a reference from an employer, plus a work experience, helps a student get enrolled in a course. What is the visa requirement for students, who opt to study outside India? It depends on each country and how much of the digital learning course may be spent abroad. What is the expenditure that a student has to bear to study abroad and what is the scope of getting scholarships for the students? Not many institutions offer scholarships for digital learning, but I predict that in the future they will come. Where distance learning courses are in modules, expenditures on a module by module basis are within the capacity of most working people, who are looking to upgrade their qualifications. Students should always shop around, but should be aware that the cheapest course is not usually the best. Do the agencies, which send students abroad to study, take care of the safety and security of the students? Yes, the institutions to which they go take care of all forms of security and they are very good at it.

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Lead feature

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‘Home Sickness - A Big Challenge for Students’ Mansie Dewan, Founder and Master Coach, Mansie Dewan Consulting, talks about issues of adapting to the new environs while staying abroad for studies What are the challenges and opportunities for a student in studying abroad? The first thing that comes to my mind when I think of challenges is home sickness. A young student in a new country has no familiarity with the environment. Other small adaptability issues like the educational methodology and language barrier (if any) are just opportunities to enhance one’s personality, profile and career prospects. Practical learning, life training through self-dependence and networking are the biggest opportunities. One is tested to step out of their comfort

Mansie Dewan, Founder and Master Coach, Mansie Dewan Consulting

zone almost every day in and out of the classroom.

many cities, from where one can get a lot of information.

Which are the most favoured nations to study abroad and why? The US has always been one of the most favoured study destinations. The country has some of the oldest and most reputable institutions with eminent faculty members renowned for their achievements and new age thinking, but the visa hassles and the exchange rates deter many students, especially because budget is major criterion in selecting a study abroad destination. Of course, the meritorious students often get awarded financial aids and scholarships. The competition is intense but if one has their academics, achievements and extra curriculars in place, they stand a good chance. Europe, Australia and Canada are also popular, but China and Singapore are emerging as hotspot study destinations for many streams.

What are the eligibility criteria for students, who aspire to study abroad and does it seal a promising career? The eligibility criteria vary according to country and course. I can speak only for MBA programmes as that is my forte. All good business schools require a GMAT score. After taking the test, one has many options available across the globe. The advantage of studying at a GMAT accepting school cannot be overemphasised- the biggest one is the huge amount of self development involved. One needs a work experience to make it and in the process of garnering this work experience, one must collate industry knowledge and clarity of goals with respect to which function to pursue post MBA.

Tell us about the students’ most preferred colleges and universities? Undoubtedly, the Ivy League colleges are the best. US’ top 50 are also popular. There are several great universities in almost every country. Choosing a college depends greatly on locational preference, choice of course and budget. Because of the space crunch, it’s impossible to mention all of them but there are many online resources one can utilise to research on universities and courses. And you also have relevant educational fairs in

What is the visa process for students, who opt to study outside India? The process is very simple. One just needs to follow the guidelines of the embassy of the country they are applying to. Many study abroad companies have their own visa counselors, who guide the students for the process. What is the expenditure that a student has to bear to study abroad and what is the scope of getting scholarships for the students? It can range between `10 lakh and `50 lakh annually, depending on the course and country you are in.

digitalLEARNING / June 2014

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lead feature

‘Studying Abroad Key to a Promising Career’ Rohan Ganeriwala and Adarsh Khandelwal, Co-founders, Collegify, talk about the checklist for students looking to study abroad Do you think there is more pain than gain for Indian students studying abroad? Leaving home and going miles away while still a youngster is always difficult—as Indians, we are used to closeknit families and the constant reassuring presence of relatives and friends. But we can also see that each challenge is an opportunity. By studying in top universities abroad, students gain immediate global exposure to multinational cast of fellow students, professors, and others. Resources are often cutting-edge and unparalleled. Twenty four-hour computer labs, independent research opportunities, industry experience and multi-million volume libraries are some of them. By balancing vibrant academics with tremendous personal growth opportunities, study abroad prepares students for life not just in the classroom, but outside it too. Which are the most favoured nations to study abroad and why? The US and UK are still considered the best. The UK boasts of a thousandyear tradition of academic excellence, symbolised by colleges like Oxford and Cambridge, and is also reassuringly familiar in its organisation to Indian education. The US, with its plethora of choices and open curriculums, offers the 21st century student the widest global exposure and greatest opportunities. Canada is lower-priced, but colder alternative to the US, while the Singapore government’s tremendous

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investment has seen colleges like NUS Singapore University, Nanyang Technological University and Singapore Management University rise to rub shoulders with the other top universities of the world. New Zealand, Germany and Hong Kong also offer great courses and career opportunities for students. Tell us about the students’ most preferred colleges and universities? Of course, there are certain colleges with great brand value like Harvard, Stanford, Yale, MIT, Oxford and Caltech. All students have heard these names. But there are many great colleges that do not have the same exposure in India, but are famous worldwide. For example, US ‘liberal arts

colleges’ like Amherst, Swarthmore, Pomona, etc are supposed to have even higher standards than the Ivies, while in the UK, St Andrew’s, Bristol and Bath are excellent. There are also specialisations to take into account— business students might prefer Babson, Notre Dame, or NYU Stern, while engineers are always partial to Purdue, UIUC and Georgia Tech. What is the eligibility criteria for students, who aspire to study abroad and does it seal a promising career? Anybody, who has completed Class XII, is eligible to study abroad. Depending on academic prowess, extracurricular achievement, social service, etc., students can look for colleges matching their abilities. With hard work and consistency, studying abroad can become the key to a promising career. What is the visa arrangement for students, who opt to study outside India? Depending on the country, visa arrangement might be a little bit different. For most countries, students are awarded a student visa that is sponsored by the college. If students continue along with their studies and make required payments on time, the visa keeps them in good standing. In many countries, students are allotted a work visa for a specific period of time upon completing their studies.


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‘Providing Quality Education at Affordable Costs’ Vineet Gupta, Founder, Ashoka University and MD, Jamboree Education, talks about the financial aspect of overseas studies What are the challenges and opportunities for a student to study abroad? The major challenges for a student are affordability and cultural adjustment. Students have to adapt to an unfamiliar environment and build new networks of support away from their family and home. On the other hand, it is an opportunity to be independent, and to develop an international network of friends. One can learn cross-cultural management and become part of the global economy. The key differentiator is the high quality of education available abroad. By setting up Ashoka University, we are aiming to create access to the highest quality of education in India, and at a significantly lower cost.

University’s undergraduate curriculum is modelled on the US liberal arts curriculum, and aspires to give a local alternative to the typical Indian format of education.

Kindly share with us which are the most favored nations to study abroad and why? The USA is most favoured for the flexibility of the US curriculum, the diverse choice of universities and courses, the support services for international students and the quality of education. The global focus and worldwide recognition of US degrees also greatly improves US graduates’ career prospects. The UK also has a good choice of many established, globally recognised universities. The cost of education is also lower. It is a multicultural nation and the gateway to Europe. Canada is the next most popular choice, also offering academic flexibility and support services for international students. Canada also has a friendly Permanent Residency policy. Finally, Australia has lower entry requirements, and Australian qualifications are recognised by employers and leading educational institutions around the world. Taking all this into consideration, Ashoka

What are the eligibility criteria for students to study abroad and does it give a promising career? Each country has its own eligibility criteria. In the US, for bachelors’ programmes, tests like SAT 1, SAT 2, TOEFL should be cleared. While academics from IX to XII; personal statement; letters of recommendation and extracurricular activities are needed. For a masters, tests like GRE, TOEFL, academic records from the student’s bachelors degree, a statement of purpose, letters of recommendation, extracurricular activities and research work are needed. For MBAs, tests like GMAT, TOEFL, academic records from bachelors’ onwards, essays, letters of recommendation, extracurricular activities and work experience are needed. Other countries like the UK require only TOEFL/ IELTS for undergraduate admissions as well as MS admissions

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Which are the most preferred colleges and universities that students sought for? The students generally look for the most popular universities, such as those in the Ivy League and other top universities in USA like University of Pennsylvania, Cornell, Princeton, Brown, Yale, Harvard, Stanford, MIT, etc. In the UK, there’s Oxford, Cambridge, London Business School, London School of Economics, University of Toronto, York University, University of Melbourne, etc. Vineet Gupta, Founder, Ashoka University and MD, Jamboree Education

barring some top schools like London School of Economics, Oxford and Cambridge. Australia requires only IELTS for admission in UG as well as MS degrees. What is the expenditure that a student has to bear to study abroad and what is the scope of getting scholarships for the students? In general, the expenditure is `22 to 25 lakh per annum (tuition + living) for undergraduates; 18 to 20 lakh per annum (tuition + living) for a masters and `25 to 30 lakh per annum (tuition + living) for an MBA. Scholarships are purely based on merit. Countries like the US and Canada give a lot of scholarships to students at various levels of study.


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‘US still MFN for Studies’ Sumeet Jain, Co-founder, Stupidsid.com, talks about the factors drawing students to the States What are the eligibility criteria for students, who aspire to study abroad and does it seal a promising career? Every country and university has different criteria. For US, if you plan to go for any post graduate course, you need to take GRE. For under graduate course, you need to take the SAT. And if planning to go for a management course, then you have to take GMAT. Students also have to take an English proficiency test apart from the above tests. The universities abroad don’t have a simple cutoff pattern. Every student is expected to provide a statement of purpose based on which the application is assessed. Which are the most favoured nations to study abroad and why? US is still the most favoured nation (MFN). If you see even now most of the best ranking universities are in the US. Opportunities too are really good there, but then it is only for students studying from the good institutes. If students study in the low rung colleges then even in the US, it will be difficult. It also depends on the course a student wants to do. For engineering and MBA, US is still the most favoured nation, but if one wishes to go for hospitality, then Switzerland is the best. What are the challenges and opportunities for a student in studying abroad? There are many challenges. First being finance. Education abroad is expensive and not affordable for everyone. This is one of the major concerns when anyone decides on going abroad to study. Culture shock and home sickness are the other big challenges. In India, they have lived in a protected family environment, but when they are abroad, the responsibilities increase. For many Indians,

Sumeet Jain, Co-founder, Stupidsid.com who are not living in the urban cities, language is also a problem. Working is also a big challenge as it isn’t really easy to obtain a work visa or residency there. And coming back to India after education doesn’t give you good Return on Investment (RoI). Looking at the brighter side, there are many opportunities too. Standard of living is high, opportunity in various fields is comparatively higher. Education is more research and applicationoriented as well as much more updated than in India. Tell us about the students’ most preferred colleges and universities? There isn’t a small list that can be jotted down. There are a number of factors to be considered while selecting a college. For each course, there will be a different list. IVY League institutions might be still considered sought after, but then they are

quite expensive. So, everyone doesn’t look at these colleges. Many a time, students prefer public universities. But there is no one college that can be said the most sought after college. What is the expenditure that a student has to bear to study abroad and what is the scope of getting scholarships for the students? Expenditure depends on the university, course and city. On an average, a good technical course will cost something around `20-50 lakh. Staying costs increase if you are staying in a good city like New York, Los Angeles or Boston. Getting scholarship depends a lot on your academic performance at the under graduate level. Most of the students going for research and PhD get scholarships. Apart from scholarships, Research Assistantship (RA), Teaching Assistantship (TA) are good options to earn some amount on campus.

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leaderspeak

‘Build Vocabulary the Easier Way’

Vidhatanand, Co-Founder & CEO, Vocabmonk, talks about the role of the company in fostering skill development How did you get the idea of coming up with Vocabmonk? The idea of Vocabmonk originated out of my own experience in college. Like most of the students in this high-tech world, I could not develop an aptitude for reading or writing until my high school days. And even then, I was not such an avid reader. Hence, it became an uphill task to build a sufficient vocabulary. My friends and acquaintances faced a similar problem. I realised this was a real world problem and started digging further in linguistic science. I ended up spending a lot of time researching over lexical learning and vocabulary acquisition. I figured out ‘vocabulary is an abstract skill’ and every student has a different lexical size depending on various factors like reading habits, education over the years, etc and reached to the conclusion that vocabulary building should be personalised. There are active and passive ways of learning new words; passive learning like subconscious acquisition of new words, which is very slow and hence, people resort to active methods like using flash cards and word-lists, but again active methods are very boring and mundane, eventually becoming highly demoralising for students. Also, most students give up on this midway. Hence, the drive to make learning fun and engaging, struck me. In my research process, I started interacting with a lot of teachers on what was their take on vocabulary building. They all agreed on the need of personalised vocabulary building. Vocabulary building is not the prime focus of teaching in the class along with which there also lies an assumption that students

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Vidhatanand, Co-Founder & CEO, Vocabmonk may be working on it after classes. However, in such a state of affairs, there is no mechanism, which cross checks or confirms that vocabulary building is taken care of. Hence, there exists a need to develop an easier yet effective mechanism that not only caters to students, but also teachers by making it easily accessible. Premising on the research, I decided to build first-of-its-kind vocabulary building tool, Vocabmonk. How do you assist students, teachers and parents through the platform? Vocabmonk is a cloud-based vocabulary building platform. Students can access it from mobile and desktop as well. It allows the students to take ownership of learning without any hesitation of getting observed. High level of game mechanics is a major magnet, which has boosted

participation and engagement levels of students, for instance, one of the most popular features is taking vocab-challenges against friends and classmates on Vocabmonk, which has been a hit. In addition to it, this platform also assists the teachers to monitor the progress of the students and give valuable data as reports, which will let them give effective individual attention. We have made sure the teachers, who are not so tech savvy also, get access to useful reports via our offline reporting process. Apart from that, the engagement of parents towards their children’s progress can also be observed regularly with ease. The automatic updates about their children’s plan, work and progress can be scrutinised in a fruitful manner using SMS and email. The gamification and reward systems have shown a dramatic inclination in terms of participation, by ensuring not only implementation, but also effective usage. Please share your views on skill education in India? Skill development is hardly focussed in our country. Education or rather literacy is still, at least procedurally, focussed at. Therefore, we find that even at an intra-institutional level, skills do not come to all uniformly. The belief in merit is taken at face value, implying that each student has a personal and ‘natural’ aptitude for skill development. But in my view, it depends on what in sociology is called ‘life-chances’. So skills do not come naturally, but can be developed. And Vocabmonk is one of the platforms that can help foster skill development.


IndustrySpeak

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Employability Challenges in Tier II Cities Er Rajendra Shah, Chairman, SAL Technical Campus, shares his views about the issue of unemployability of fresh technical graduates Today, employability is a far bigger challenge than unemployment. The term employability refers to the skills required to acquire and retain a job. Employability skills include not only foundational academic skills, but also a variety of attitudes and habits. A disparity exists in the types of skills taught at colleges and those that are demanded in industry. Plagued with problems like curriculum, lack of qualified faculty, poor quality of content, and notso-effective examination system. Technical institutions are not able to add value to the job market. After graduation, many students fail to find employment are forced to accept low paying jobs not commensurate with their qualifications. Institutions of management education in particular are deeply concerned to such an extent that their educational perspectives get distorted. High incidence of unemployment, underemployment becomes a matter of serious concern to central and state government. As per NASSCOM Press Information note, there are already growing concerns about parts of the existing available talent pool being unsuitable for employment due to a skill gap. ‘Employability Skill Index’ was done by Purple Leap, a talent management institute. It covered 600 students from 15 engineering colleges in India. It tested three key employability skills - communication, problem solving and technical skills. When it came to communication skills of engineering students, 80 percent of them did not meet the qualifying criteria. It is understood that communication skills are a problem area especially when it comes to students in tier-II cities.

However, it is quite ironical that most of the students in the 20 percent lot, who are fine as far as communication skills are concerned, do not actually end up getting hired, because of either lack of problem solving skills or technical skills. Lack of adequate problem solving skills is one of the biggest gap leading to students not getting enough technical jobs in the industry and in many case, having to settle for ‘non-technical’ role, after an engineering education in tier-II cities. Last year, in a column of The New York Times, a senior partner at a wellknown consulting firm brought to the mainstream what people within India Inc. always knew - a major chunk of the nation’s graduates and post graduates were unemployable. The skills and the aptitude required by the industry were found wanting though grades and marksheets were aplenty. Some of the basic requirements like a fair knowledge of English and technical know-how were not being met by India’s secondary and higher education system especially

in tier II & III cities. In 2012, 40 percent of fresh university graduates joining the India-based IT service companies were women – up from 28 percent only three years ago. A significant percentage of these women were from tier II and smaller cities. The culture in these smaller cities and towns often restricts a number of students, particularly girls from moving to bigger cities to pursue their education. Accordingly, many deserving talented employable candidates miss out on the opportunities found in tier I cities. Recently, the Indian government announced the goals of employing 500 million youth by 2020 and the National Skill Development Corporation was set up for this aim. But experts know that the government can’t pull this off alone. The private sector would have to pitch in to solve its own headache. If the initiative is taken from all the stakeholders, the youth from tier II cities will become more employable as compared to their counterparts in metro cities.

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special feature

Engineering sector plays crucial role and touches virtually all other industry segments. Engineering in the modern world is applied to fields as diverse as software, genetics, health sciences, finance, etc. Roselin Kiro of Elets News Network (ENN), finds out the transition in engineering education to date

The changing Face of Engineering

Education

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Growth of Engineering Institutions in India Year

Institutions

Growth (in numbers)

Growth (%)

2006-07 1,511 2007-08 1,668 157 10% 2008-09 2,388 720 43% 2009-10 2,972 584 24% 2010-11 3,222 250 8% 2011-12 3,393 171 5% 2012-13 3,498 105 3% Source: AICTE

for triggering development and industrial growth in the country. There is a massive growth in engineering education in India because of the major investments from several players. But despite this, industry leaders complain about the absence of quality engineers passing out of these institutions. This is accompanied by significant unemployment rate among graduating engineers.

T

he engineering education in India is experiencing dramatic changes and is a preferred career choice for a large number of students in the country. The impulse for the creation of centres of technical education came from the British in pre-independence era. It arose out of the necessity for the training of overseers for construction and maintenance of public buildings, roads, canals and ports. It was also important for the training of artisans and craftsmen for the use of instruments needed for the army, navy and survey departments. Many engineering colleges have been started since Independence

pening at a faster pace and engineering world needs to apply some of its skills for further necessary advancements and alter the education of future generations of engineers to stay a tthead.� According to a report by AICTE, the growth of engineering institutions in India has come down from 43 percent in the academic year 2006-07 to three percent in 2012-13. This decline is as-

Feedback from the industry regarding the performance of graduating students during placement interviews can help the academia modify the programmes and pedagogy Growth of engineering institutions in India It is true that engineering institutions have grown at a pace much faster than the economy to nurture the talent. But still the result is poor quality and unemployable graduates. Engineering education has undergone many changes with the advancements in technology and society. It has also met the critical needs and provided the skilled workforce to integrate new developments in the economy. Rishabh Sethi, Chief Operating Officer, SPML Infra Limited said, “Technological changes are hap-

sumed to be because of two primary factors. First, weak regulatory mechanisms and second, profit motive of some private players. Large number of engineering institutions are now facing shutdown after getting a lukewarm response from the students.

Need for Innovative Pedagogy Engineering education in India is now facing new challenges. Liberalisation of trade and technological progress has changed whole economic scenario. The engineering world has followed trans-

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“The accreditation and rating agencies are only embellishments for the institutes for projecting their name in the market. Having better than average labs, classrooms and qualified faculty with good communication skills are more important, in my view, than rating and accreditation agencies” Prof Avinash Singh, Pro-Vice Chancellor (Emiritus), University of Technology and Management

formation in technology for a long time. Disciplines were added and curricula were reformed in keeping pace with the technological advancement so as to provide the required manpower for economic development. Hence, new approaches to reform system and the content and delivery of technical education are necessary. Professor Dr S Ramachandran, Vice Chancellor, Hindustan University said, “There should be a shift from the textbook learning to the learning by observation and doing. Students should acquire basic knowledge and the professional thought process. Students should master the art of using fundamental concepts to get practical knowledge.” In order to improve the teachinglearning process, innovative measures should be introduced in the education system. The pedagogy should be ICTenabled, which means video lectures, video animations, virtual labs and simulators should be used to expand the range of experiments that can be performed by the students. Professor ORS Rao, Vice Chancellor, ICFAI University said, “We give action learning projects to the students so that they can get an opportunity to deploy their classroom learning in practical situations and acquire hands-on skills. It also helps students to inculcate critical thinking and problem solving skills.”

Importance of IndustryAcademia linkage At present, we are witnessing a lot of

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technological changes. These changes, however, have not been properly used by the engineering graduates in order to compete in the present scenario. It is essential to have industry-academia interactions as it helps to impart relevant knowledge and be sustainable in the changing conditions. It also helps in

understanding the industry’s changing requirements from the graduating students and also to make the students industry-ready in terms of knowledge and skill development. It is also essential to design new programmes based on new and emerging technologies and modify the curricula of existing programmes. Professor ORS Rao added, “Active help can be taken from the industry to impart practical hands-on skills to the students through company visits, short industry assignments, internships and projects. Guest lecturers from the experienced industry professionals are also essential for the students to get updated on the latest technologies and applications in the industry.” However, present focus of the industry is customer satisfaction, which demands adapting new technologies and innovation so as to stay competitive. Also, resource management is gaining


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importance which demands a higher standard of skills in a particular specialised area. As a result, many graduates with formal certificates, but no practical knowledge find themselves in a tough situation as they neither qualify for a job in the modern sector nor have acquired entrepreneurial skills to set up their own businesses. There is an urgent need to improve academia-industry interaction for the benefit of all the stakeholders, viz. institutions, industry, students and society. Industry benefits by utilising the knowledge imparted by the academia to improve its cost, quality and competitiveness by developing in-house technology at a low cost. Industry can also benefit academia by updating and upgrading the knowledge of the professionals and students through development programmes. Academia benefits by improving the perspective of teachers and researchers.

“There should be a shift from the textbook learning to the learning by observation and doing. Students should acquire basic knowledge and the professional thought process. Students should master the art of using fundamental concepts to get practical knowledge” Prof Dr S Ramachandran, Vice Chancellor, Hindustan University

Emergence of new engineering courses With the passage of time, there has been an immense growth in the field of engineering, creating many conventional and unconventional job opportunities. The branches of engineering have diversified introducing many unique and un-

usual branches of engineering. Professor Avinash Singh, Pro-Vice Chancellor (Emiritus), University of Technology and Management, Shillong said, “With time, new branches of engineering are emerging. These are Cloud Computing, Virtualisation Technology, Mechatronics, Petroleum Engineering, Oil and Gas Informatics, Business Analytics and Optimisation, Automotive Design Engineering, Infrastructure Development, Biomedical, etc.”

Relevance of accreditation Accreditation is an indicator of the quality of education being imparted by the colleges and universities concerned. It also suggests the standard of infrastructure, faculty, teaching and learning methods and research activities in the institution. For mushrooming institutes, standard has never been the priority. In most cases the accreditation and rating agencies are only embellishment for the institutes to project their name in the market. According to Professor Dr S Ramachandran, “The role of accreditation is very important. However, there is a need for a body, which will develop accreditation standards through consultation with key constituents in the academic community such as faculty and administrators along with practitioners in various fields and members of the public.”

Global recognition of Indian degrees India is a provisional member of Washington Accord since 2007 and might soon get

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a full-fledged status by this year. This would in a way enable global recognition of Indian degrees and improve the employability of Indian engineers in other countries. Professor ORS Rao, Vice Chancellor, ICFAI University shares his views on this by saying, “Once India becomes a full-fledged member of Washington Accord, students looking forward to pursue higher studies abroad, particularly in the US and Europe, need not study extra courses, concurrent with their PG programmes, as is the case right now. It will facilitate recruitment of fresh engineering graduates by overseas employers, as they can correlate the educational standards of the Indian students with degrees in their respective countries. It will also enable Indian Universities and accreditation agencies to standardise their engineering educational standards with those of the other members of Washington Accord (WA).” In a nutshell, it will help in improving overall quality of the engineering education in India.

Expectations of the institutes Today, technical education needs to be viewed as a long term investment for the promotion of social, economic growth and cultural development. Some of the policy expectations of institutions for the development of institutes are: Ü Clear-cut education policy Ü Increased budget allocation for education specially primary and secondary education Ü Improving quality of secondary education Ü Reforming the structure of secondary education to instill creativity and curiosity among the students. Ü A single authority for looking after

To compete with the world during the so-called Knowledge Age, we cannot only depend on geography, natural resources and cheap labour instead we can only thrive on brainpower and innovation the higher education sector. Ü A single authority for accreditation according to international standards. Ü A clear-cut guideline for academiaindustry interaction. Ü Providing substantial incentives for in-house R&D programmes. Ü Substantial financial help to all the institutions based on their accreditation status. The technical education sector should rapidly adopt and respond to the changing scenario. The technical insti-

“Once India becomes a full-fledged member of Washington Accord, it will facilitate recruitment of fresh engineering graduates by overseas employers as they can correlate the educational standards of the Indian students with degrees in their respective countries” Prof ORS Rao, Vice Chancellor, ICFAI University

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tutions generate funds from traditional sources like central government, state government, government departments and agencies, alumni and students. But the funding from the government sources is slowly drying up in the context of the new economic and industrial policies that call for privatisation and decreasing role of government in higher education and increasing demands for funding primary education. Therefore, there is an urgent need to look for more funding with innovative strategies. Engineering educators must also tap the students’ potential, passion, curiosity and dreams. It is only possible if students are taught how to improve their communication skills and how to bring richness in the country’s engineering workforce. Students must also be inculcated the basic understanding of business processes, professional ethics and social responsibilities. Only then, the technical education can flourish.


industry speak

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‘Courses that Make Employable Engineers’ Prof Nupur Prakash, Vice Chancellor, Indira Gandhi Delhi Technical University for Women (IGDTUW), talks about the initiatives undertaken by the university for the betterment of the students Institutes across the world are coming up with new ways of imparting education. How are you bringing innovation in pedagogy at your institute? We are offering electives through NPTEL digital Lecture series and e-learning modules on COURSERA and EDEX platform. How important is to have a strong academia-industry linkage for an engineering institute and how it is beneficial to the students? In order to prepare industry-ready engineers, a strong academia-industry linkage is necessary for a technical university. We have revised our course curriculum by involving experts from industry and have set up labs after collaborating with the industry. Please share some of the unique initiatives taken by your institute. How can the gap between industry and academia be bridged? We have forged academia alliances with industries like ARM, Texas Instruments, Atmel, Nokia, Intel, Mahindra & Mahindra and Fluer Daniel for establishing labs on mobile programming, embedded systems and automobile design. Students complain that most engineering institutes pay more attention towards imparting theoretical knowledge rather than giving practical assignments. Has this trend changed in the last few years? Our course curriculum has strong practical and lab component. A project designbased approach is followed in all engineering programmes of our university.

We plan to start a Knowledge Park in our University in 2015, which will have an Entrepreneurship Development Cell, Incubation Centre and Continuing Education Cell. The idea is to incubate new concepts, business plans and innovative ideas initiated by students and faculty.

Prof Nupur Prakash, Vice Chancellor, Indira Gandhi Delhi Technical University for Women (IGDTUW) India may get the full-fledged membership status of the Washington Accord by June, enabling global recognition of Indian degrees and improving mobility of students and engineers. In your opinion, how it is going to help Indian students and engineering education system? Only reputed colleges will benefit from the Washington Accord status because a very stringent criterion is followed for accreditation under Washington Accord. Very few colleges and IITs will qualify for Washington Accord status. What is the importance of an incubation centre and tell us about your plans to install one?

How has been your college’s placement in recent years? Do you think there is sufficient demand in the industry for the engineering graduates? We achieve 100 percent placement every year with our students getting multiple job offers. Competent industry-ready engineering graduates will always be in demand. What are the new engineering courses, which are becoming popular? Courses on green technology, energy studies and nanotechnology have become very popular. We plan to offer specialised course in automobile engineering and mechatronics in future. We are also offering M Tech programmes in mobile computing, information security and robotics. In India, there are multiple agencies which look into the accreditation, but majority of them have failed to bring quality. In your opinion, does accreditation per-se helps in enhancing the quality of education? Yes, it does. National Board of Accreditation and National Assessment and Accreditation Council are very effective accreditation bodies, which ensure that good quality in technical education is maintained in accredited institutes.

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industry speak

‘Strong links with Industry Ensure good Placement’ Prof Weeratunge Malalasekera, Lecturer, Wolfson School of Mechanical and Manufacturing Engineering, Loughborough University (UK), talks about unique initiatives taken up by the institute Institutes across the world are coming up with new ways of imparting education. How are you bringing innovation in pedagogy at your institute? Please share some of the unique initiatives taken by your institute as well? Some of the unique innovations implemented by Loughborough University include strong links with industry and the majority of mechanical engineering programmes are also supported by industrial partners. For example, third and fourth year projects are conducted with the support of companies such as JCB, Perkins, Ford and Rolls Royce. In addition to this, there are a number of distance learning courses available for postgraduate students including MSc Engineering Design and Manufacture and MSc Renewable Energy Systems Technology. There are also MOOC options available in Business and Mathematics. Loughborough University was the first institution to teach computational fluid dynamics at undergraduate level in Mechanical Engineering. What are the undergraduate and postgraduate study options available at your institute? Loughborough University offers programmes at undergraduate and postgraduate level in engineering – automotive, chemical, civil, electronic, electrical, materials, mechanical and manufacturing and sport technology – business, design and sport management/science. The engineering courses allow students to opt for the bachelors in engineering or masters in engineering programmes. In addition, Loughborough allows students across all subject areas to opt for a paid

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Unilever. We place our students in approximately 75 companies. Upon graduation, the starting salary for Loughborough graduate is £25,800. Loughborough’s employment rate is 91 percent. Companies, where our students have gone to work after graduation, include Dyson, JCB, Perkins, Pilkington, Porsche and Rolls Royce.

placement year in industry (for which they achieve a second qualification, the Diploma in Industrial or Professional Studies). The most popular programmes in the Wolfson School of Mechanical and Manufacturing Engineering are Masters in Engineering (Mechanical Engineering), Bachelors in Engineering (Mechanical Engineering), MSc Engineering Design and MSc Mechanical Engineering. How has been your placement in the recent years? More than 80 percent of mechanical engineering students opt for the placement year as part of their undergraduate degrees. Companies in which our students are placed include Aero Engine Controls, Aston Martin, British Sugar, Cummins (Delhi), Jaguar Land Rover, Perkins Engines, Mercedes AMG, Red Bull Technology, Rolls Royce, Siemens Triumph and

How does studying at Wolfson School of Mechanical and Manufacturing Engineering impact one’s future? The Wolfson School of Mechanical and Manufacturing Engineering is currently ranked number 5 in the UK. The school works very closely with industry and so, the students are exposed to employment opportunities very early on within their education. The one-year in industry option gives students the opportunity to find employment and to make networks with multinational and international companies. What is the expenditure that a student has to bear to study at your college and what is the scope of securing a scholarship? The current tuition fees for undergraduate and postgraduate courses are MBA (£19,250), lab-based engineering (£17,300), classroom-based sport management (£13,750), PGT Banking (£16,000), Business PGT (£17,600), etc. In addition, the university recommends that students budget for approximately £8,200 per annum for living expenses (accommodation, food, social life, etc.). The university also offers a number of scholarships, which range from 10 percent to 100 percent of the tuition fee.


industry speak

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‘Creating Skilled Professionals for Industry’ Sh. Yashwant Krishan Mittal, Treasurer, Swami Parmanand College of Engineering & Technology, talks about the importance of academia-industry linkage Institutes across the world are coming up with new ways of imparting education. How are you bringing innovation in pedagogy at your institute? Our institution has strong pedagogical philosophy to mark and solve the problems. We use many innovative practices and effective methods of teaching and learning through technology. Process of developing in-house softwares, using various audio visual aids, gathering enormous technical information online and study material help the students become better engineers. How important is a strong academia-industry linkage for an engineering institute and how it is beneficial to the students? As we have our own industrial house and have many educational institutions, we are well aware of relationship between an educational institute and an industry. Only a good linkage between industry and academic organisations can make better technical gradu-

students. Academia’s support can benefit industry by solving its problems. For this, industry should start projects in collaboration with academia. Institutes should also encourage students and faculty to work on these projects and give feedback to industry.

Sh. Yashwant Krishan Mittal, Treasurer, Swami Parmanand College of Engineering & Technology

Please share some of the unique initiatives taken up by your institute? How can the gap between industry and academia be bridged? We have introduced ICT-enabled in-

Institutes should encourage students and faculty to work on different projects and give feedback to industry ates. It will give us better knowledge about the current requirement of the market, what problems they are facing, what are weak sectors and what are the areas of improvement. This will not only provide the students, a graduation degree, but will also help them in developing social skills, communication skills and most importantly innovation skills so that both the industry and academia are mutually benefited.

novative ways to give directions to students. We have tie-up with IIT Bombay and are acting as a resource centre for other institutes and schools by providing certified courses, which make teaching and learning effective through technology. Seminars and conferences are conducted on topics related to industry. We have introduced video conferencing and audio visual aids and are providing notes online to

Students complain that most engineering institutes pay more attention towards imparting theoretical knowledge rather than giving practical assignments. Has this trend changed in last few years? No, this is not true as our institution always lays emphasis on giving projects and assignments related to industry so that students can become skilled professionals. We are organising industrial visits for students so that they can get the idea of work environment of industry. Industrial training of six weeks and six months is already in curriculum. We have started teaching through visual labs to benefit students. How has been your college’s placement in recent years? Do you think there is sufficient demand in industry for engineering graduates? Our college has achieved fifth rank in placement in all the Punjab Technical University affiliated colleges. Every year, we have 80 to 90 percent placement. Our students get placed in top companies with good packages. With the changing job market, there is still demand of skilled workforce having good professional communication and technical skills. Apart from demand of engineers in public and private sector, there is vast requirement of engineers across the globe.

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industry speak

‘Establish Research Park to Exchange Ideas’ Dr R P Dubey, Pro Vice Chancellor, Dr CV Raman University, calls for establishing Research Parks in universities to bridge the gap between industry and academia Institutions across the world are coming up with new ways of imparting education. How are you bringing innovation in pedagogy at your institute? To come up with new and advanced ways of imparting education, a set of skills, habit of mind and subject knowledge is required. We are committed to create a conductive atmosphere in teaching, learning, research and practical extension of other activities with several new initiatives. How important is it to have a strong academia-industry linkage for an engineering institute and what it means to the students? Every industry linkage aims at providing a common platform for engineers, researchers and technologists to present their ideas, innovations and views in the emerging areas of engineering and technology. A strong academia-industry linkage means giving a strong academic insight through valuable participation towards the path of success for the students, scholars and faculty members. For strong academia-industry linkage, institutes should have Research Parks in their campuses. Research Park is a place where research companies come and conduct research in partnership with academia. Innovative minds from the industry and academics meet here on one platform to exchange and create new ideas for bringing out technological advancements. Along with this, students work here to acquire innovations and skills with deep academic insight to possess a huge treasure of knowledge. Classroom teaching, although essential is not enough to learn innovations and creativity.

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Dr RP Dubey, Pro Vice Chancellor, DR CV Raman University

Research Parks offer platform for innovative minds from the industry and academics to exchange and create new ideas for technological advancements How can the gap between industry and academia be bridged? Please share some of the unique initiatives taken up by your institute. In the present scenario, there is a huge gap between industry and academia. This gap can be filled up by establishing the ‘Research Park’ in the campus. It provides a common platform to both industry and academia for innovation, creativity, technology generation and product and process development. It is a means to convert intellectual capital of both the institute and industry into usable goods and devices. Moreover, it acts as a mechanism to build synergy between industry and institutes. Besides this, we can proceed through a collaborative curriculum development, laboratory development and other research development programmes in certain areas where both can contribute meaningfully and exchange the ideas. We have signed an MoU with Mi-

crosoft for enhancing the course curriculum activities. Microsoft provided Office-365(A2) SKU for the faculty and students. We have facilitated industrial visits and tours for students for an exposure to industrial environment. We regularly organise seminars, workshops, techno fests, quiz, training programmes and other personality development, skill-oriented programmes to enable the growth of leadership qualities. We have been undertaking and guiding various state level and national level projects. What is the importance of an incubation centre? ‘Success’ in the global market today means creating and applying new technology faster than one’s competitors. World winners are those who develop talent, technology, techniques and tools advanced enough to beat competition. So, an incubation centre is also as important as success in the global market.


industry speak

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‘Employing Innovation for Excellence’ Dr J B Dafedar, Principal, Orchid College of Engineering & Technology, talks about the role the institute plays in building a better future for the students

Institutes across the world are coming up with new ways of imparting education. How are you bringing innovation in pedagogy at your institute? Engineering is amongst the few professions, where creativity and innovation know no boundaries. While keeping this in mind, the institute has been instrumental in effectively imparting job-focused education. The institute constantly works on some major aspects like job-oriented short term courses, industry interaction, soft skills, academics, etc. Job-oriented short term courses have been started to meet the industry requirements and make the students industry-ready. The college has also floated various in-house co-curricular technical courses such as Catia in mechanical engineering, ETABS and MS Project in civil engineering, android programming in computer science and engineering, Advance JAVA for electronics and telecommunication engineering. The institute also conducts industryinstitute interactions and technical symposiums regularly to keep the students apprised of the latest industry happenings. To imbibe corporate culture, the institute has introduced soft skills as a subject and students undergo the training to match the professional needs of industry. We stress on excellence in teaching in an ever-increasing manner. The teaching process at Orchid is innovative. We encourage students to go for practical approach with the help of advanced techniques like animation, videos, recorded lectures of IIT Professors, etc. Students complain that most

Dr J B Dafedar, Principal, Orchid College of Engineering & Technology

Job-oriented short term courses have been started to meet the industry requirements and make the students industry-ready engineering institutes impart theoretical knowledge rather than giving practical assignments. Has the trend changed in recent past? It is true that the engineering institutes pay more attention towards theoretical knowledge than practical learning. However, it has been noticed that the industries are taking initiative in this regard and are giving practical assignments to the students as per industry needs. The colleges are also trying to become a centre of excellence in certain areas for the industry. However, the pace is very slow and requires momentum.

What is the importance of an incubation centre and tell us about your plans to install one? Recognising the importance of incubation centre, many national level institutions like IIT, etc have already taken initiatives to nurture talent with the help of incubation centres. The incubation centres provide a host of services to new enterprises and facilitate networking. The students can turn their plans into reality through the incubation centre. The institute has entrepreneurship development cell through which students are encouraged and made aware of the various possibilities of exploration in engineering. Through entrepreneurship development cell, the college has organised many workshops. How has been your college’s placement in recent years? Do you think there is sufficient demand in the industry for the engineering graduates? There is a good demand in the industry for the skilled engineers. Every year from our institute, 60 to 70 percent students are placed in the industry through the college placement programme. To inculcate the industrial skill set, the college trains students from the second year. The basic branches such as civil, electrical and mechanical are in good demand. What is your expectation from the next government? The institute expects that the government will encourage research through funding for resolving local problems so that the students, faculty members and the society at large are benefited.

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industry speak

‘Making ‘Eduprenures’ out of engineers’ S L Agrawal, Executive Director, JECRC Foundation, talks about the role of the institute in overall development of students Institutes across the world are coming up with new ways of imparting education. How are you bringing innovation in pedagogy at your institute? JECRC Foundation nurtures the essence of growth in education and its holistic approach focuses on overall development of its students. It is nurturing the talent in its unique way. Our motto is to generate ‘Eduprenures’ from engineers. The training of students starts from the inception. They are classified under Tutor Guardian Protocol. Every student is assigned to one faculty member for coming four years. Students are taught research-based learning skills where the environment plays a crucial role. Each and every student must submit projects in the journey. These projects will imbibe the spirit of innovation in student. The success of this idea can be measured from the fact that our maximum students get funding under student projects from Department of Science and Technology, Government of India. Students complain that most engineering institutes pay more attention towards imparting theoretical knowledge rather than giving practical assignments. Has this trend changed in the last few years? Yes, this trend has drastically changed during the last few years. Throughout the globe, there is a demand that students should be well suited for industry and this is possible only if the affiliating universities drastically review and revise the syllabus keeping in view, the industry requirements. Our faculty and senior authorities are putting in extra efforts

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S L Agrawal, Executive Director, JECRC Foundation to generate novel methods of teaching so that our students are able to tackle various challenges in industry. Keeping oneself updated is also important for engineering students. Our labs are well equipped with modern tools and technology. Our joint collaborations are also helping us well, while the support system of alumni is also appreciable. Overall, the 85 percent placement is the mirror image of our success in current scenario. What is the importance of an incubation centre and tell us about your plans to install one? We have an incubation centre called JU Technology Incubation Centre. It aims to attract students to develop their entrepreneurial skills. The centre encourages students to develop new ideas and innovative products. The centre also mobilises resources for product designing and undertakes feasibility study on commercial ventures for the products. The university has also garnered momentum with venture capitalists in organising funds for such innovative products. Workshops

and seminars are conducted to provide exposure in design and development of new products and also to encourage entrepreneurial skills. How has been your college’s placement in recent years? Do you think there is sufficient demand in the industry for the engineering graduates? The foundation has set an exemplary placement record with its students being chosen by industry leaders, year after year. It has been hosting the ‘Standalone Recruitment Drives’, where leading business houses participate to test the mettle of the students of JECRC Foundation. Some of the companies that recruit students are IBM, DELL, TCS, NokiaSiemens Networks, Asia Motor Works, Taj Group, Tata Technologies, Essar Steels, AS2Z Group of Companies, Uttam Galva (Steel), Patni Computers, STG International Inc., LG Electronics, L&T India, Infosys Technologies, Benchmark Broadcasting, Reliance Industries, Tech Mahindra, etc.


event report

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Education Congress 2014 Talks Transformations

W

ith an aim to amalgamate the whole education sector and commemorate all those who have morphed the industry into a leading sector of India, Indian Education Congress 2014 was organised on May 22 and 23 at Vivanta by Taj, Surajkund, Delhi. Organised by Franchise India, the event was graced by leaders of education industry. Some of the personalities, who attended the event, were renowned author and management consultant Shiv Khera, Central Board of Secondary Education Chairman Vineet Joshi (IAS), Delhi Public School, RK Puram Principal Dr D R Saini and Ryan International Group of Institutions Chief Executive Officer Ryan Pinto. The main agenda of this knowledge-enriching event was to discuss the transformations taking place in education sector. The

awards were also organised to keep up the morale of the industry leaders and players, who have been diligently producing success stories. Education sector has been witnessing major developments for a few years. The event focused on how franchising in education can be a milestone to create a large education access. There were panel discussions, debates and brainstorming over the future of the retail industry. Gaurav Marya, President, Franchise India said, “We are bringing in a platform for all relevant people from education sector to come and share their vision and ideas with all industry leaders in order to discuss growth aspects of education in India. This will be a great exercise for all of you in order to gauge our standing in contemporary times and help us in expanding our vision for the future.�

digitalLEARNING / June 2014

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Women Empowerment Through Technical Education Dr Shabistan Gaffar, Chairperson, Committee on Girls Education, National Commission for Minority Educational Institutions, shares her views about the importance of technical education in aiding women in India

W

omen education in India has been given a lot of importance in all Five Year Plans with special emphasis on technical and vocational education with a view to enable the women to be economically independent and become better homemakers. It also aims at making a tremendous impact on the quality of life of women folk. Therefore, polytechnic education for women is very important part of education. The report of Women Education

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June 2014 / digitalLEARNING

1937 expressed the view that women can definitely contribute in growth and development of the country. Therefore, it is essential to take suitable measures for expansion of vocational and technical education for women. Though the British government didn’t implement the recommendations of the report, it was only after independence that Indian government took steps to uplift the status of women by establishing National Women Council, which gave its report in the financial year 1956-1957. Accord-

ing to the report, only four percent girls were receiving education. This report laid emphasis on enhancing the facilities of vocational and technical education for women. During Second Five Year Plan, women technical education got a modest consideration with the establishment of a women polytechnic. On the recommendation of National Council for Women Education, it was started as a part of a women’s welfare programme. Women’s education expanded fairly in post-independence period, but Muslim


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ther say that social change and cultural transformation is by-product of economic development. The policymakers also realised that women must have equal contribution in economic growth and development of country. This has also been recognised by the constitution. It has also been experienced that higher education courses like BA, MA, etc. are of little relevance in professional world and don’t enhance employment opportunities for the women. Hence, there is a need to promote technical and vocational skills in the women for economic independence. National Policy of Education 1986 was a major landmark in the evolution of status of women in India. The policy addressed the issue of equality of educational opportunity for women. The policy of non-discrimination is pursued vigorously to eliminate sex-stereotyping in vocational and professional courses

women education was better than average literacy of India in pre-independence period. So during 1951-1981, percentage of literacy among women increased from four percent to 7.93 percent and upto 24.82 percent according to Programme of Action 1986 (National Policy of Education). By 1991, it increased upto 39.42 percent (Aajkal 1991). Due to socio-cultural and socioeconomic reasons, institutions for girls’ education and technical education were established relatively late as compared to those for boys. The first co-educational polytechnic was established in 1937. It was a round 1961 that two polytechnics for women were started in Delhi and Bangalore after recommendation of National Council for Women. The main purpose of such institutions was a social welfare activity, but definitely as a development activity as well. Social change is a function of economic development and cultural transformation, which automatically follows development of nation. One may fur-

puts involve women. Efforts to develop a scientific temper and awareness were also stepped up. Special measures were taken for their training in area where they have special skills like communication and information technology. Efforts to develop appropriate technologies suited to women’s needs were also made. India has one of the youngest population in the world and it is expected to continue until 2040. However, India’s productivity is much lower than that of other Asian economies. The structural shift towards higher productivity sectors requires up-skilling of the labour force in order to ensure the country’s inclusive economic growth. Skill development has emerged as a national priority and a number of skill training initiatives have been undertaken over the last four years. Percentage of workforce receiving skill training in India is only 10 percent

National Policy of Education 1986 was a major landmark in the evolution of status of women in India. The policy addressed the issue of equality of educational opportunity for women and to promote women’s participation in non-traditional occupations as well as in existing and emerging technologies. National Policy for Empowerment of Women formulated in 2001 aimed to bring about social change in attitudes towards women and women empowerment. One of the major objectives of this policy was to give equal access to women to healthcare, quality education at all levels, career and vocational guidance, employment, equal remuneration, occupation, safety, social security, public office, etc. The policy also had various elements. One of the elements was science and technology. It aimed at bringing about a greater involvement of women in science and technology. These included measures to motivate girls to take up science and technology for higher education and also ensure that development projects with scientific and technical in-

whereas in Koreas (96 percent), Japan (80 percent), Germany (75 percent), UK (68 percent), etc. Due to the unavailability of appropriate skill training, the candidates are facing a lot of difficulties in jobs. According to international organisations, it is difficult to fill up jobs in India, which is 48 percent. It is higher than global figure, which is 34 percent. According to GOI estimates, 93 percent of workforce is employed in the unorganised or informal sector, which is not supported by structural skill development system. The skill development capacity across the country is uneven. Influenced by regional characteristics, eastern states have very low capita in comparison to northern states such as Himachal Pradesh, Haryana and Punjab. The industrialised states have a higher number of vocational training institutes.

digitalLEARNING / June 2014

63


leaderspeak

‘Audio-visuals That Aid Education’ Joy Ghosh, Vice President, Edaxis, in a tete-a-tete with Gandharv Walia of Elets News Network (ENN) talks about the use of audio-visual products in education sector What are the various kinds of audio-visual products available in the market for education industry? There are various types of audio-visual products in the market. The most important one is the interactive whiteboard, which has been in India for 10-15 years. Initially, it was launched by a Canadabased company TeamBoard. I entered this segment at that time. Today, the most advanced product is interactive projector as instead of a white board, it uses a wall. Edaxis has also launched ‘Onfingertip’, which is an all-in-one projector with an in-built computer. Our products can’t be compared to low-cost projectors of various companies as our technology is far more superior and patented. In schools, it is very difficult for the teachers to be audible to all the students. To solve this, we have come up with a unique solution called ‘Soundlight’. It is a unique speaker, which uses Bluetooth technology and has a 20W powerful Denon speaker sufficient for a classroom of 70-80 students. It has a rare feature, where music played through computer suppresses when the teacher in the classroom starts speaking and the music starts again when the teacher stops. It gives first priority to the speaker. The use of audio-visual products in schools and colleges is a new phenomenon. When do you see the surge in demand for such products in these institutes? These products are very popular nowadays in the schools and their demand will continue to grow in future. Our

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June 2014 / digitalLEARNING

Joy Ghosh, Vice President, Edaxis

How do you see Indian market visa-vis other countries of the world? India is the world’s biggest market in education segment having 1.9 million schools and 30,000 higher educational institutions. India is the fourth largest economy in 2010 in terms of total GDP measured at purchasing power parity (PPP). India is home to 17 percent of the world’s population. We are second in terms of population in the world. Education is a sector, where business is never lean. As only five percent market has been captured till now, the audio-visual products will be installed everywhere in the future. The future is very bright. These products should also be used

In education sector, only 5% of the market has been captured till now. So, audio-visual products will be installed everywhere in the future share in this market is very less. We only provide best products as they are an investment. We don’t sell products by befooling customers and have only a margin of two-three percent in selling the product. All our products are user friendly and have a life of more than six-seven years. This is the advantage of our products. These products are good for teaching a large number of students together in a better way. We have a lot of appreciation letters from organisations like Indian Air Force, Indian Institutes of Technology, Indian Institutes of Management, Border Security Force, Indian Army, All India Institute of Medical Sciences, etc, which no other company can give.

by government schools as it will make things interesting for students. What are the challenges you face in India’s audio-visual education equipment market? We want to educate people including customers and competitors that when they procure anything. they should argue in terms of quality rather than price. If the quality is not good, you will not be able to use the product and will only face difficulties. It will be wastage of money and time. Our products work on 80 frames per second, whereas products of other companies work only on 20 frames per second. In our projector, two to 64 people can simultaneously work on wall.


Advertorial

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WizIQ Learning Marketplace

Making Education Easier

American cultural anthropologist Margaret Mead once said, “Children must be taught how to think, not what to think.” The only way to infuse inquisitiveness and curiosity amongst learners is to challenge the norms and develop a pedagogy that focuses on the learning and the overall student outcome; resulting in the ultimate progress of the society at large. In an age of change and disruption, WizIQ, with its novel concept of Learning Marketplace, presents a ray of hope for millions of Indian learners, who await a relief from the ambiguous nature of higher education in the country. What is WizIQ Learning Market place? Think of online shopping, except it’s for education. Learning Marketplace is an online, dynamic, open market that showcases courses offered by educators from all over the world. These courses can be enrolled into either for free or for a fee. All it takes to unlock this treasure of learning is a computer system with an internet connection. The Learning Marketplace offers courses on a variety of subjects like business, finance, languages, lifestyle & wellness, music, project management, technology and a host of other topics. If you have a subject matter expertise in any subject, share it with the world of learners with the WizIQ Learning Marketplace.

ask: if teaching is your higher calling, why limit yourself? Online education has ushered in a new dawn for teachers, one filled with new opportunities. The easy process of course creation and promotion via the WizIQ Learning marketplace allows online teachers to self-price their course and thus make profits. A simple sign-up into your account on WizIQ ensures an end-to-end process, including: • Creating your course • Inviting learners • Promoting your course on the WizIQ Learning marketplace • Collecting payments The Virtual Classroom and the advanced features of WizIQ make sure teaching for you is as smooth as if you were in a live, face-to-face classroom. Interact with your learners in real time, chat, share media and content files, assess them with tests and assignments, and much more, with WizIQ.

perate measures. WizIQ Learning Marketplace is like a vast ocean of learning and education. Since the courses are online, anyone from anywhere can take them. All they need is an internet connection. The competitiveness of the Learning Marketplace makes sure the online courses are priced right and hence are easily affordable for the average learner. This way, we make sure the accessibility of courses always remains high for learners. The Learning Marketplace is a great blessing in disguise for working professionals. Many professionals, looking for jobs or already working, feel a constant need to update their skills. WizIQ’s Learning Marketplace provides a total solution for busy professionals, providing the unique features of traditional classroom learning experiences such as face-to-face live instruction, assignments and lab work along with the standard features of online learning, such as self-paced instruction including videos, presentations, tests, peer interaction, etc.

Learning Marketplace for Educators India is a country where teaching is considered the most noble of all professions. Yet, a teacher might just be the worst paid working professional in the country. No wonder, most young people opt for a private job in an MNC over teaching. This non-fulfillment of basic needs leaves the Indian education system crippled for want of quality teachers. So we

Learning Market place for Learners Rising costs and deep-rooted commercialisation have made education in India, in terms of accessibility and availability, at par with real estate. Skyrocketing fee structure, politics and a missing sense of social responsibility are snatching a common man’s right to education. As such, desperate times call for des-

Learning Market place is Open for All Learning Marketplace is the nexus of learning and teaching, and therefore is the right place for the learners and teachers to be in. If you are still unsure about the Learning Marketplace or would like to know more about WizIQ, feel free to write to Kalyan at kalyan@wiziq.com or speak at +91-9216405405 or +919897072888.

digitalLEARNING / June 2014

65


When The World Talks Education... 4th

digital LEARNING

World Education Summit 2014

7 - 8

August, 2014, New Delhi

Come visit the 4th World Education Summit to

Meet, Discuss and Disseminate Knowledge World Education Summit 2014 organised by digitalLearning magazine aims to build a strong community around all the stakeholders of education, providing various business and networking opportunities for clients, partners and education leaders of both school and higher education. With rapidly changing dynamics of education, WES provides an ideal platform to all the stakeholders to come together and deliberate, discuss and explore the horizon.

World Education Conference: The conference would be a unique platform for sharing of knowledge, challenges, ideas and best practices among the stakeholders in the domain of education. Bureaucrats, tecnocrats, academicians, industry personnel and civil society members along with education experts, senior leaders and management teams of various schools, foreign education representives , practitioners, business leaders would all benefit through the thought provoking sessions, workshops and round table discussions etc. The conference would have two parallel tracks: School Education Track

Higher Education Track

Minorities Education Track


Nominate for WES Awards 2014

World Education Awards 2014 Rewards the best practices and projects in

School Education

Higher Education

Government Sector Initiatives

Private Sector Initiatives

Skills & Vocational Education

Non-Government Sector Initiative In Education

Co-Organisers

For more details on categories: http://wes.eletsonline.com/2014/awards/ New Delhi Office

World Education Expo

United Nations Educational, Scientific and Cultural Organization

The two day Exhibition will attract more than 500 stakeholders from government bodies, private sector, NGO’s and educational institutions. The Exhibition would put the spotlight on education sector. WES 2014 will have ample space for Edupreneurs– global or national to showcase their education technologies, new ideas & innovation and best teaching learning practices.

Generate tremendous business leads

Drive brand promotions

Network with third party vendors, partners & channel

Maximize brand visibility

Cluster Office for Bangladesh, Bhutan, India, Maldives, Nepal and Sri Lanka

School Track Partners

For further details: http://wes.eletsonline.com/2014 For Programme details contact: Seema Gupta, seema@elets.in, 08860651643 For Sponsorship/ Expo details contact: Fahim Haq, fahim@elets.in, 08860651632 Amit Kumar Pundhir, amit@elets.in, 08860635835

Organisers

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