Career connect july 2016 issue

July 2016 Vol 4 Issue 11

Postal Registration No. : DL(S)-01/3496/2016-18 Posted at IPMBC on the 9th & 10th same month RNI No: DELENG/2012/43525 Published on the 5th of the same month

Cover Story Distance Education in India: Bridging the ‘Open’ Gap

Special Feature Foreign Education : In Search of Greener Pastures Course Review Evolving Logistics Sector Seeks Skilled Professionals Feature Covering the Mile Between Native and Global Language

Best Distance Education Institutes of India 2016

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Contents

76 Pages including Cover July 2016 I Volume 4 I Issue 11 I `40

10 Cover Story

Distance Education in India: Bridging the Open Gap Distance education helps you break new boundaries. The modern use of electronic educational technology facilitates independent distance learning by the extensive use of Information and Communications Technology (ICT), replacing traditional content delivery by postal correspondence.

News .............................................08

Special Feature Foreign Education: In Search of Greener Pastures .........................30

Feature l Covering l Higher l Let

the Mile Between Native and Global Language ............. 36

Education System Needs Freedom ................................... 44

the Pen Do the Talking ........................................................... 50

l’Click

the Picture ‘Perfect‘ ............................................................ 54

Course Review Evolving Logistics Sector Seeks Skilled Professionals .................. 58 4 < CAREERCONNECT < July 2016

Letters to the Editor ..................... 06 Events ............................................70

Interview Dr Prem Kumar, Vice Chancellor, GNA University............. 66 Nitin Putcha, CEO, ITM Group of Institutions ..................... 68 Professor Prithviraj YJ, Trustee / Dy. Director, BITM ....... 69

Guest Column Dr P Venkataramana

74

Letters to the Editor

June 2016 Vol 4 Issue 10

Editor and Publisher Smiti Suri Executive Editor Samaya Chhabra Principal Correspondent Ritika Arora Bhola Roselin Kiro

Best Universities of India 2016 The cover story on ‘University Education India’s Asset’ which gave a wide knowledge about the universities of India was very informative. The coverage of the best universites and the exhaustive list of colleges were really informative. Great effort!

Surjya Khaitan, Bengaluru

Special Correspondent Joydeep Banik Reporter Sana Husain Nikhil Mishra Director Marketing Ajeet Kumar Manager Marketing Niti Chauhan Marketing Executive Chetan Pathak Rajesh Basu Asad Mohammad Marketing Support Sheetal Singh Administration Vipin Marwah Lavish Thakur Designer & Visualiser Mayank Bhatnagar Shaique Ahmad All material printed in this publication is the sole property of CAREERConnect All printed matter contained in the magazine is based on the information of those featured in it. The views, ideas, comments and opinions expressed are solely of those featured and the Editor and Publisher do not necessarily subscribe to the same.

CAREERConnect is printed, published and owned by Smiti Suri, and is printed at Compudata Services, 42, Dsidc Shed, Scheme–1, Okhla Industrial Area Complex, Phase–II, New Delhi-110020, and published at 6/31B, Jangpura–B, New Delhi-110014.

Editor–Smiti Suri

SURECOM MEDIA

6/31-B, Jangpura-B, New Delhi-110014 Tel: +91-11-24373365, 24373465 Mob: 9711383365, 9810962016 Email: cargoconnect@gmail.com info@surecommedia.in Website: www.surecommedia.in

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Postal Registration No. : DL(S)-01/3496/2016-18 Posted at IPMBC on the 9th & 10th same month

RNI No: DELENG/2012/43525 Published on the 5th of the same month

University Education: India’s Asset

It was a great read with ample of infor mation about the current scenario of the higher education system in the country.

Congratulations to the team for bringing out such a productive edition. Expecting further such interesting and informative editions in the future.

Transforming Education, Transforming Lives In the Quest of ‘Prestige’ University Education Flavoured with Ed Tech

STATE WISE EXHAUSTIVE COVERAGE OF THE LEADING UNIVERSITIES

University education flavoured with Ed Tech

Technically assisted knowledge is the need of time. The article very sincerely highlights the use of technology in the education sector. It has educated us about various software and educational applications and sites that one can access for some value based education. It was a good read.

Jeetu Raj, Kolkata

Kavita Gandharva, New Delhi

Transforming Education, Transforming Lives

I had a notion that school education is not given much importance in the media but this article proved it wrong.

I am so glad to read this article and most importantly on the topic which the article is written. Digitization and electronic education is a must in our country.

Joyshree Saini, Teacher, Raipur

In the quest of ‘Prestige’

The article helped in providing deep insight to the education system of our country. It was a good effort in order to highlighted the upgradation that the education sector requires on a global level.

Thanks to the editor.

Roshan Singh, Gurgaon

Experts Opine

Education with liberty

Liberal education is indeed one area which allows us to push our boundaries in terms of gaining knowledge. Your article helped a lot in highlighting the various aspects of liberal education that one can opt for in the near future and make a great career in it.

Elizabeth Rutum, Guwahati

Success Story

I a m a reg u la r rea der of Ca reer Con nect maga zi ne.

From the past few issues, a new section is being added in the magazine ‘Success Story’ which is really interesting and at the same time inspiring.

Cong rat ulations and keep add i ng such value to t he magazine.

Rochelle D’souza, Mumbai

Apart from the articles, the interview of the VCs and the Directors of the Universities and institutes were very insightful. Hats off for bringing all the noble minds together in one platform. Thanks a lot. Your efforts are highly appreciated.

Manish Sharma, Rohtak

News

Government to launch 32 education channels through DTH

T

he Union H R D minist r y has given its clearance to a scheme called Swayam Prabha, allowing 32 direct-to-home (DTH) television channels to broadcast programs for school and university students from August. Approved by Smriti Irani, the scheme is likely to be launched by Prime Minister Narendra Modi. The ministry hopes that the telecast will help students in the countryside. After watching the content, students can clear their doubts through a toll-free helpline number that to be uplinked by the Bhaskaracharya Institute of Space Applications and Geo

Informatics (BISAG). The ministry will appoint subject experts to provide good quality content who will be paid on an hourly basis. The content will have pictures, videos and diagrams to make

New education policy draft clashes with RTE

S

everal recommendations in the draft National Education Policy, 2016 will require amendments to the Right to Education Act, 2009.

Insisting on “consolidation”, the draft proposes merging “small, nonviable” schools. This subverts the RTE Act on neighbourhood schools being

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located “within a walking distance of one kilometre” for children attending classes 1 to 5.

T he d r a f t e mph a si s e s “s cho ol mapping” as opposed to RTE’s “childmapping”; but stresses that for children a t t e n d i n g “ n o n -v i a b l e ” s c h o o l s , transport must be provided. It notes such “consolidation” is already on in Rajasthan, Gujarat and Chhattisgarh. The proposal to extend the 25 per cent economically weaker section quota in private schools to minority institutions will also need an amendment. The committee notes that number of schools claiming religious or l i ng u ist ic m i nor it y st at u s h a s increased tremendously.

The RTE mandates a no-detention policy-banning grade-repetition-till class VIII; the committee wants it limited to class V. Its recommendations cover remedial classes “by school teachers or volu nteers” and supplement a r y examinations.

The committee suggests amending the RTE to “provide, in addition to infrastructure, learning outcome norms that affect quality of education”, a longstanding private school demand.

the things more interactive and to help students understand the concept well.

The ministry is planning to broadcast live classroom lectures from IIT Mumbai, Delhi, Kharagpur, and Kanpur.

Bihar education department initiates‘Operation Clean Up’

I

n the wake of raging intermediate toppers’ scandal, Bihar’s Education de pa r t me nt ha s t a ke n up t he ‘Operation Clean Up’ initiative as part of grand secular alliance government’s agenda to provide “quality education” in the state.

“We (department) will be initiating ‘Operation clean up’ in order to maintain the standard of education in the state...

We have received complaints regarding (private) B Ed colleges with regard to their functioning. All the 228 B Ed colleges will be probed. DMs and SPs have been asked to carry out a physical verification of these colleges,” said Education Minister Ashok Choudhary.

Choudhary was speaking on the sidelines of ‘World Day against Child Labour’ event.

“We will ensure that quality in B Ed course, and after it, we (department) will inspect 10+2, degree colleges and even coaching institutes in order to ensure whether or not norms laid down for imparting quality education is being adhered to grand secular alliance government is committed to provide quality education,” Choudhary said.

News

Yoga to get boost under new education policy

Y

oga will be encou raged i n schools u nder t he new education policy being framed by the government.

This was stated by Secretary of School Education and Literacy, HRD Ministry, Subhash Chandra Khuntia, who i n aug u r at e d t he f i r st Yoga Olympiad in which 350 students from 22 states participated.

The three-day event at NCERT campus, New Delhi was aimed at popular ising the ancient practice among school children across the country. Yoga will have a ‘significant’

place in the new education policy being framed by the gover nment, Khuntia said.

Te r m i n g Yo g a a s a n a r t o f ‘maintaining balance’ and ensuring ‘well being’ of mind and body, he said, “The Olympiad will be held every year to ensure that every schoolgoi ng child lear ns it for holistic development. NCERT has published books on Yoga for upper primary and secondary students.

It is part and parcel of National Cu r r iculu m Framework and compulsory for classes VI to X,”

Assam announces free higher education for the poor

A

ssam gover n ment recently announced free education for students with family income less than ` one lakh per annum who are taking admissions in higher secondary, three-year degree and polytechnic diploma courses from this year. Assam is the first state in India to make higher education free for poor students. There will be absolutely no fee for those students whose parents’ income is less than ` 1 lakh a year.

Assam Education Minister Himanta

Biswa Sarma said that this will cover 310 government and provincialised colleges across the state benefitting 50,000-60,000 students.

Private institutions are outside the purview of this decision. Asked if any measure would be considered by the government to control the exorbitant fees of private educational institutes, he said, “This government will act soberly. We will not act with regulation or threat against the private sector. We will discuss and act.”

Haryana to open 21 new educational institutes for girls: Manohar Lal Khattar

H

aryana Chief Minister Manohar Lal Khattar recently said that 21 new educational institutes will be opened in the state for girls with an aim to provide education as per requirement.

Addressing a gathering after laying the foundation stone of the main campus of Ch Bansi Lal University at village Prem Nagar in Bhiwani district, Khattar said the institutes for girls will be opened on the basis of mapping carried out in the state. A university would also be set up in Faridabad which will offer courses in skill development.

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COVER STORY

Distance Education in India Bridging the ‘Open’ Gap Distance education helps you break new boundaries. The modern use of electronic educational technology facilitates independent distance learning by the extensive use of Information and Communications Technology (ICT), replacing traditional content delivery by postal correspondence.

Joydeep Banik talks to academicians and experts to give a ringside view about the distance education scenario in the country and discusses the regulatory policy matters which ‘matter’ 10 < CAREERCONNECT < July 2016

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“

More and more colleges/ universities are adopting distance learning programs, wherein the students are given a prospect of educating themselves with the solace of their homes.

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T

he h ist or y of d ist a nce learning in India goes way back when the universities started offering education th rough dist ance mode i n t he n a me of c or r e s p o nd e n c e courses. At the early stage, courses in humanities and commerce were offered through correspondence and taken by those, who, owing to various reasons, including limited number of seats in regular courses, employability, problems of access to the institutions of higher learning, etc.; could not get themselves enrolled in the conventional `face-toface’ teaching mode.

In the recent past, the demand for higher education has increased enormously throughout the country.

To accommodate the ever-increasing demand, a number of instit utions including deemed universities, private universities, public universities and even smaller institutions, have started offering distance education programs in a large number of disciplines ranging from humanities to commerce, engineering, management, etc. at different levels. The advancements in technology combined with the proliferation of internet has given us a new opportunity known as distance education. More and more colleges/universities are adopting distance learning programs, wherein the students are given a prospect of educating themselves with the solace of their homes.

Changing societal needs, improvement in standards of living and pressure of earning a livelihood– all these factors combi ned make distance and open learning a popular mode of education. There is always a danger that some of these institutions may become ‘degree mills’ offering sub-standard education, consequently eroding the credibility of degrees and other qualifications awarded through

the distance mode. This calls for a far higher degree of coordination among the concerned statutory authorities like UGC, AICTE and IGNOU and the Distance Education Council (DEC).

Introduction

Distance learning in our country has come a long way and is presently helping students achieve qualifications in a easy manner by and minimising the shortcomings of physical distances.

The process is being simplified so that persons with no or little education can also take advantage of distance learning

courses. Distance education institutions offer cou rses at different levels: Diploma, Certificate, PG Diploma, M Sc, MA, M Phil and PhD and so on.

These courses cover a wide variety of subjects.

Distance education is imparted by three kind of institutions: • Departments of Correspondence - courses in universities and university-level institutions • Open Universities • Private institutions - mostly offering short-term vocational courses. There is generally no territorial restriction for the enrolment of students.

Open and Distance Learning (ODL) system is a system wherein teachers and learners need not necessarily be present at same place or same time. It is flexible in regard to modalities and timing of teaching and learning. ODL system of the country consists of Indira Gandhi National Open University(IGNOU), St ate O pen Un iversit ies (SOUs), institutions and universities offering Cor respondence Course Institutes (C C I s) i n c o n v e n t i o n a l d u a l mode universities.

Until recently, the ODL system in India was governed by the Distance Education Council (DEC), established by the Indira Gandhi National Open University (IGNOU) in 1991. DEC was primarily entrusted with the promotion, coordination and maintenance of standards of ODL system in India and was expected to create an effective regulatory framework. However, DEC had been criticised time and again for its apathy and lack of effective mechanism to monitor implementation of its norms.

Institutions offering ODL programs had found the norms prescribed by

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COVER STORY

Dean (Academics), IMT, Centre for Distance Learning, Ghaziabad

“If a person sitting in a remote part of a country wants to upgrade his/ her skills and get into learning and acquiring education please use this opportunity of DL where good education providers are available.

Distance learning is the key to reach to the illiterate section of the society.”

There has to be a proper “control body or commit-

tee to keep a check and evaluate whether various Distance Education institutions are following the set norms and patterns.

“

Dr S R Musanna,

DEC too rigid and unrealistic. Given the regulatory uncertainty, in August 2010, the Ministry of Human Resource and Development (MHRD) constituted a committee under the chairmanship of NR Madhava Menon to “suggest measures to regulate the standards of education being imparted through distance mode”. In June 2013, the University Grants Commission(UGC) took over DEC, and established the Distance Education Bureau, to govern the dist ance educat ion prog rams in India.

Evidently, the evolution of distance education in India is an interesting tale.

With the dissolution of the Distance Education Council of IGNOU, the regulatory powers on ODL is currently vested with the University Grants Commission (UGC). The ODL system has grown exponentially in recent years into a dynamic and vibrant mode of teaching and learning that boasts of one national open university, 13 state open universities and more than 200 distance education centres which are functioning

under conventional universities and autonomous institutions. More than four million students are enrolled every year in ODL programs and account for about 22 per cent of the total enrolment in the higher education scenario of India.

Regulatory and Quality Issues

Quality control means conformation to required specifications and assurance implied continuous and never ending improvement. In the distance learning scenario, quality is a matter of concern because right now. It won’t be an exaggeration to say that regulation of

ODL in India has no direction. Slowly and steadily there will be changes in the system and in the rules and regulations.

But right now, the rules and regulations are not clearly defined..

“The central government hereby notifies that all the degrees/diplomas/ c e r t i f ic a t e s i n clu d i ng t e ch n ic a l educat ion deg rees a nd d iploma s awarded through open and distance learning mode of education by the universities established by an Act of Parliament or State Legislature, institutions deemed to be universities under section 3 of the UGC Act, 1956 12 < CAREERCONNECT < July 2016

COVER STORY

society where no conventional education providers except the government can reach.”

O p e n a nd Dist a nce L e a r n i ng (ODL) is passing through a difficult phase and Indian universities need to establish their credibility in the area.

Unlike conventional u niversities, ODL institutions are restricted to start new courses and to offer professional programs in engineering, law, education, in spite of the MHRD categorically stating that degrees from ODL and classroom study have equal value.

Tarsem Garg, Chancellor, Maharishi Markandeshwar University, Mullana feels, “A lot needs to be done on this front. With the advent of advance tech nolog y, we foresee d ramat ic improvements in Distance Education.

The policy matters need to be reviewed in the context of improving quality by

expanding the horizon of bringing in more and more technology-oriented means to impart effective learning to the desired candidates and assessment thereto.” Dr Neeraj Sharma, Director, Gian Jyoti Group of Institutions feels that India needs to review its policy matters on Distance Education and tells, “We need to revive our policies with regard to Distance Education time and again, as Distance Education is an umbrella which under takes a large number of aspirants. Its major contribution in enhancing the gross enrolment ratio and democratisation of higher education to large segments of the Indian population particularly to reach out to the unreached and to meet the demands of life-long learning

the dissolution of “theWithDistance Education

Council of IGNOU, the regulatory powers on ODL is currently vested with the University Grants Commission (UGC).

“

and Institutions of National Importance declared under an Act of Parliament stand automatically recognised for the purpose of employment to posts and services under the central government provided they have been approved by the UGC,” reads a gazette dated 10 June 2015. In ODL, teaching and learning happens through the study materials, t h roug h doubt clea r i ng, t h roug h some visuals, etc. Dr S R Musanna, Dean (Academics), IMT, Centre for Distance Learning, Ghaziabad says, “If a person sitting in a remote part of a country wants to upgrade his/her skills and get into learning and acquiring education please use this opportunity of DL where good education providers are available. Distance learning is the key to reach to the illiterate section of the

which has become more of a necessity in the knowledge society. There has to be a proper control body or committee to keep a check and evaluate whether various Distance Education institutions are following the set norms and patterns.

We should also have a Student Redressal system so as to enhance the quality of Distance Education System. We cannot and will not progress until and unless we cater diverse need of educating majority of people particularly women and other adults.”

The University Grants Commission (UGC) has recently written a letter r e c e nt ly t o t he St at e E d ucat ion Secretaries of all states to express concern over deteriorating standards of some programs conducted through distance education mode and franchising of degree education through private agencies and establishments.

Dr. Narendra Dhansoia, Director, CBS College agrees, “India needs to review its policy matters on Distance Education, especially with respect to course curriculum, quantum and July 2016 < CAREERCONNECT < 13

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Chancellor, Maharishi Markandeshwar University, Mullana

“With the advent of advance technology, we foresee dramatic improvements in Distance Education. The policy matters need to be reviewed in the context of improving quality by expanding the horizon of bringing in more and more technologyoriented means to impart effective learning to the desired candidates.”

Since the emergence of “information and communi-

cation technologies (ICT), many have related to them as the new generation of distance education, and some have referred to their implementation in academia as challenging the very existence of campusbased universities

“

Tarsem Garg,

quality of work, norms of evaluation and equivalence with regular degree programs. What is actually needed is to create trained and knowledgeable graduates based on a gameplan to face the industry and leverage the strength in numbers. The mechanism adopted to test the students learning outcome through examination and assignments do not provide any change about the competitive quality and ability of the students. Hence, there is a dire need to reform the policy matters on distance education.” Si nce the emergence of information and communication technologies (ICT), many have related to them as the new generation of distance education, and some have referred to their implementation in academia as challenging the ver y existence of campus-based universities.

Many policy makers, scholars and practitioners e-learning and distance education interchangeably as synonyms.

In a confident tone, Dhansoia tells, “To be precise, it is always in season to revise the syllabi and curriculum from time to time and more importantly as per the industry requirements, so that students’ need not to go under induction phase. The system may be upgraded and updated to suit both academic and allied requirements. The quality of a distance education course may also be

enhanced by comprehensive e-learning initiative that will definitely alter the ways in which students study and learn.

While framing the policy, the policy makers should take note of the various challenges faced by keen learners. The challenges are that the institutions of higher learning are not accessible to everyone. The question before education policy makers is how to facilitate the less privileged. Affordability in terms of time and other associated requirements are of the serious constraints.”

Dr Indira Bhardwaj, Chairperson PGDM, Delhi School of Business concludes, “We need more dynamism in the process of curriculum design rather than just the pedagogy of imparting education. We change the pedagogy and technology very easily by changing classroom hours, infrastructure, etc.

We need to focus more on the content of what we are teaching and ensure that we are updated with the latest trends in the industry.”

Pros and Cons of Distance Education

Although sometimes considered to be the poorer cousin of regular college programs, distance learning comes as a blessing to students who want to study further while continuing with jobs or who might not be able to attend a fulltime course for various reasons. A lot depends on the student’s ability. While some students can make the most out of a distance learning program, there are others who are not comfortable with this pattern.

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Pros • It’s Flexible: You can earn and study at the same time. Flexibility is the biggest advantage of distance learning courses. This stands true especially if you are a working professional. For those who had to take a break from studies to start working, such courses are a boon and provide the opportunity to pursue higher education.

• Saves Time and Energy: You save up a lot of time and energy on commuting. You can stay in Pune and pursue a course in Bangalore.

Or you might be based out of a remote village or town which does not have enough options for higher studies. Distance learning courses eliminate these obstacles.

• Study at your own Pace: Not everyone has the same pace of learning. Some students pick up things fast, others need time to grasp a concept. One of the biggest advantages of distance learning is that you can study at a pace comfortable for you.

• Saves Money: These courses are almost always cheaper as compared to their on-campus counterparts.

You also cut down on the costs incurred while commuting as well.

• Convenient: You can submit your assignment with the click of a button. It’s as simple as that.

•

•

24X7 Access to Study Material: This is the best way to study if you are comfortable with internet and technology. You can access your study material online whenever you want and also clear doubts, exchange views and discuss with your virtual classmates.

Study Any Topic You Want: Since you’d already have all your books/ online study material with you, you can pick up any topic/chapter that interests you and tackle that first.

Cons • No Direct Contact with Faculty: There isn’t any fun if you don’t have a teacher you can make fun of! On a serious note, lack of personal interaction with teachers often affects the learning curve for some students. This is one major disadvantage of distance learning.

• Overdependence on Technology: Some distance learning programs, especially online courses require access to internet. Unless you are comfortable with this medium, you will find studying and interacting with your faculty online difficult • Lack of Discipline: Since you don’t have a teacher standing on top of your head, reminding you of deadlines, asking for your

Dr Neeraj Sharma, Director, Gian Jyoti Group of Institutions

“There has to be a proper control body or committee to keep a check and evaluate whether various Distance Education institutions are following the set norms and patterns. We should also have a Student Redressal system so as to enhance the quality of Distance Education System.”

July 2016 < CAREERCONNECT < 15

COVER STORY

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The University Grants Commission (UGC) is actively considering relaxing its norms which would enable distance education institutions to offer M Phil and PhD programs.

“

assignments, there are chances that you will not take a distance learning programme seriously. You need to be mature and disciplined to take full advantage.

• It can get Lonely: Even if you’re in a virtual classroom that is full of students, the lack of personal interaction might make you feel detached and lonely.

• Not All Courses are Available/ Ta u g h t : A n o t h e r m a j o r disadvantage of distance learning is that not all courses can be taught online. For example, subjects like Medicine and Engineering can’t be taught online or through distance learning since practical classes, experiments, etc. can’t possibly be conducted over the internet.

• Not Valued by All Employers: No matter how good the university/ college from where you pursued your distance learning program, some employers will always prefer a candidate who has pursued a regular programme over you.

The Change in Approach The University Grants Commission (UGC) is actively considering relaxing its norms which would enable distance education institutions to offer M Phil and PhD programs. Sharma says, “To democratise higher education to large segments of the population, in particular the disadvantaged groups such as those living in remote and rural areas, working people, women, etc., we need to be little liberal, as there is an imperative need to expand higher education base.

As we know, India has one of the largest distance education systems in the world, second to China. Four years back, there was a spur when IGNOU got into a controversy over the restrictions for M Phil and PhD programs which inadvertly effected 10,000 odd students. Now, when the UGC is relaxing its norms regarding the said programs, it would definitely help and benefit the students by large.

St udents will get empowered and enriched with higher degrees; hence, better pool of educationists, intellects.

This will be the biggest contribution and a great step towards the development

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of the country as education is the only way to prosper and develop. By relaxing the norms, major pool of aspirants would be upgrading their knowledge about research and new innovations.

This will help in nurturing various industries. To develop and flourish, we need continuous research in various fields/areas and it is only possible when we have enough research scholars in the country. Hence, UGC has taken a positive and encouraging step but much more is yet to be done.”

Dhansoia feels, “The consideration of relaxing its norms would enable distance education to offer M Phil and Ph D programs to a wide variety of enthusiasts. Hence, it is a positive step as it will cover students those who do not have time to fulfil residential requirement of the university. Secondly, it will enable students to acquire h ig he r educat ion wh ile ea r n i ng.

Simultaneously, it will attract more candidates who do not fulfil required conditions for the reg ular degree programs.” On the other hand, Bhardwaj

adds, “There should be mandatory classroom teaching hours for any kind of distance learning program, followed by assessment of learning. Unless there is classroom learning experience, no program is worth the name and effort.

Unless there is short but rigorous and intense capsule classroom course mandatory for every correspondence prog ram, it will not maint ain its value both from academic and corporate perspective.”

However, Garg utters a word of caution, “The prime responsibility of the government should be to ensure quality is not compromised. Gover n ment needs to place the fool proof system in order before floating such goodies that might be more detrimental than doing any good but for the momentary gains by individuals. There must be lot of st ress on the qualit y of research publicat ions com i ng out of such respective programs.”

The government is trying to bring in a new blended learning policy where at least 40 per cent class room interaction

Dr Indira Bhardwaj, Chairperson PGDM, Delhi School of Business

“Classroom interaction enriches the learning experience of students. The correspondence degrees will have far more value than today if this is adopted. Moreover, as we progress towards skilling initiatives where the youth will enter the workforce with less than graduate level education, a large number of them will need greater opportunities to graduate and study more while they are working.” is required in distance education courses for technical subjects. According to Dhansoia, “Unlike conventional distance education program, definitely there is a need to include classroom interaction as suggested by the government in its new lear ning policy. This will revolutionise the education policy as it will enable the students to understand the curriculum with ease. In order to enhance and upgrade the distance education courses, there is need to map changes and transform the educational systems. It is imperative to consider the July 2016 < CAREERCONNECT < 17

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The government is trying to bring in a new blended learning policy where at least 40 per cent class room interaction is required in distance education courses for technical subjects.

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issues and possibilities while framing the strategies. The fundamentals of distance learning should be debated so as to make them more effective and up-to-date. While discussing, care may be taken to make it simpler and easy to follow, so that learners with any educational background can understand without any external assist.”

Shar ma suppor ts the approach of the blended learning and says, “I believe this learning policy of the government is going to help students groom and grow in their respective fields. As for technical subjects, you need to be technically sound, which cannot be learned back at couches. For that, the students need to come out of their comfort zone and get exposed to practical aspects of their relative fields.

This will enhance their prospects of getting better jobs opportunities

and their future endeavours. I believe the prospects of prosperity of the students will inflate proportionally by this interactive session. As we know, education is not only about mugging up but rather getting the first hand exposure of the courses. It will benefit students as well as the economy of the country

in the long run. Hence, I appreciate the various steps government is taking in this regard.”

Bhardwaj tells more, “Classroom interaction en r iches the lear ning exper ience of st udents. T he correspondence degrees will have far more value than today if this is adopted.

Moreover as we progress towards skilling initiatives where the youth will enter the workforce with less that graduate level education, a large number of them will need greater opportunities to graduate and study more while they are working and that too with greater learning facilitation especially for technical subjects.”

Garg shares, “ Government’s efforts in this direction are commendable. It is beyond doubt that the new blended le a r n i ng p ol icy w i l l at t r ibut e a definite value.

COVER STORY

RESEARCH Module 1 We shor tl isted the state w ise st udent preferences for UGC approved Distance Educat ion col leges/un iversit ies based on primar y and secondar y research.

Module 3 Our research team did an assessment to find out individual scores secured by institutes in respective parameters based on the received information template forms and also did some research for missing institutes.

Module 2

Module 4

A detailed information template was sent to 100 shortlisted Distance Education Institutes across India over a period of three months.

The various parameters assessed through the information template were:

The cumulative scores were calculated and the institutes were divided into clusters/categories based on their percentile and were medianrated in the form of ‘stars’ (please refer the table below).

• • • • •

Accreditation Image Study Material Placements Responsiveness

Exceptional Outstanding Excellent Very Good Good Satisfactory NB: The colleges/universities have been rated alphabetically at each level of the star rating.

July 2016 < CAREERCONNECT < 19

COVER STORY

CareerConnect Presents

Best DISTANCE INSTITUTEs

CareerConnect magazine is presenting an issue on best distance education institutes of endeavour is to highlight the positioning of distance learning colleges/universities after an beneficial for the students, as it is an overview of the factors Name of College GITAM University IMT, Centre for Distance Learning, Ghaziabad Indira Gandhi National Open University Lovely Professional University MP Bhoj (Open) University NMIMS University Sikkim Manipal University Symbiosis Centre for Distance Learning Yashwantrao C. Maharashtra Open University Amity School Of Distance learning Annamalai University (DDE) Dr Babasaheb Ambedkar Open University Dr BR Ambedkar Open University (BRAOU) Bharathiar University EIILM University Guru Jambheshwar University Jammu University Maharishi Dayanand University (DDE) Mahatma Gandhi University Maulana Azad National Urdu University (DDE) Mumbai University Netaji Subhas Open University Rai University Sri Venkateswara University SRM University-Virtual Education Thapar University University of Delhi (SOL) University of Mumbai (IDOL) University of Petroleum and Energy Studies Acharya Nagarjuna University (CDE) Alagappa University (DDE) Bangalore University Delhi University Goa University Himachal Pradesh University (ICDEOL) 20 < CAREERCONNECT < July 2016

City Vishakhapatnam Ghaziabad New Delhi Phagwara Bhopal Mumbai Gangtok Pune Nashik Noida Annamalai Nagar Ahmedabad Hyderabad Coimbatore Balasore Hisar Jammu Rohtak Kottayam Hyderabad Mumbai Kolkata New Delhi Chittor Chennai Patiala New Delhi Mumbai Dehradun Guntur Karaikudi Bangalore New Delhi Taleigao Shimla

Rating

                                  

COVER STORY

EDUCATION OF INDIA 2016

f India-an extensive rating issue based on various parameters. The purpose behind the nalysing them on various parameters. We believe that our rating edition will be highly s concerning the distance education scenario at present.

Name of College Jaipur National University Karnataka State Open University Kerala University Madhya Pradesh Bhoj Open University Osmania University (PGRRCDE) Pondicherry University – Directorate of Distance Education Punjab Technical University Shivaji University (CDE) SNDT - Women's University (CDE) The ICFAI University Sikkim The ICFAI University Tripura Utkal University Andhra University (SDE) Dravidian University English and Foreign Languages University Jain Vishva Bharati University Distance Kalyani University Madurai Kamaraj University (DDE) Pandit Sundarlal Sharma Open University – PSSOU Rajiv Gandhi University Tamil Nadu Open University University of Madras (IDE) UP Rajarshi Tandon Open University Uttarakhand Open University Vardhman Mahaveer Open University Kakatiya University (SDLCE) Kurukshetra University (DDE) Nalanda Open University Patna University (DDE) University of Calicut (SDE)

City Jaipur Mysore Thiruvanthapuram Bhopal Hyderabad Pondicherry Kapurthala Kolhapur Mumbai Gangtok West Tripura Bhubaneswar Vishakhapatnam Chittoor Hyderabad Ladnun Nadia Madurai Bilaspur Itanagar Chennai Chennai Allahabad Haldwani Kota Warangal Kurukshetra Patna Patna Kozhikode

Rating

                             

July 2016 < CAREERCONNECT < 21

COVER STORY

ANDHRA PRADESH Name of the Colleges

City

Acharya Nagarjuna University

Guntur

Andhra University

Visakhapatnam

Dr B R Ambedkar Open University

Hyderabad

Dravidian University

Kuppam

GITAM University

Visakhapatnam

Jawaharlal Nehru Technological University

Hyderabad

Kakatiya University

Warangal

Maulana Azad National Urdu University

Hyderabad

Osmania University

Hyderabad

Potti Sreeramulu Telugu University

Hyderabad

Rashtriya Sanskrit Vidyapeetha

Tirupati

Rayalseema University

Kurnool

Sri Krishnadevaraya University

Anantapur

Sri Padmavati Mahila Visvavidyalayam

Tirupati

Sri Venkateswara University

Tirupati

University of English & Foreign Languages

Hyderabad

University of Hyderabad

Hyderabad

ASSAM Name of the Colleges

City

Dibrugarh University

Dibrugarh

Guwahati University

Guwahati

Krishna Kanta Handique State Open University

Guwahati

Don Bosco University Global

Guwahati

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COVER STORY

BIHAR Name of the Colleges

City

Babasaheb Bhim Rao Ambedkar Bihar University

Muzaffarpur

Lalit Narayan Mithila University

Darbhanga

Magadh University

Bodh Gaya

Nalanda Open University

Patna

Patna University

Patna

CHATTISGARH Name of the Colleges

City

Dr CV Raman University

Bilaspur

MATS University

Raipur

Pt Ravi Shankar Shukla University

Raipur

Pt Sunderlal Sharma (Open) University

Bilaspur

DELHI Name of the Colleges

City

AIMA

Delhi

Delhi University

Delhi

Guru Gobind Singh Indraprastha University

Delhi

Indira Gandhi National Open University

Delhi

Institute of Rail Transport

New Delhi

Jamia Hamdard

New Delhi

Jamia Milia Islamia

New Delhi

Rashtriya Sanskrit Sansthan

New Delhi

TECNIA Institute of Technology

Delhi

July 2016 < CAREERCONNECT < 23

COVER STORY

GUJARAT Name of the Colleges

City

Dr Babasaheb Ambedkar Open University

Ahmedabad

Gujarat Vidyapith

Ahmedabad

Sumandeep Vidyapeeth University

Vadodara

HARYANA Name of the Colleges

City

Chaudhary Devilal University

Sirsa

Guru Jambheshwar University

Hisar

JK Business School, Gurgaon

Haryana

Kurukshetra University

Kurukshetra

Maharishi Dayanand University

Rohtak

Maharshi Markandeshwar University

Ambala

Manav Rachna International University

Ambala

JAMMU and kashmir Name of the Colleges

City

University of Jammu

Jammu

University of Kashmir

Srinagar

24 < CAREERCONNECT < July 2016

COVER STORY

KARNATAKA Name of the Colleges

City

Gulbarga University

Gulbarga

Kannada University

Hampi

Karnataka State Open University

Mysore

Karnataka University

Dharwad

Kuvempu University

Shimoga

Mangalore University

Mangalore

National Law School of India University

Bangalore

Swamy Vivekananda Yoga Anusandhan Sansthan

Bangalore

Visvesvaraya Technological University

Belgaum

KERALA Name of the Colleges

City

Kannur University

Kannur

Mahatma Gandhi University

Kottayam

University of Calicut

Kozhikode

University of Kerala

Thiruvananthapuram

MADHYA PRADESH Name of the Colleges

City

Awadhes Pratap Singh University

Rewa

Barkatullah Vishwavidyalaya

Bhopal

Devi Ahilya Vishwavidyalaya

Indore

Dr Harisingh Gour University

Sagar

Jiwaji University

Gwalior

M G Chitrakoot Gramodaya Vishwavidyalaya

Chitrakoot

Madhya Pradesh Bhoj Open University

Bhopal

Maharishi Mahesh Yogi Vedic Vishwavidyalaya

Katni

Rani Durgawati University

Jabalpur

July 2016 < CAREERCONNECT < 25

COVER STORY

MAHARASHTRA Name of the Colleges

City

Bharati Vidyapeeth University

Pune

Dr D Y Patil University

Pune

Indian Institute of Material Management

Navi Mumbai

Indira International Distance Education Academy, IGI

Pune

International Institute for Population Sciences

Mumbai

Mahatma Gandhi Antarrashtriya Hindi Vishwavidyalaya

Wardha

NMIMS University

Mumbai

Padmashree Dr. DY Patil University

Navi Mumbai

Sant Gadge Baba Amravati University

Amravati

Shivaji University

Kolhapur

Shreemati Nathibai Daodar Thackersey (SNDT) Women's University

Mumbai

Sinhgad Technical Education Society

Pune

Swami Ramanand Teerth Marathwada University

Nanded

Symbiosis Centre for Distance Learning

Pune

Tata Institute of Social Sciences

Mumbai

Tilak Maharashtra Vidyapeeth

Pune

University of Mumbai

Mumbai

Welingkar Institute of Management Studies

Mumbai

Yashwantrao Chavan Maharashtra Open University

Nashik

MEGHALAYA Name of the Colleges

City

Mahatma Gandhi University

Khana Para

North Eastern Hill University

Shillong

26 < CAREERCONNECT < July 2016

COVER STORY

ODISHA Name of the Colleges

City

Asian School of Business Management

Bhubaneshwar

Berhampur University

Berhampur

Fakir Mohan University

Balasore

North Orissa University

Mayurbhanj

Sambalpur University

Sambalpur

Utkal University

Bhubaneswar

PUNJAB Name of the Colleges

City

Guru Nanak Dev University

Amritsar

Lovely Professional University

Phagwara

Panjab University

Chandigarh

Punjab Technical University

Jalandhar

Punjabi University

Patiala

Thapar Institute of Engineering & Technology

Patiala

RAJASTHAN Name of the Colleges

City

Bhagwant University

Ajmer

Jagan Nath University

Jaipur

Jain Vishva Bharati Institute

Ladnun

Jaipur National University

Jaipur

Jayoti Vidyapeeth Women's University

Jaipur

JRN Rajasthan Vidyapeeth

Udaipur

NIMS University

Jaipur

Vardhman Mahaveer Open University

Kota

July 2016 < CAREERCONNECT < 27

COVER STORY

SIKKIM Name of the Colleges

City

ICFAI University

Gangtok

Sikkim Manipal University

Gangtok

TAMIL NADU Name of the Colleges

City

Alagappa University

Karaikudi

Annamalai University

Annamalainagar

Bharathiar University

Coimbatore

Bharathidasan University

Tiruchirapalli

Dakshina Bharat Hindi Prachar Sabha

Chennai

Dr MGR University

Chennai

Karpagam University

Coimbatore

Madurai Kamaraj University

Madurai

Manonmaniam Sundaranar University

Tirunelveli

Meenakshi Academy of Higher Education and Research (Meenakshi University)

Chennai

Mother Teresa Women's University

Kodaikanal

Periyar University

Salem

SASTRA University

Thanjavur

SRM University

Kanchipuram

St Peter's University

Chennai

Tamil Nadu Agricultural University

Coimbatore

Tamil Nadu Dr. Ambedkar Law University

Chennai

Tamil Nadu Open University

Chennai

Tamil University

Thanjavur

University of Madras

Chennai

Vinayaka Missions University

Salem

28 < CAREERCONNECT < July 2016

COVER STORY

TRIPURA Name of the Colleges

City

ICFAI University

Agartala

Tripura University

Agartala

UTTAR PRADESH Name of the Colleges

City

Aligarh Muslim University

Aligarh

Allahabad Agricultural Institute

Allahabad

Amity University

Noida

Dayalbagh Educational Institute

Agra

IMT, Centre for Distance Learning, Ghaziabad

Ghaziabad

Indian Institute of Carpet Technology

Bhadohi

National Institute of Management & Technology

Greater Noida

Shobhit Institute of Engineering & Technology

Meerut

Swami Vivekananda Subharti University

Meerut

UP Rajarshi Tandon Open University

Allahabad

University of Allahabad

Allahabad

University of Lucknow

Lucknow

UTTARAKHAND Name of the Colleges

City

Dev Sanskriti Vishwavidyalaya

Haridwar

ICFAI University

Dehradun

University of Petroleum and Energy Studies

Dehradun

Uttarakhand Open University

Haldwani

WEST BENGAL Name of the Colleges

City

Jadavpur University

Kolkata

Netaji Subhas Open University

Kolkata

Rabindra Bharati University

Kolkata

University of Burdwan

Burdwan

University of Kalyani

Kalyani

University of North Bengal

Darjeeling

Vidyasagar University

Midnapore

July 2016 < CAREERCONNECT < 29

special feature

Foreign Education

In Search of Greener Pastures When they look within India for an advanced degree that conforms to international standards, students hardly find any. Therefore, the only option before them is to move overseas to pursue higher education. This trend is growing as more and more sharp brains are draining out of the country in search of greener pastures. Roselin Kiro with inputs from experts in the industry dissects the various opportunities and challenges of studying abroad 30 < CAREERCONNECT < July 2016

special feature

Foreign Education : Swelling Number of Students

There is a steady rise in Indian post graduate students choosing to study abroad. The recent statistics from the US Council of Graduate School shows that the offers of admissions to Indian post-graduate students are up by 25 per cent for 2013-14 from the previous year, with an increase of nine per cent for all countries. Though for Indian students, the most popular destination is US, other countries such as Germany, Canada and the UK are also seeing a significant increase in the number of students from India.

Emphasising on the importance of foreign education and its inf luence on Indian students, Rahul Puri, Head of Academ ics , W h i stl i ng Woods International says, “Foreign universities continue to be aspirational for Indian students especially at the post graduate level. Countries like Australia, New Zealand are beneficiaries of an influx of students from India due to cheaper costs of living and Indian universities need to match the aspirational value of a number of foreign universities to attract the best students.”

Higher education in India is undergoing a 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. 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 youth population in the world and will have the second largest graduate talent pool globally, following China. Therefore, the opportunity for developed nations to engage with India through education is considerably high.

Ag reeing on the same g rou nd, Natasha Chopra, Managing Director, The Chopras says, “The trend is on a growth path for Indian students wishing to study abroad as both for PG and even the UG, numbers continue to grow. Apart from seven English speaking countries, we at The Chopras, for example, are now sending students to 34 countries. This clearly shows that students are looking at multiple destinations and are not shy about going to countries with a foreign language requirement or to an unfamiliar territory.

Students today are looking forward to become a global citizen and looking for a true global experience and value addition in education.

Essentially, apar t f rom qualit y education, st udents are looking to maximise opportunities in the areas of inter nships, placements and the opportunity to work for a couple of years and explore the possibility of residence, if

Though for Indian stu“dents, the most popular

destination is US, other countries such as Germany, Canada and the UK are also seeing a significant increase in the number of students

“

F

rom Mahatma Gandhi t o for me r R BI Gove r nor 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 is a priority for many in our country. There was a time when students found life quite different and difficult in the west. The people, language, food, conveyance, cost, culture and almost everything was alien to them. But, the scenario has changed now. While taking a stroll in some of the popular markets in metros across India, it is sometimes difficult to differentiate between an American and an Indian. The young generation has adopted western culture very well. Therefore, there is no such issue as a cultural shock for most Indians who visit abroad.

it is available.” Speaking about the current trends of foreign education in India and the future scenario, Sachin Mahadik, International Operations, ITM Group of Institutions says, “Foreign education has always been considered as a matter of reputation for Indian students. Today, India is among the top three countries for student recruitment. This trend will remain and flourish. “

Value of Degree Depends on University

“The question is not regarding the recognition of an Indian institution versus a foreign institution. Rather, it is about the quality of the institution that the student is going to. High ranking Indian universities, for example, the IIMs, IITs and other private institutes/universities like SP Jain, ISB, have gained recognition beyond the Indian borders and in fact are recognised globally as very high quality institutions.

July 2016 < CAREERCONNECT < 31

special feature

Rahul Puri, Head of Academics, Whistling Woods International

"Foreign universities continue to be aspiration for Indian students especially at post-graduate level. Countries like Australia, New Zealand are beneficiaries of an influx of students from India due to cheaper cost of living and Indian universities need to match the aspirational value of a number of foreign universities to attract the best students."

32 < CAREERCONNECT < July 2016

Hence, it is about the quality of the institution.â&#x20AC;? says Chopra. The curriculum and the practical knowledge that the curriculum in top ranking institutes offer students to develop other skills that the employers ultimately look for in potential employees. Surveys and experience show that these students become more confident in terms of their communication skills, both verbal and written, learn analytical and quantitative skills and are brought up to be the problem solvers and have initiative and develop a global perspective given their experience, network and exposure. The importance of the degree depends on the university. If it is an Ivy League school or a recognised degree from a similar school , all good employers will value these degrees highly.

Even good Indian schools have their own power with employers eg.; the IIMs and IITs. In the media sector though, employers do prefer potential hires to be well versed in the Indian context. The foreign degree, global exposure, excellent research opportunities are an added advantage for students who have studied abroad when being considered for a job.

Apart from that, the foreign university certificate does not have any special value over a certificate from a reputed Indian university. What is ignored always, is that it is primarily the talent of the candidate which will be considered when it comes to recruitment over anything else.

Distance Learning - Not at Par With University Itself

Each year, students worldwide gain foreign education without traveling

abroad. The good news is that, many foreign universities, colleges and schools offer courses and qualifications that are taught or awarded overseas. The Indian government attempts to make foreign education available for students by getting reputed foreign universities to offer degree program mes either online under a regulatory mechanism or through off-shore campuses of reputed foreign institutions.

This will bring a big change in the current trend of foreign studies within the country. It will also help in retaining the US $15 billion to US $20 billion that go out of the countr y when Indian st udents go abroad to st udy in foreign universities.

Distance learning courses may be popular, but has its own challenges. A lack of face-to-face interaction as compared to the same in a university is still debatable.

Yes, there are a number of foreign universities that provide distance learning but they are not at par with the university itself and should not be considered as that.

While there are a plethora of options of distance learning programs from universities, the fact is that, this is not the ideal mode for under graduate students.

Ideally, this is for working professionals who are not able to study full time or go overseas to study a program.

T he se prog r a m s st i l l re qu i re a considerable investment as well as inner discipline. The attrition rate of digital learning programs can be quite high and you need to be very clear on your reasons for doing these and the outcomes that you expect.

special feature

Preferred Destinations and Unique Subjects

Traditionally, Indian students have shown a preference for UK and USA as an overseas study destination. But, in the past few years, a considerable change is visible as other countries have also started attracting students. For instance, in 2011, a significant number of students were enrolled in Canada (five per cent), Japan (four per cent), Russia (two per cent) and Spain (one per cent). 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 per cent to 17 per cent between 2000 and 2011, while the share of international students in Germany fell by three per cent over the same period.

P u r i says, “I nd ia n u n iver sit ies cover most subjects. However, foreign universities do allow more f lexibility i n le a r n i n g o p p o r t u n it ie s w h ic h allow under graduate students a more rounded education.”

Talking about the subjects mostly preferred by Indian students to study abroad, Mahadik says, “Accounting a nd Fi n a nce, Ae ron aut ical a nd Manufacturing Engineering, Architecture, Art and Design, Biological Sciences, Communication and Media Studies, Computer Science, Dance, Drama and Cinematics, English, Hospitality, Leisure, Recreation and Tourism and Law are few ever popular courses that Indian students choose for higher studies in a foreign university. The quality of the course is defined on the basis of several factors

like recognition and affiliation of the institution, curriculum with an industry connect, infrastructure for comfortable learning which makes some universities and courses unique and most popular among Indian students.”

Chopra avows, “Indian universities now of fer a much wider ra nge of programmes than they used to and are comparable. However, there are still some state-of- the-art programs that are technology-based and not as accessible as in some overseas universities e.g. courses such as Big Data.

T he key aspect, however, is of infrastr ucture as many engineering colleges, with some exceptions, do not always have the high-tech support or ver y expensive infrastr ucture to support 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.

The reputation of a country’s higher education and its programs are one of the most important factors which the students should 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.

English speaking countries are more preferred by students, but it is now seen that even non-English speaking countries have started offering courses in order to attract students.

Sachin Mahadik, International Operations, ITM Group of Institutions

“Nearly all foreign universities provide campus placements. However, they have to be within the immigration guidelines for foreign students. Overseas students should refrain from depending on campus placements due to low availability and high demand.”

July 2016 < CAREERCONNECT < 33

special feature

Natasha Chopra, Managing Director, The Chopras

Indian universities now offer a much wider range of programmes than they used to. However, there are still some state-of-the-art programs that are not as accessible as in overseas universities. The key aspect is of infrastructure as many engineering colleges do not always have high-tech support to support students.”

34 < CAREERCONNECT < July 2016

Eligibility criteria for students who opt to study abroad depends on the destination, chosen institution and the level of study.

Apart from basic qualifications, students are also required to undertake an English language proficiency test like IELTS or TOEFL. Anybody who has completed class 12 is eligible to study abroad. One can also make it to foreign universities on the basis of academic prowess, extracurricular achievements, social service, etc. With hard work and consistency, students can make a promising career by studying abroad. Student visas are generally easy to get as long as the student proves his genuine desire to study and qualifies for the course chosen and has enough funds to manage his tuition fees and living costs. Depending on the country, visa arrangement might differ. For many countries, students are awarded visa that is sponsored by the college. In many countries, students are allotted a work visa for a specific period of time upon the completion of their studies.

Campus Placement by Foreign Universities

Exper ts have different views about the placement procedures of foreign universities.

Puri says, “Nearly all foreign universities provide campus placements. However, they have to be within the immigration guidelines for foreign students. Overseas students should refrain from depending on campus placements due to low availability and high demand.”

visas are gener“allyStudent easy to get as long as the student proves his genuine desire to study and qualifies for the course chosen and has enough funds to manage his tuition fees and living costs.

“

Eligibility Criteria

Mahadik says, “Most universities provide placement opportunities through strong student union programs. However, none guarantee the same and very often the onus of finding a job lies on students, with the college acting as counsellor and placement agency.”

Chopra opines, “There are some universities that do provide campus placement, but at the same time, universities do not necessarily provide campus placements to foreign students. A part of the reason is that this is dependent on the visa conditions for work in their respective countries.”

The thing to remember, however, is that universities provide a great deal of support through their career centres and offer services and workshops to help students build up their competencies and skills to enable them to find jobs with skills that employees generally seek. In some countries like USA, career centres

special feature

Paving Ways Top 5 Educational destinations for Indian Students in Germany

1. Technical University, Munich 2. University of Heidelberg 3. University of Freiburg 4. Free University of Berlin 5. University of Frankfurt

Indian students’ immigration intentions having reached a fever pitch, leading to several cases of visa abuse and consequent restrictions by Australian and British governments. This has actually brought down the enrollment of Indian students in the UK and Australia, which clearly shows that settling abroad is one of the prime motives of students when they plan for foreign studies. However, Canada became a beneficiary because of its immigrationf r ie nd ly p ol icie s a nd at t r a c t e d a larger number of Indian students with immigration intent. Even New Zealand has been trying very hard to lure Indian students. A lot of foreign universities get students to focus on local knowledge.

Therefore, a lot of local opportunities arises, even for foreign students after university education. It is understandable that students will look to leverage these opportunities before returning to India

Universities provide “a great deal of support

through their career centres and offer services and workshops to help students build up their competencies and skills to enable them to find jobs with skills that employees generally seek. In some countries like USA, career centres also work with alumni offices to assist students with placements.

“

also work with alumni offices to assist students with placements. These centres also assist in resume writing, industrial meets, career fairs, inter views and workshops in support to enable students to find jobs.

at a more senior level. The scope and opportunities for a student opting to study abroad is undoubtedly sky high and the key to a bright and promising future. In the age of fast paced communication, when the world has become a global village, it is hardly surprising that students are desperate to make their way into these internationally acclaimed universities.

Top 5 Educational destinations for Indian Students in France

1. University of Paris 2. University of Paris-Sud 3. École Normale Supérieure 4. Ecole Polytechnique 5. University of Strasbourg

July 2016 < CAREERCONNECT < 35

FEATURE

Covering the Mile Between

Nat ive and Global Language In the westernised facade of namely everything, Indian conventions somewhere seem to have faded away. As education in India seems to have stepped a notch higher to catch up with the international players, Sana Husain focusses on the importance of native language in Indian education, and how it’ll newly shape up, after the actual implementation of ‘Make In India’ program 36 < CAREERCONNECT < July 2016

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I

n R o b e r t W R i e b e r (e d .), Dialogues on the Psychology of Lang uage and Thought, Plenum, 1983, Noam Chomsky, American linguist, philosopher and also a cognitive scientist, said, “Well, I wouldn’t use the term ‘cognition’ as opposed to the term ‘language.’ Rather, cognition is an overall term that includes every system of belief, knowledge, understanding, interpretation, perception, and so on.

Language is just one of many systems that interact to form our whole complex of cognitive structures. In terminology that is now fairly standard, we may refer to a characterisation of central properties of this faculty as “universal grammar,” a system that we may regard as analogous to basic properties of the human visual system. That is one use of the term “language.” Each human language is one of the various specific systems that can emerge within that set of initial constraints.

The term “language” is often used in quite a different way, referring not to some specific biologically determined system, but rather to any mode of communication or mode of expression, in some very general sense. So, for

example, when one talks about the language of gesture or the language of the bees, or the language of ape calls, or when one asks whether music is a language or mathematics is a language and so on, in any of those questions and discussions, some notion of “language” is presupposed which is very different from the former sense.”

Real lear ning is associated with native language as medium of instruction in education within the spectrum of psychology. Rajesh Gupta, Vice Chairman, Sanskriti Group, agreeing to the concept, says, “Yes, the mental thought process gets activated faster in native language. Also, in native language, the mind absorbs the information inputs(processing of which leads to learning) and arranges the same in ‘mental filing cabinet’ at a fast speed and in an orderly manner. This enables faster pulling out (from the ‘cabinet’) of ‘learning’ for real life application.”

Mikail Husain, User Experience Lead, Viu India expresses, “While knowing a language can be a great facilitator to learn new things, what is important is, ‘How is knowledge gained from learning communicated to others

Rajesh Gupta, Vice Chairman, Sanskriti Group

“The mental thought process gets activated faster in native language. Also, in native language, the mind absorbs the information inputs(processing of which leads to learning) and arranges the same in ‘mental filing cabinet’ at a fast speed & in an orderly manner. This enables faster pulling out (from the ‘cabinet’) of ‘learning’ for real life application.”

or is beneficial to the self?’ For example, a person who stays in the US has learnt a great deal about Medicine in Sanskrit but does not know the equivalents of the same in the more popular language, English. While the fellow might have unearthed and learnt a great deal of secret or hidden apothecary, his real challenge is going to communicate the same with his patients as diagnosis and medication, who do not understand Sanskrit.” He adds that equipping oneself with the language of the times is of at most importance as is not letting go off ones native or ancestral language.

“W hat in my opinion makes a difference is how knowledge from it can be shared with a broader spectrum of people and how it doesn’t alienate o n e f r o m t h e m ajo r it y ot h e r s ,” says Mikail.

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Mikail Husain, User Experience Lead, Viu India

“In today’s world of cosmopolitisation where people are becoming global immigrants, it is not very hard to picture oneself to be looked at like a citizen of the world rather than a distinct native of a region.

Also, a strong native language influence also seeps into the diction of the individual which for many becomes a detriment while trying to speak English, the global language.”

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Sumathi Venugopalan, Vice Principal, Centre Point School, Nagpur believes that one can learn anything in any language. Saiqa Rizwani, a parent, who also belongs to the teaching profession, disagrees saying that the education system is based on English as medium of instruction in India.

Why Bilingual Immersion Programs?

As per the “Successful Bilingual and Immersion Education Models/ Programs” by Pacific Policy Research Center, a highly successful political campaign was mounted in the United States against bilingual/immersion education in the 1980s. Much of the research upon which this campaign was founded has been widely discredited, but it is important to note that this anti-bilingual education movement was successful in part because of the fledgling nature of bilingual education programs and the wide variety of program types. One of the enduring

challenges of bilingual and immersion education is the many definitions that confuse practitioners, policy-makers, parents, and the public.

What does bilingual and immersion mean?

Language immersion is a method of teaching language, usually a second language (L2), in which the target language is used as both curriculum content and media of instr uction.

According to Baker (C. Baker, 2006), there are three generic levels of entry into language immersion education divided according to age: • Early immersion: Students begin the second language from age 5 or 6.

• Middle immersion: Students begin the second language from age 9 or 10.

• Late immersion: Students begin the second lang uage bet ween ages 11 and 14. I n prog rams that utilise immersion language

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education, students may enter and begin studies at different ages and different levels. The research shows that early immersion in a second language is preferable to late immersion. Three main types of immersion can also be found in the literature: • Total Immersion • Partial immersion • Two-way immersion In total immersion almost 100 per cent of the school day is spent in the L2, meaning that almost all subjects will be taught in the L2. Par tial immersion programs vary in their L2 emphasis, spending only some (usually around half) of class time in the target language. An immersion program type that has become popular in the United States is called two-way immersion.

This type can also be referred to as bilingual immersion, two-way bilingual and two-way dual immersion bilingual.

Tw o - w a y i m m e r s i o n p r o g r a m s “integrate language minority students

and language majority students in the same classroom with the goal of academic excellence and bilingual proficiency for both student groups” (Christian, 1997). Two-way immersion programs vary greatly yet share three key characteristics: 1. Instruction in two languages. 2. One language at a time.

3. Peer-to-peer facilitated language sharing.

Socio-political context can has a strong impact on program design as the rationale of, for example, heritage programs is to rejuvenate or revitalise an indigenous language that is under threat of extinction. The Hawaiian Language Immersion Program was introduced almost 100 years after the banning of the Hawaiian language. Efforts to create and develop bilingual immersion programs are always already political, a nd her it age la ng u age prog r a ms in particular are often thwarted by postcolonial structures of governance and funding that does not prioritize

Sumathi Venugopalan, Vice Principal, Centre Point School, Nagpur

“We’re all learning in English.

Even the small percentage, which learns in their mother tongue ultimately they switch over to English in the higher education programmes. I don’t think India is well-equipped with books in local languages for higher studies.” indigenous languages, paying only lipservice to the value of its rejuvenation.

What Parents Need Today?

With more than half of the world able to speak two or more languages, multilingualism is slowly becoming a priority in the United States, with an estimated 20 per cent reportedly bilingual in 2012. In addition to the obvious linguistic and cultural benefits of being multilingual, research shows that there are both cognitive and social benefits as well. To raise bilingual children, parents are recognising that they need to start early — well before

July 2016 < CAREERCONNECT < 39

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Can India Identify With Bilingual Immersion Program?

Saiqa Rizwani, Parent

“If it starts in India it would work wonders, as many a times a scholar student suffers and his confidence is shaken just because he or she lacks in English communication or may be not graduated through English medium.” kids set foot in school. The language which suited her need, when it came to educating her child, with options like English (the global currency in today’s times) and native language, Saiqa says, “Very obviously native language because native language is the mother tongue through which a child starts his basic communication from the time he or she is born. They hear their mother speaking to them, so no language is

40 < CAREERCONNECT < July 2016

According to The Atlantic article, dated May 29, 2016, schools ranging between New York to Utah, have seen a steady rise in bilingual education. Duallanguage immersion programs first appeared in the US in the 1960s to serve Spanish-speaking students in Florida.

The bilingual immersion program was conceived so that children would not lose their home language and that they would learn to read and communicate in Spanish, and that they would feel good or proud about their culture.

To se e it s appl icat ion i n t he Indian scenario, Rajesh explains that it is equally applicable in the Indian scenario. “The bilingual program can be int roduced in India in 29 states, each having its share of unique regional language.” With English being accepted as the international language in this millennium with the given thrust on globalisation, Rajesh adds that the children must learn English for interaction with the outside world.

Mikail adds another dimension, “Well, the sense of belonging that a language can bring can be as much a detriment as a boon. For a person, who is bor n in a not so fortunate surrounding/locality/culture will not benefit from others always talking of his culture. Plus, in today’s world of cosmopolitisation where people are

immersion “is Language a method of teaching

language, usually a second language (L2), in which the target language is used as both curriculum content and media of instruction.

According to Baker (C. Baker, 2006), there are three generic levels of entry into language immersion education divided according to age.

“

more comprehensible than the native language.”

becoming global immigrants, it is not very hard to picture oneself to be looked at like a citizen of the world rather than a distinct native of a region. Also, a strong native language influence also seeps into the diction of the individual which for many becomes a detriment while trying to speak English, the global language.” He says that the merits of learning in the local language will definitely help preserve the knowledge that is gained from indigenous material, by also providing a sense of pride and entitlement.

Sumathi agrees, “Policy has been in vogue since the British times. We have got so many local languages, but I think higher education is largely

FEATURE

Will ‘Make In India’ Initiative Promote the Local Language Scene?

The ‘Make in India’ program will increase business interest and, therefore, the interest in lear ning the main language of India, so Hindi will also grow rapidly. So, how would that define the scope of Hindi in the future? Will it replace the colonial influence with a touch of cultural heritage again? Mikail answers, “English has changed its image from being a colonial language to a language of commerce, progress, education and learning. English has gained this ubiquity because of being colonial but had come to become a lot more than that.” He adds that a native language, Hindi, might get some boost by ‘Make in India’ but it will be fair to say, that so will Telugu, Marathi, Tamil or the so many other local languages that thrive in India. While ‘Make in India’ will focus on creating a lot of indigenous stuff in various parts of India, just as the local languages will get more visibility through its people who will be involved in it.

Rajesh believes that Hindi as the main language has scope in the Northern part of India and not in any other region. It is highly unlikely that Hindi will replace English as the main language of India since English is

an internationally accepted language in this era of globalisation .Growth and prosperity of India is intimately linked to interaction with the external environment in English.

Saiqa hopes that th rough this program, we can expect a change in the present scenario where the education system is not as friendly as it could be. A Russian scientist, scholar or a mathematician speaks in native language and hires interpreters for international purpose. So why not an Indian? “Why are we taught that personality development takes place only if we speak fluent English. It is time to rewind and go back and take a feel of our cultural heritage again and not forget the very successful Shantiniketan concept of the noble laureate Gurudev Rabindranath Tagore,” adds Saiqa.

Sumathi offers another viewpoint, “About 40-50 per cent people speak Hindi. But, in the other states, they do speak their own local language.

I’m from South, so there we speak our own language. In trade and commerce, I think everything happens in their own language. I don’t think Hindi is a common language, where trade should happen in and also cultural scope restricts to the state and the place.

Cultural heritage in south is associated with these fou r lang uages-Tamil,

‘Make in India’ program “willTheincrease business interest

and, therefore, the interest in learning the main language of India; so Hindi will also grow rapidly. As the Indian economy is growing swiftly, people from non-Indian background are increasingly showing interest in learning Hindi language. Will it replace the colonial influence with a touch of cultural heritage again?

“

in English. So, I think that policy is already applicable to Indians. We’re all learning in English. Even the small percentage, which learns in their mother tongue ultimately switch over to English in the higher education programs. I don’t think India is well-equipped with books in local languages for higher studies. The higher education should also be available in Hindi. Now, we are thinking as well as working globally.

So, there should be one com mon language through which we can get across not only our fellow countrymen, but the other countries as well. I think bilingual policy already exists and that’s what should continue also.”

Saiqa includes another point, “If it starts in India it would work wonders, as many a times a scholar student suffers and his confidence is shaken just because he or she lacks in English communication or may be not graduated through English medium.”

Telugu, Kannada and Malayalam and not Hindi at all. So, to say that people who are going to trade with India should pick up Hindi, I think they’ll be restricted to only Hindi.” For her, it’s not the main crux of the whole thing.

Space for Hindi in Duolingo?

In India, a lot of people have their phone set to English, but they don’t know English well. Also, typing in Hindi

July 2016 < CAREERCONNECT < 41

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42 < CAREERCONNECT < July 2016

I think it depends on what one needs to be able to choose while learning through an app.”

Here, Saiqa talks about an ironical situation, “Desi people are suffering from an incurable ‘English mania’, which is a result of the current system.

We only end up running after things which do not belong to us and that neither defines us. In the process we have lost our originality.

To retain our cultural heritage and native language we need to first respect our mother tongue and try to encourage the usage not just at individual level but

Five percent of all public “schools in the U.S. use

Duolingo app to teach languages. To suit the needs of the Indian app users, Duolingo has come up with a customized version, unlike ever before. In India, a lot of people have their phone set to English, but they don’t know English well.

“

script is rare. They prefer to type Hindi in Roman letters. Duolingo app is used for language education in many schools in United States. Five percent of all public schools in the US use Duolingo to teach languages. The app has almost removed the need to type in Hindi. Does that mean that Indian education should make students more native languagefriendly to avoid such situations?

Mikail says that Indians might feel comfortable speaking in Hindi, but it might be an altogether different experience writing it and same is the case with English. “One may pick up how to speak in a language f luently while never knowing how to read or write it. One has to be careful with saying that the Duolingo app teaches one to learn Hindi without typing in the script; it is only allowing one to speak it and not write it. That is a limitation.

Hence, using it so proactively or even the absence of it might not have great impact on learning a new language,” adds Mikail.

From this, Rajesh infers that the ma nufact u rer s of mobile phones presume that the users can type in English and have reasonably good knowledge about framing meaningful sentences. “Indian education system should make students more native language-friendly. With 70 per cent of the population living in villages spread across the vast country, generally having poor literacy rate, learning English along with the native language will be a big burden for the children from the rural areas,” explains Rajesh.

Sumathi analyses the role of this app in students’ lives, “A language should be learnt in the true spirit. As there are so many things associated with language, an app can’t actually give you knowledge of the language. If you’re going to limit knowledge of the learning of a language to just simple communication, then we can use the app. It can’t replace the in-depth study of literature of a particular language. So, apps have their own uses and learning a language has its different set of uses.

at a higher level where in government schemes should be effectively complied with. We need to remember that India is an amalgam of various languages and cultures and we need to conserve this regional fabric by encouraging the native languages rather than crowning any foreign language as the mode of success in career and in development of one’s personality.”

Quick Roundup

In Sumathi’s words, we need to know our culture, but not necessarily be abreast with our native language to know one’s culture. Being a Keralite, she didn’t know how to read Malayalam or write so very fluently. “It has never

hampered me from understanding my culture or actual roots in Kerala.

Introduction to native language is fine.

Today, languages are mixed up. So, it’s not very important for learning in the long term. There’s no guarantee of any language offering better learning experience than the other,” expresses Sumathi.

She explains that this theory is applicable if the child is brought up in the rural setting, where there are no facilities to come in contact with an alien language. But, still the child could be very brainy. His prospects maybe affected because he doesn’t know the language for higher studies, and that’s where the fault lies in our system. There, the dual language policy will help. Education as such should be either moving up or coming down from the higher level. “If one offers higher education in English, it better be graded down to the basic level. If native language is taught it has to be adapted at higher education level too,” says Sumathi.

Final Impression

In the current era of unprecedented population mobility, the economic and personal utilit y of bili ng ual and multilingual skills has become increasingly obvious and this phenomenon has propelled awareness of an interest in bilingual and immersion education. Population mobility also increases the number of child ren from linguistically diverse groups in countries around the world.

Although bilingual programs are clearly not feasible to implement on a large scale in school situations that are highly multilingual, there is increasing recognition among educators in many contexts that minority students’ home languages represent (a) a significant intellectual and personal resource for the students themselves, (b) an important communicative tool within families, and (c) in an interdependent world, an economic and diplomatic resource for the nation as a whole.

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FEATURE

Higher Education System Needs Freedom The Higher Education in India, no doubt is booming but at the same time it is stuck due to archaic laws and needless regulations. It needs freedom from such laws and regulations if we are to educate and skill a growing workforce. Therefore, our education system needs to focus more on quality than quantity, but what is the way out? Roselin Kiro digs out more into the matter with inputs from the educationists

I

ndia is known for its largest higher education systems in the world, primarily dominated by the private players who hold 60 per cent of total institutes and 64 per cent of total enrolment of students. Higher education in India can be divided into three segmentsUniversity, College and Course. This forms a vital link with the regulatory st r uct u re, and with accredit ation agencies playi ng the key role i n maintaining quality and standards in these sectors.

it is stuck due to needless rules and regulations. We need freedom from such laws and regulations. According to Abhay Gupta, Founder & CEO, Luxury Connect Business School (LCBS), “Higher education in India is booming and a student at the PG level is more aware about choices and options. But, archaic laws and needless regulations tend to reduce the qualitative options available for students. Laws and

Rules to Make or Break?

The Higher Education in India, no doubt is booming but at the same time regulations are essential without any denial. However, they need to be regularly updated and linked to the fast changing indust r ial practices. For example, learning is now moved away from only classroom to a hybrid model of class room, digital and mobile via apps and technology. This satisfies the students’ need in higher education where they expect more of practical and experiential type of study.

A mixed learning with part study – part exposure to work realities via an internship makes them ready to face the ‘next rapid challenge changes visible in the Industry’.

Laws should be available to assist lear ning. Full f reedom may lead to chaos but a direction is necessary to get the dreams to destiny.” The idea is not to get 44 < CAREERCONNECT < July 2016

freedom from the rules and regulations, but to make the rules and reg ulations that flexible t o m e e t t h e needs of the education system.Deepak Singh, Joint Director, Institute of Apparel Management says, “We don’t need freedom from laws but we need laws to change according to time as education delivery and pattern changes.

We need multiple bodies for giving and approving educational frameworks, which will ease the process required for making operations of institutions easier.” Adding more infor mation Tarsem Garg, Chancellor, Maharishi Markandeshwar University, Mullana says, “Effective laws and stringent regulations need to be brought- in. The current norms might be obsolete and need to be changed. Just doing away with the laws and regulations cannot be the solution. It might land the entire system into jeopardy. The need of the hour is to have more effective, practical and value added laws and regulations with effective regulatory system to ensure world class quality education.”

It is estimated that in the next four years 900 million students will be waiting to receive necessary skills and education. It is a challenge. We need to open up more universities, strengthen research, align curriculum to industrial needs, and allow the society to benefit from a burgeoning higher education landscape. A collaboration between state

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and the private entities is the need of the hour to meet this demand. Niti Aayog recently recommended that foreign universities must be allowed to operate in India for this purpose. Meanwhile, domestic education providers need an entrepreneurial playing field. However, the sector is stuck in regulations and laws.”

and infrastructure to do so.” Regulatory agencies need to be upgraded and their hands strengthened to an extent where they have a fool proof system in place to ensure quality of higher education, come what may. Norms should be made to make the regulatory agencies accou nt able for ensu r ing qualit y education at all levels.

Quality vs Quantity

Universities Awarding Degrees

T here has to be a good bala nce between quantity and quality. The focus on reservations has produced lot of quantity with no or poor quality.

Quality has suffered – duly deserving candidates have been denied admissions due to reservation policies, grades have fallen, and special allowances to reserved classes has allowed ‘pass’ nu mbers to swell. Passed as per educational standards, but failed as per employment standards has been a result of reservation encouragement. Since time immemorial, mankind has been created with different levels of skill and talents. Education system must be able to help recognise the special skill set gifted to students by nature and educate them to develop into the best manager in that particular stream of society. There is no point in producing managers who can’t manage, engineers who can’t engineer and doctors who can’t treat people.

All this is a result of quantity over quality. A balance is the need of the hour. The regulatory agencies in India are more interested in quantity than in quality. Talking about the regulatory issue related to the fashion institutes, Singh says, “The regulatory agencies do not have suitable workforce to carry out necessary inspections, and therefore, requires special committees for accrediting such institutions’ permissions working in several sectors, and thus, delay the process. They should actively involve more and specialised i nstit utes li ke N I FT and their faculties can b e part of such regulatory agency to further approve ot he r pr ivat e fa sh ion institutions in operations to check whether they have feasible manpower

Classification is done based on their management – Cent ral Universit y, State University, Private University, Institutions-deemed-to-be-a-University and Institute of National Importance.

Colleges award degrees in the name of the university to which they are aff iliated. The Universit y Grants Commission (UGC) acts as the overarching regulatory body.

Key players in the Higher Education System in India: The University Grants Commission of India is not only the lone grant giving agency in the country, but also responsible for coordinating, determining and maintaining the standards in institutions

Abhay Gupta, Founder & CEO, Luxury Connect Business School (LCBS)

“The focus on reservations has produced lot of quantity with no or poor quality. Quality has suffered. Grades have fallen and special allowances to reserved classes has allowed ‘pass’ numbers to swell.

Passed as per educational standards, but failed as per employment standards.”

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Joint Director, Institute of Apparel Management

“We don’t need freedom from laws but we need laws to change according to time as education delivery and pattern changes. We need multiple bodies for giving and approving educational frameworks, which will ease the process required for making operations of institutions easier.” of higher education. Apart from the UGC, there are various professional cou ncils that are responsible for r e c og n i si ng c ou r s e s , p r omot i ng professional institutes and providing grants to undergraduate programmes.

They are All India Council for Technical Education (AICTE), Distance Education Council (DEC), Indian Council for Agriculture Research (ICAR), Bar Council of India (BCI), National Council for Teacher Education (NCTE) Rehabilitation Council of India (RCI), Medical Council of India (MCI), Pharmacy Council of India (PCI), Indian Nursing Council (INC), Dentist Council of India (DCI), Central Council of Homeopathy (CCH) and the Central Council of Indian Medicine (CCIM) are the statutory professional councils of India.

46 < CAREERCONNECT < July 2016

Regulatory Challenges

Higher education in India suffers from several systemic deficiencies. As a result, it continues to provide graduates that are unemployable despite emerging shortages of skilled manpower in an increasing number of sectors. The standards of academic research are low and declining. Some of the problems of the Indian higher education, such as the unwieldy affiliating system, inflexible academic structure, uneven capacity across va r ious subject s, erod i ng autonomy of academic institutions, and the low level of public funding are well known.

The regulatory challenges identified in this sector are: 1. Overlapping regulations in different layers of opening a university/ college; offering a course, getting accredited add to the time and cost of entering and operating in this sector.

2. Outdated but rigid requirements with respect to faculty qualification/ library norms/channel of delivery serve little purpose while adding significantly to costs.

Apart from the UGC, “there are various profes-

sional councils that are responsible for recognising courses, promoting professional institutes and providing grants to undergraduate programmes.

“

Deepak Singh,

3. Lack of clear and easily accessible documentation of the requirements for a private institution to be setup allowing for high rent-seeking opportunities.

4. The accreditation is limited to only two agencies, which do not have the capacity to process applications thereby resulting in large backlogs in accreditation; 5. Finally, neither of the agencies has recognised the need to move to outcome-based recognition norms and instead, saddle applicants with input-heavy norms.

The Way Out

The higher education system in India has to cope up to reach to the global standards. Gupta avows, “Return to the Past, Complete the cycle. Yes, that’s my solution but with our current and modern findings as the Indian study before was more based on experience and practical, teachers used to take students to the subject. Student becomes global and knowledgably rich when they experience the subject because the facts written in the text book are subject to change and the facts realised with experience are subject to application.

They say, “experience is the best teacher – the lesson is learnt after the execution”. For making higher education system in India more qualitative and

FEATURE

global we may first have to align and start allowing global institution framework also applicable in India and follow inter national standards to reach general standard which is acceptable at lea st i n 50 pe r ce nt of cou nt r ies. T h is w il l give wider audiences and flexibility to candidates also to try not only in India rather explore opportunity in any part of the world. Opining on mak ing ou r education system qualitative and of the global standard, Tarsem says,“We consider that the objective of higher education is to make professionals of highest caliber and to endeavor the cause we have to treat every Hiugher Educational institution as professional Manufacturing Unit with Good Manufacturing Processes (GMP).

The pre-requisites of GM P in the first place call in for the Quality Production Chain. Quality Production Chain comprises of the following components: • Intellectual Capital Bank with professional faculty.

• Extensive Curriculum • Unique and Effective Pedagogy • Fool Proof Quality Control Measures • Good Infrastructure.

Tarsem Garg, Chancellor, Maharishi Markandeshwar University, Mullana

“Regulatory agencies need to be upgraded and their hands strengthened to an extent where they have a fool proof system in place to ensure quality of higher education, come what may. Norms should be made to make the regulatory agencies accountable for ensuring quality education at all levels.”

July 2016 < CAREERCONNECT < 47

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“

There is a need of an independent accreditation agency with a conglomerate of government, industry, academia, society etc. which means all stakeholders of the education system to ensure that the stakeholders particularly the students are not taken for a ride.

“

Having all this in place, the most important thing to start the production is the selection of the right quality Raw Material – The Candidates. This is the most challenging job in the current scenario in India. We need policies for encouraging the deserving candidates with all the support, may it be financial or other, to get the Higher Education System at par with the Global Standards.

Moreover, it is important to have MOUs with leading Universities of world and use their resources for betterment of faculty and students at large.” Colleges and Universities should set up Internal Quality Assurance Cell and must follow a minimum standard to give degrees. The quality assurance system must be independent of political and institutional interaction and it must have

a basis in the legislation. There should be operational, financial and academic autonomy coupled with accountability.

There is a need of an independent accreditation agency with a conglomerate of government, industry, academia, society, etc,; which means all stakeholders of the education system come together to ensure that the stakeholders particularly the students are not taken for a ride. They should be able to know whether a particular institution delivers value or not: then, things can be under control to some extent. Our education system needs transformation. It is high time that we focus on the quality and not quantity.

What India needs is better regulation, not more regulation. Only then our education system can be global.

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o D n e P e h T t e L g n i k l a T e Th Feature

us, round a g n i som o ns blos ides wings t o i t p o r v e o r e r reative ca c at p f h s t o u o d i m l r r va tfo wor g? With one such pla e view of the n i t i r w e d r flair fo appears to b vides an insi it o Have a g r n p w iti a s ith r r e i h W r s r i e a v M i c at it khil Creat hts. Ni ortunities th g u o h t opp our nd the a g n i t i wr

“There is no greater agony than bearing an untold story inside you”– Maya Angelou 50 < CAREERCONNECT < July 2016

FEATURE

and creativity. There is a constant shortage of creative writers in the professional market. A deg ree in creative writing enriches our skills and craf tsmanship in the f ield of creativit y. It provides an edge to our writing skills by incorporating in us the desired knowledge about the latest writing trends and content management systems. The talent and writing skills that one possesses are honed by gaining the formal education in writing. Specialisation in various fields of creative writing will certainly boost up the career opportunities that one may avail. A Bachelor’s degree in Creative Writing is the first step that one may opt for, in order to make a start in the field of writing. Later on, a Master’s degree in the relevant branch of creative writing would certainly prove to be a blessing for the creative writers. A degree in English language would also come handy in this aspect.

Career Options in Creative Writing

Creative writing offers us the tool to produce fiction as well as non-fiction mater ial. One may create stor ies for the children, plays, biographies, poetry, etc. Specialisation in certain areas such as fashion, technology,

is a constant short“ageThereof creative writers in the professional market. A degree in creative writing enriches our skills and craftsmanship in the field of creativity.

“

I

t is rightly said that “The pen is mightier than the sword”.

No other act creates such an impact on an individual a s much a s w r it i ng does.

Writing provides coherence to our muddled thoughts and to a large extent, help us to portray our views in a well defined manner. Writing is the biggest asset that an individual has. It helps us to provide wings to our imaginations and thoughts. In the 21st century when there are plethora of career options available around us, a career in creative writing offers us the platform to deliver our thoughts and weave them into stories that we as reader can relate to.

Creative writing enables the writer to not only pen down his/her emotions but also provides different dimensions to the portrayed feelings. It adds a narrative to information and decorates it with flexible characters that we, as readers can associate ourselves with. It is for this reason that creative writing has become one of the most exciting and challenging realms to be explored.

When readers are able to empathise with the stor ies, they are able to understand themselves better and make significant changes to improve upon themselves.

business, law, etc. would add to one’s glory in this field. There are different branches or fields in creative writing that one may opt for.

• Technical Writing: High soaring growth in the technical industry and the day-to-day innovations in this area have given rise to the need of technical writers. A desire to showcase your writing skills can lend you to produce content for multinational companies and industries. A technical writer is required to develop scientific and technical content. So, in addition, possessing technical knowledge becomes a prime aspect in this field.

Significance of a Degree in Creative Writing

A deg ree in creative w r iting can prove h a ndy t o a l l t hose you ng Shakespearean minds, who wish to provide wheels to their overf lowing emot ions a nd t houg ht s. Creat ive writing is a career for all those who t r u ly have a cal l i ng for w r it t e n words. Histor y has wit nessed the use of creative writing to inspire and motivate people. Political revolutions, such as the French revolution or the Russian revolution, have made an indelible mark on writing. So, in other words, we can say that creative writing, over the centuries has not just been utilised for exploring thoughts and feelings, but also been used as a weapon to bring in revolutionary changes in the society. Creative writing is a medium of expressing oneself freely without any boundations. In order to be a creative writer, one need s to have t he desi red sk ills July 2016 < CAREERCONNECT < 51

Feature Feature

Universities and Colleges Offering Creative Writing Courses

content for magazines, publishing houses, etc. The biggest advantage that one gets as a freelancer is wo r k i n g f r o m h o m e .

One can do freelancing independently and assist va r iou s orga n i s at ion s i n thei r work.

These days t h e d e m a n d fo r freelance writers is increasing rapidly.

Apart from these, there are several other options that creative writing offers to an individual, to showcase his or her skills.

Opportunities exist for w r iters i n f i na nce, professional services such as real estate, law, unions, public a d m i n i s t r at ion , gove r n me nt , education, and wholesale and retail corporations.

The British Council, New Delhi Jawaharlal Nehru University, New Delhi l Bharatiya Vidya Bhavan, New Delhi l Center for Research in Art of Film and Televison, New Delhi l Indira Gandhi National Open University, New Delhi l The Karnataka State Open University, Karnataka l Ambedkar University, New Delhi l l

Remuneration

â&#x20AC;˘ Editing: Job opportunities are most common in this area.

One is required to select and prepare content, do corrections

and organise the projects in a desired manner. One may end up at publishing houses, media houses, onli ne news por t als and magazines.

â&#x20AC;˘

52 < CAREERCONNECT < July 2016

Freelance writing: As a freelance writer, one can write for advertising agencies, build

One can exercise his or her talents and skills as a writer to the fullest and earn a good amount of money in this profession. In the initial stage, one can earn up to `15,000 per month.

Depending upon the organisation one is working for and the experience gained, this graph rises. A freelance writer is usually paid according to the words that he or she composes. The earnings vary from 100 for 300 words to 100 for 200 words. It depends on the type of content that one creates.

Conclusion Nowa d ays, t he scope of creat ive writing is spreading its feathers in our country also. Someone in possession of good writing skills and having the zeal to play with words can certainly make his or her career in this field.

With the arrival of more diverse forms of professions in the market, the demand for the creative writers is certainly going to increase in coming times.

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FEATURE

e r u t c i P e th

’ t c e f r e P ‘ Click

ed l Moham A a b q I i, e.

Ra , Raghu the sands of tim ion u t a h K gh ass ith ubir Sin hotography w s. If you've a p anik h g a R p e e B India lik in the field of t taking pictur ion. Joydeep in s r e s s s h s k ju fe ap ar photogr ve left their m uch more than ake it your pro r a l u p o a m m h P 't er does in India ny more you can and ma nal photograph o reason why hy as a career n io ap profess raphy, there's rio of photogr og na for phot he current sce he phrase, “a picture speaks a t s explore thousand words” is not always

T

a poetic expression. In reality, it depicts the crux of the art of photography, aesthetic sense of a phot og r aphe r a nd t he picture as a personified sense, all combined.

Photography is an exceptional medium of selfexpression. It is an art form that demands a great sense of technical expertise. An individual who inculcates a hobby in photography can successfully make it profitable by venturing into professional photography.

With the explosion of advertising media and digital photography, it has now become a profession with great commercial value.

Photos are an essential part in both print and electronic media. Hence, this is an area offering great scope for those who have an i nt e re st a nd at t r ibut e s ne eded t o be a professional photographer.

Where to Start?

Being a creative medium, photography requires more of inherent talent than formal training.

However, training and technical education hones the inherent skills and helps to shine in this competitive field with various specialisations like por traiture, fashion and adver tising photography, journalistic photography, wildlife photography, etc. Creating a professional quality photograph, requires the skills for choosing the subject in a way to achieve the maximum effect 54 < CAREERCONNECT < July 2016 54 < CAREERCONNECT < July 2016

COVER STORY FEATURE

Photography is an “exceptional medium of

run your own studio. You can also choose to work with creative people like ar t directors, or assist news reporters. Initially, the earnings may be less and you may have to settle for whatever assignments you get.

Photography is one of the glamour jobs. A career in photography may require you to work under pressure in difficult working conditions. It could be demanding and involve irregular working hours. However, perseverance is the key. The field of photography is constantly changing with technological advancements, and hence, you have to be fast-paced and willing to learn throughout your career.

aspects of photography is the variety of jobs available in the field, ranging from highly specialised, technical work to ones that require basic creativity and visual literacy. Photographers till date have more or less used their skills in the following areas:

Special Areas of Work

Photojournalism

Photography offers a wide scope of specialisation. One of the most exciting

self-expression. It is an art form that demands a great sense of technical expertise.

““

with the appropriate equipment. One should have a know-how of the angle, lighting and the latest equipments and technology in the field. A creative eye with visual imagination is the basic trait required.

To get started, it’s a good idea to begin with on-the-job training by work i ng w it h a n e st abl ishe d photographer. This will help you gain business acumen and a good idea of the problems a photographer faces in the field and learn how to tackle them.

Photography workshops are great hands-on experience. Showcasing your work in online albums, communities and forums is another great way to get started. Enhance your skills by getting direct feedback from visitors to your album. You can complement this by doing some freelance work. It further builds up confidence to approach other photographers and organisations from where you can get full time work.

You can be self-employed and

Photojournalists work for newspapers and magazines who commission them to provide photographs of newsworthy

< 55 July 2016 < CAREERCONNECT < July 2016 < CAREERCONNECT 55

FEATURE

events and situations. They combine an ability to find and record dramatic action with photographic talent. A high level of observation and alertness is required in this field.

animals in the right mood and pose.

The task is carried on in sanctuaries and forests and reserves, and is very challenging as well as remunerative.

Commercial Photography

Ae r ial phot og r aph s of pla ce s, landscapes, terrain which cannot be reached with ease, particularly during natural disasters, war and other similar situations are taken from aircrafts in flight and are used for news, business, scientific or military purposes.

This branch involves photographing for several segments such as merchandise, exter ior-inter iors, machiner y and fashions to be used for commercial pur pose, and so on. A variet y of cameras, lights, props are used in commercial photography.

Advertising

In advertising, the challenge is to strike a balance between creativity and the clientâ&#x20AC;&#x2122;s demands for conveying the desired message. The job also offers tremendous scope for experimentation.

Fashion

Fashion photography is a lucrative form of photography. Fashion photographers cater to a variety of clients including fashion houses, designers, fashion journals and creating model portfolios.

They are required to have an eye for detail and should be aware of styles, moods and trends. The job is done in the studio as well as on locations.

Food display

Food photographers work for food manufacturers, hotels and restaurants, exporters, ice-cream companies, etc.

Photographs are either shot in a studio or in hotels for exclusive shots.

Industrial photography

Industrial photographers photograph worke r s on t he job, m a ch i ne r y, industrial layout, prominent places in the industry, etc. These photographs are used in company publications or for ad campaigns. Industrial photography demands knowledge of the industry as well as its equipment.

Wildlife photography

Wildlife photographers have interest in nature, wildlife, birds, and habitats.

Keen observation, patience, eye for intricate details and love for adventure are the key to succeed. Animals, natural habitats and surrounding are photographed. Wildlife photographers have to wait for hours to catch the 56 < CAREERCONNECT < July 2016

Aerial photography

Travel photography

The documentation of an area landscape, people, cultures, customs and history is one of the most sought after option. This type of photography has a good scope in a diverse culture like India.

Remuneration

Photographers can start working as assistants to senior photographers, i n wh ich capacit y t hey a re paid around `5,000-10,000. These days, photographers working professionally with MNCs even get packages of nearly

Pros: Beautiful models, subjects and chance to exercise a lot of creativity and turn a passion into a paying career.

Cons: Photography is one of the most cut-throat, high-pressure industries in existence, and is usually not as glamorous as it seems. `30,000 per month. In case you're selfemployed, you can earn from ` 10,000 to ` 50,000 a day depending on the kind of assignments you get. For example, you can make huge money if you are a wedding photographer and get a bigshot assignment. Obviously, parttime and inexperienced photographers will usually make less than full-time experienced photographers Your salary varies based on the place you're working in and the creativity

FEATURE

you bring to your work, and also your experience. Initially, it's a bit hard to make a living but if you're extremely creative and prepared to put in the hard work along with good business skills, it could become a rewarding profession for you.

Courses and Eligibility

There are many certificate and diploma cou rses in photog raphy in India.

Besides these, few colleges provide bachelors degree in f ine ar ts and photography. The minimum education required for the professional courses in photography is 10+2. These courses teach about visual arts, angle, lighting, technical knowledge of instruments such as camera and gives a wholesome understanding of photography as a profession. The professional education in photography has three levels: Certificate Courses: Certificate courses are of the duration of six months after 12th in any stream. Certificate courses are found in: • Wedding photography • Sports Photography

Diploma Courses: Diploma courses are taken for the duration of one year after 12th in any stream. Diploma courses are found in: • Wedding photography • Wildlife photography • Fashion photography • Journalistic photography

Where to Study?

• Pune University, Pune • Kashi Vidyapeeth, Varanasi • Ravishankar University , Raipur

Degree Courses: Degree courses are taken for the duration of three years after 12th in any stream. These are: • B A (Fine Arts) • B A (Photography)

• International School of Photography, New Delhi

Conclusion

• Film and Television Institute of India, Law College Road, Pune

Pictures are a powerful medium. They can inform, amuse, shock or amaze if presented in right manner. Do you have an eye for aesthetic detail and composition in pictures? Do you enjoy presenting things visually? Are you the one of those people who keeps on snapping pictures at parties or the one who enjoys capturing various shades of life through a lens? Then you've landed at the right page. If you want to earn a living using your creative side, this can be an ideal profession.

• Academy of Photography, Kolkata

• Film and Television Institute of Tamil Nadu, Chennai • Fergusson College, Pune • India International Photographic Council, New Delhi • MCRC, Jamia Millia Islamia, Jamianagar, New Delhi • National Institute of Design, Allahabad

July 2016 < CAREERCONNECT < 57

Course review

Evolving Logistics Sector Seeks Skilled Professionals

Good news for those who wish to pursue a career in logistics. According to a report by the National Skill Development Corporation (NSDC), India will need around 28.4 million skilled manpower in the booming transportation, logistics, warehousing and packaging sectors.

The sector, which currently employs over 16.74 million employees, is slated to employ more than 28.4 million employees by 2022. Ritika Arora Bhola in line with experts, explores the umpteen career opportunities in logistics sector and highlights qualities required to be a logistics professional

58 < CAREERCONNECT < July 2016

course review

requirement in the country. As of now, according to the National Sample Survey (NSS) 68th round survey, the districts with maximum employ ment in the transportation and logistics sector are Mumbai, Kolkata, Hyderabad, Delhi and Ahmedabad.

Eligibility Criteria

The aspirant must score at least 50 per cent marks in twelfth standard. If graduate, he/she should score at-least 50 per cent marks from any recognised u niversit y/instit ution. A bachelors program or short term course in a subject related to the field of logistics would help like Certified Logistics Practitioner (CLP), Business Logistics, SCM, Transport Management etc. One may also opt for an MBA degree or an M Sc in Supply Chain Management, Transport Management or Logistics. Students are also given handson training in the specific field by the companies itself. You can also get enrolled in universities and colleges which offer straight five year programs that allow

the coming years, “thisIn sector will have one

of the highest incremental human resource requirement of 11.7 million from 2013-2022, across the 24 sectors that have been mapped for assessing incremental human resource requirement in the country.

“

I

t is that time of the year again, when students have to make important choices that will define their careers. Even if students have many career choices, making an informed decision is truly a challenge. Nowadays, Logistics and Supply Chain Management has become one of the most sought after career options.

Logistics is not just about transporting bulk cargo from one destination to another via various modes of transportation–sea, air, rail and road, but involves much more i.e. effective supply chain management, warehousing, loading/unloading of products, packing and lashing, etc. Not only men but women are also opting for a career in logistics sector because of the lucrative opportunities it offers. If you are among those who are ready to work all day long, logistics is a perfect career option for you.

Going by the statistics, India’s logistics industry is currently worth about $300 billion and is set to grow at an annual rate of 12.17 per cent by 2020.

Hence, in the coming years, this sector will have one of the highest incremental human resource requirement of 11.7 million from 2013-2022, across 24 sectors that have been mapped for assessing incremental human resource

July 2016 < CAREERCONNECT < 59

Course review

students to obtain both a bachelor’s and a master’s degree. Further, studies up to Ph D level a re also a n opt ion for a nyone i nterested i n resea rch or academics.

Qualities and Skills Required

P. Alli Rani, Director – Finance, CONCOR

“Quality consciousness has to be instilled via good quality training among the workers who enter this sector. India will lose out in the e-commerce race for quality consciousness if Supply Chain Management is not improved. Hence, education and training through good institutions should be set up in India to complement physical infrastructure that is being created in the country to reap the benefits.”

60 < CAREERCONNECT < July 2016

The essential skills are: 1. Commercial awareness 2. Numeracy 3. Good problem solving skills 4. Ability to think quickly, logically and analytically One should also have leadership and project management skills. Excellent written and verbal skills are also required suppor ted by these abilities and to present thoughts convincingly and clearly.

course review

Technology skills The aspirant should have at least basic knowledge of computers. Information Technology plays a key role in the management of the supply chain and is an equally impor tant tool to those involved in transport management and transport planning. Technology-related skills are therefore essential to all logistics managers.

People skills 1. Leadership – Tak ing people with you, by being consistently clear on objectives, valuing contributions of staff and colleagues and gaining their respect.

2. Communication – Ensuring that those you deal with (whether customers or colleagues) always understand what you mean, and importantly, you listen to what others say. One of the biggest areas of conflict is ineffective communication.

3. Team Building – Motivating and developing people to work effectively together to achieve the desired result, including effective communication, full participation and maximum delegation with appropriate support and guidance.

4. Interpersonal Skills – These are always high on the professional agenda and skills and qualities that are especially important are enthusiasm, energy, drive, perceptiveness, analytical ability, calm, tenacity, adaptability, and resilience.

General management skills 1. Numeracy – With increasing sophistication, the need for numeracy becomes more essential and whilst not necessarily looking for a mathematics graduate, the ability to understand and analyse data is very important.

2. Problem Solving – The ability to analyse facts, hunches and hearsay, and arrive at a logical, workable conclusion.

3. Decision Making Skills – Having the ability to take often-vital decisions

Vimala Britto, Secretary & Correspondent, St. Britto’s Group of Institutions

“Logistics industry is growing at a very fast pace and needs skilled manpower. It demands education and experience. We offer bachelors and masters level programs in Logistics and Multimodal Supply Chain Management. We are working on preparing fullfledged syllabus also for this course.” is essential for any management role.

This depends on quick and effective appraisal of relevant data, empathy and judgment. Failing to take decisions is never acceptable.

4. Project Management – Such skills are of growing impor tance across both logistics and transport as people increasingly work in crossfunctional teams.

Roles and Responsibilities

As a logistics professional or supply chain and distribution manager, you’ll need to perform the following roles efficiently in order to sustain in this industry: 1. You are required to use computer systems to manage transport costs, stock levels and delivery times.

2. Coordinate with everyone involved a nd cont rol t he orde r cycle efficiently and in an organised way.

3. One should use data from IT systems to evaluate performance July 2016 < CAREERCONNECT < 61

Course review

Captain M M Saggi, Director, Narottam Morajee Institute of Shipping

“There is no course available in the country which gives a 360 degrees holistic overview of commercial shipping and related logistics.

NMIS has presence in Mumbai Chennai, Kolkata and Delhi. Students in other locations can follow this program through correspondence.”

62 < CAREERCONNECT < July 2016

and quality and to plan improvements.

4. Allocate and manage human resources according to changing needs.

5. Manage staff and divide work responsibilities in a proper way.

6. Negotiate and liaison with customers and suppliers 7. Develop business by analysing l o g i s t i c a l p r o bl e m s , g a i n i n g new c ont r a c t s a nd pro duci ng new solutions.

8. Understand the booming e-commerce industry and future prospects 9. Constantly try to improve and develop business performance within the constraints of legislation, fuel costs and rising environmental pressures You may also be required to do the following: 1. Implement health and safety procedures 2. Manage staff training issues 3. Motivate other members of the team 4. Set objectives 5. Plan projects 6. Work on new supply strategies 7. Plan vehicle routes 8. Use specialist knowledge, such as mechanical-handling systems, to provide consultancy services.

Placement Scenario

Since logistics is the vital part of any organisation, logistics professionals and supply chain managers are currently being hired in large numbers by corporate houses and multinationals. They are also being hired by the airlines, airports, ground handling sector, warehousing sector, railways, transportation sector, shipping lines, etc. for logistics operations. In India, there’s no dearth of job opportunities for logistics professionals.

Though logistics may seem to be a

List of Colleges offering Courses in Logistics l l l

l

l l l l

CII Institute of Logistics St Britto’s College School Of Petroleum Management, Pandit Deendayal Petroleum University Gandhinagar, Gujarat JBS Academy Pvt LtdCenter for Logistics, Maritime and Management Studies and Research Asian Business School Universal Business School, Karjat JK Business School, Gurgaon Narottam Morajee Institute of Shipping (NMIS)

complicated job but it only depends on which facet of logistics you enter. You don’t need any advance degree as such to enter logistics industry. Essential training is usually given by the organisation to their employees. The top-notch logistics companies in India are DHL Express, TNT, Bluedart, DTDC, Allcargo Logistics, FirstFlight, FedEx, DB Schenker, VRL Logistics, CONCOR, Snowman Logistics, Agarwal Movers and Packers to name a few.

Pay Packets

Logistics professionals are nowadays getting way more than what they used to get ten years back. A beginner logistics professional may expect `15,000-`20,000 per month but experienced Supply Chain Manager earns an average salary of ` 8,00,000 to 9,00,000 annually.

The highest paying sectors

course review

include Supply Chain Management, Inventory Management, SAP Materials M a n a ge me nt (SA P M M ), Ve nd o r Management, etc.

Rising Demand for Logistics Institutes

We cannot deny the fact that at present we don’t have many good institutions that offer courses in logistics and related sectors; but the number is definitely on the rise. At present, we only have a handful of good institutions that offer full-fledged courses namely, CII Institute of Logistics, Narottam Morajee Institute of Shipping (NMIS), JBS Academy Pvt Ltd-Center for Logistics, Maritime and Management Studies and Research, St Britto’s College, Chennai, etc. There are other government and private universities also that offer graduate and post-graduate courses in this specific field like Lovely Professional University (LPU), Jalandhar, School of Petroleum Management, Pandit Deendayal Petroleum University, Gandhinagar, Gujarat and Asian School of Business to name a few.

According to Dilip Chenoy, MD and CEO, NSDC, at present, the biggest challenge for the sector is to attract talent. “The sector clearly sees poor working conditions and low pay scales in comparison to other career options because of poor or non-existent manpower policies. The industry is expected to give a push to Indian economy with emergence of e-commerce, organised retail and Quick Service Restaurants (QSR). With more organised approach towards transport and

logistics activities due to emergence of global third-party logistics (3PL) players, the demand for trained employees with specific skill sets is expected to further increase,” stresses Chenoy.

Observing the same, P Alli Rani, Director–Finance, CONCOR avows, “Quality consciousness has to be instilled via good quality training among the workers who enter this sector. India will lose out in the e-commerce race for quality consciousness if Supply Chain Management is not improved. Hence, education and training through good institutions should be set up in India to complement physical infrastructure that is being created in the country to reap the benefit.”

Agreeing with Rani, Captain M M Saggi, Director, Narottam Morajee Institute of Shipping (NMIS) avows, “There is no course available in the country which gives a 360 degree holistic overview of commercial shipping and related logistics.” He adds, “NMIS has presence in Mumbai, Chennai, Kolkata and Delhi. Students in other locations can follow this prog ram through correspondence. Video lectures are provided to all candidates at low cost, thus offering them a virtual class room. Study material is also made available online.”

Vimala Britto, Secretary & Correspondent, St Britto’s Group of Institutions whines, “Logistics industry is growing at a very fast pace and it needs skilled manpower. Logistics industry has become more professional and it demands education and experience. We offer bachelors and master level programs in Logistics and Multimodal Supply Chain Management. We are working on preparing full-fledged syllabus also for this course which is still not available in India.”

Dilip Chenoy, MD and CEO, NSDC

“The sector clearly sees poor working conditions and low pay scales in comparison to other career options because of poor or non-existent manpower policies. The industry is expected to give a push to Indian economy with emergence of e-commerce, organised retail and Quick Service Restaurants (QSR).”

Meanwhile, Samir J Shah, Partner, JBS Group of Companies Estd. also complains, “There are only a handful of institutes offering such course in India.”

Preparing for the Corporate World

When asked about how they prepare students to work in the Logistics Industry,

Course review

Samir J Shah, Partner, JBS Group of Companies Estd

“We are aware of the fact that logistics industry lacks skilled workers.

Therefore, we are counseling and giving full information to students about the present and future upcoming opportunities in this sector.”

64 < CAREERCONNECT < July 2016

Saggi opines, “All our lecturers are either given by hands-on professionals or domain experts in shipping and logistics sector. So, there is no gap between what is taught and what is expected by the industry.

The course covers virtually all aspects of commercial shipping and includes subjects like shipping practice, shipping environment, geography of sea transport, laws of sea t ranspor t, multimodal transpiration, chartering, risk management and insurance, etc. NMIS is registered as a non-profit trust and hence the course fees is very economical i.e. `. 22,000 to ` 31,000 for the whole year depending on the nature of course.

NMIS was established about 50 years back. About 600 students enrolled with us in the first and second year of our course.

This institute is run by shipping and related logistics industry. The government, especially DG Shipping, also sends its representatives to our governing councils.

Shipping and logistics is a sector which is growing rapidly offering great opportunity to our students. Almost all our students find decent placements.”

On the other hand, Shah asserts, “We do counseling on regular basis and give full information to students about the present and future opportunity in this sector.”

Logistics and Related Fields l l l l l l l l l

Warehousing Maritime Packing and Lashing Material Handling Airports and Airlines Ground Handling Railways Infrastructure Supply Chain Management

Confederation of Indian Industry (CII) along with the National Skill Development Corporation (NSDC) has set up a Logistics Sector Skill council to address issues related to shortage of skilled manpower through a structured skill development program with the following objectives.

• Increase Awareness • Create an Investing Environment • Formulate a Skill Development Solution • To be the authoritative voice on Skill Development Through this initiative, over 40 lakh logistics workers are to being trained and certified by the SSC in the next ten years.

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INTERVIEW

University with Strong Industry-Academia Interface

GNA University, being an industry led University has set out a very clear agenda to have strong industry-academia interface. Dr Prem Kumar, Vice Chancellor, GNA University, Phagwara in an interview with Roselin Kiro shares about the sole purpose of the university in bringing innovative thinking among the students, and re-structuring higher education

W hat sets you apar t from other universities in terms of academics, infrastructure and other activities?

There has been a clamour for an overhaul of the higher education in India. The design team analysed the higher education scenario across the world to create the ‘University of 21st Century’. The University aims to nurture value based leaders who have knowledge and skills to create success in their organisations.

The university seeks to improve the 66 < CAREERCONNECT < July 2016

How do you plan to stay aloft in today’s cut throat competition among the universities?

GNA University is based on sound design principles following the blue ocean strategy. Innovative thinking is the hallmark of our approach to design and deliver programs which are tightly aligned to the market needs. The curriculum design of the university is based on the principles of promoting a sense of enquiry, multi-disciplinar y, problem solving approach, focus on practical education, nurturing transformational leadership and sensitivity to the societal needs such as human values and ecological balance.

It is our belief that the focus on creating higher value in our students will enable us to be ahead of the learning curve and we will be able to grow even in a competitive market.

The Universit y devotes its f ull energies to enrich the talent of its faculty

Policy stability and less “cumbersome regulatory

requirements are the factors that will enable private universities to perform upto the expectation of the government and their key stakeholders.

“

quality of life through eclectic blend of science, technology and humanities for innovative solutions to real life problems.

The university is engaged in imparting, creating, preserving and propagating knowledge in the global context. The University has the following factors built in its DNA: 1. Developing leaders for the future 2. Innovative curriculum design 3. Practical, hands on knowledge 4. Research driven degree programs 5. Flexible and lifelong education opportunities 6. Innovative, project based delivery of the programs 7. Deep corporate engagement 8. Collaboration with leading universities and research institutions across the world 9. International benchmarking

to deliver superior value and actively engage in research.

The Corporate Engagement Division of the University helps us to be aligned to the changing manpower needs of the corporate sector.

It is often heard that India does not have a conducive academic atmosphere for research output. How does your university back students to promote research and publications?

One of the key design elements of the University is research based teaching and project based learning. The faculty has been trained to design research projects that can be executed by the students and this knowledge is shared with the program participants. We encourage and train faculty to have a strong research orientation.

The University is in the early stage of its inception and would gradually ramp up research infrastructure. We are also working on collaborative relationship with leading research organisations to provide joint research opportunities for the faculty.

We are also working with the corporate sector to identify live research projects in which both the students and the faculty can participate.

INTERVIEW

The number of affiliated colleges in federal state universities has been

design â&#x20AC;&#x153;ofThethecurriculum university is based on the principles of promoting a sense of enquiry, multi-disciplinary, problem solving approach, focus on practical education, nurturing transformational leadership and sensitivity to the societal needs such as human values and ecological balance.

â&#x20AC;&#x153;

What are your policy expectations from the government on the Private Universities?

The higher education sector is one of the few highly regulated sectors even in the age of liberalisation. We expect policies enabling larger autonomy in designing and delivering innovative new programs.

The private universities should be allowed to have a level playing field in access to research grants as is the case with other countries. For government scholarship schemes, we strongly support direct benefit transfer enabling universities to be able to focus on their primary task of delivering high quality programs. Policy stability and less cumbersome regulatory requirements are the factors that will enable private universities to perform upto the expectation of the government and their key stakeholders.

dramatically increasing in the last few years making it difficult for the state universities to manage these colleges.

Is the quality of output a matter of concern at this point of time? Can autonomy be a way out to achieve excellence?

As mentioned earlier, higher education domain is in dire need of reforms. Given the large size of the target population, needs for lifelong learning and target of the government to take the Gross Enrolment Ratio to the level of developed countries to be able to participate in the new k nowledge economy, it is imperative to bring in new governance structure. Liberal approach to grant autonomy to the old, well established and reputed institutions will certainly help ease the pressure on the state universities. W ­ e also need to f ind new, innovative way of re-structuring the higher education sector in the country.

July 2016 < CAREERCONNECT < 67

INTERVIEW

Redefining from the Core to Become Global Leaders

Celebrating its silver jubilee, ITM Group of Institutions over the years have left no stone unturned to live up to its vision of imparting futuristic and comprehensive education of global standards to the students, with high sense of discipline and social significance amidst a serene environment. Nitin Putcha, CEO, ITM Group of Institutions in an interview with Roselin Kiro gladly shares the success story of the group so far and their vision of producing specialised professionals in the years to come

Institutes across the world are coming up w ith new ways of i mpar t i ng education. How are you bringing i n novat ion i n pe dagog y at your institute?

We believe that students learn best when they are inspired to learn, and curious about the world around them. Across ITM, we are developing courses and teaching methods that allow the student and faculty greater freedom to learn in their own ways. For eg.; we are introducing courses where the student chooses the subject of his choice, be it bollywood or cricket, and has to research and submit a thesis on it!

What has been the vision of your group in promoting the cause of education?

As ITM Group of Institutions completes 25 years in 2016, we are redefining from the core, our vision for education for the next 25 years.

I believe that generalist education is making way for specialised education at a level we have never seen before.

For example, till a few years ago, MBA in Marketing was the default choice for anyone seeking post-graduate education.

Today, the field of marketing has become highly specialised, and demands that marketers specialise in specific functions.

ITM is rapidly expanding its courses to help students develop specialist skills, to be able to find the right careers. Our 68 < CAREERCONNECT < July 2016

In your view, what role do private universities play in the education sector in India?

Private universities are relatively free of the bureaucracy of public institutions, and can be the drivers of change in the education sector. Private universities should lead the way in creating new programs and specialisations, and in challenging the rigid structures of higher education.

How far has your university been able to ensure effective employability of students?

ITM takes employability very seriously and it is a hallmark of our educational offerings. We ensure that students are prepared for their career by training them with a solid core of functional skills as well as equip them with the soft skills which they need to succeed in their fields.

that students “learnWe believe best when they are

inspired to learn, and curious about the world around them. Across ITM, we are developing courses and teaching methods that allow the student and faculty greater freedom to learn in their own ways.

“

vision is to evolve into an institution that is on the cutting-edge of specialised professional education.

The Modi government stresses a lot on ‘skill development’. What skills do you provide to your your students?

ITM is an NSDC partner, and we are rolling out NSDC certification courses to all students across ITM Group. This means that in addition to the course curriculum, all our students will receive certified skill training in their chosen fields. Naturally, this will enhance their employability.

Do you have any policy expectations from the government which will be beneficial for private universities?

T he pr ivate u n iver sit y reg u lator y framework is quite forward-thinking a nd focu sses on t he developme nt of infrastructure and faculties. The government should consider widening the framework to allow for industry equity participation, redefining the rules for faculty selection and allowing for more varied qualifications.

INTERVIEW

Students, Faculty, Process, Infra : Pillars of Quality Education

From empowering the students with technical and managerial skills to appreciating human creativity and innovation, Ballari Institute of Technology and Management (BITM) is now one of the leading institutions in Karnataka. Professor Prithviraj Y J, Trustee/Deputy Director, BITM, in an interview with Sana Husain throws light on the four important pillars of a good educational institution and the role of career counselling W hat’s you r p erc e pt ion ab out staying afloat in today’s cut throat competition among the national and international institutions?

Eve r y good i n st it ut ion ha s fou r important pillars: ‘students’, ‘faculty’, ‘process’ and ‘infrastructure’. If these four aspects are taken care of by every institution, then it’ll perform well. To stay afloat, collaborations with industry, quality faculty-student centric approach and placements play a big role for the institution to excel.

What sets you apart from other institutions in terms of academics, extra-curricular activities and most importantly infrastructure?

Accredited by NAAC and NBA, with due process for academic excellence through outcome based education, at Ballari Institute of Technology and Management, every activity is mapped according to the student’s outcomes and the same is measured and calibrated to maximise student’s potential. Every Engineering program has departmental forums which conduct various extracurricular activities, wherein an annual two-day event is organised to encourage creativity in students.

Also, every department conducts design-based experiments and lab activities for projects. The college has excellent infrastructure with a total built-up area of five lakh square feet, with state-of-the-art facilities such as smart classrooms, auditoriums with 600 seating capacity, labs with latest software and hardware, sports complex and hostels for 1,300 students.

After organising f ifth edition of The Hindu Education Plus career counselling and guidance session this year, what has the status of online counselling been in Karnataka?

The first round of counselling has been smooth and we are very happy with our college as our cut-off ranks have improved. We were capable of attracting meritorious students to our college, which is mainly due to good rankings, ratings and the placement setup of our college.

“Stress is being laid on providing well absorbable education by introducing a new syllabus,” said Yashwanth Bhupal, Chairman and Managing Trustee of BITM. How far has it worked out for BITM? Our college is affiliated to VTU and we have to follow a stipulated syllabus.

Nevertheless, we conduct design-based experiments. We develop content beyond syllabus such as extra labs, robotics, mobile app development, embedded systems lab, Infosys Campus Connect Program and also maintain Wipro Technology Learning Centre, so that students are constantly in

touch with changing technologies and are able to match the industry’s needs.

The AICTE has made it mandatory to implement proposals of the National Fee Committee, a panel which was formed in 2014 to prescribe fee guidelines for technical institutions.

Popular private institutes might have to follow a fee cap as per the AICTE moves to prevent commercialisation of technical education. What’s your take on that?

We will follow as per the AICTE direction and also as per the state government’s recommendation. Though, care should be taken by the government so that it is a win-win situation and the college has reasonable surplus for growth and innovation.

Is BITM planning to support any initiative or launch any program to uplift the rural sector, especially in terms of skill development?

We c o n d u c t Sk i l l D e velo p m e nt workshops for diploma holders and have also participated in the PMKVY event.

By applying the same, we impart skills to the country’s youth.

What are your policy expectations from the government for private universities?

The government should support private universities for research and also provide timely scholarships to students, to increase the Gross Enrollment Ratio. Seventy per cent of the population is below 35 years; thus, the government should push to activate the right ecosystem for job creation, which will in turn drive private institutions to excel and match the needs of all stakeholders.

July 2016 < CAREERCONNECT < 69

EVENTS

IMT-CDL, Ghaziabad ranked no. 1 in distance education survey

I

MT-Centre for Distance Learning ( I M T CDL) Gh a z iaba d , h a s been ranked no 1 in ‘Distance Educat ion Nat ional Ra n k i ng Survey 2015-16. With the objective of identifying the top distance learning institutes in India for PG Program, the survey conducted by DNA and Daksha Skill Development Pvt Ltd, evaluated leading distance education institutes on seven key parameters. Over the past few years, IMT-CDL has consistently been recognised among the top distance learning B-school in the country.

The seven parameters included Quality of Study Material, Faculty and Resources , Examination and Result Process, Interaction with Students/ Alumni, Online Material, Learning and Information, Teaching/Mentoring, and Interaction/Response. IMT-CDL’s Best Distance Learning ranking is also determined by student and employer satisfaction.

IMT-CDL offers Post Graduate UGC recognised programs in management.

With an industry relevant curriculum that constitute of the most vital core subjects and multiple specialisation

tracks, a student is assured of the most comprehensive management education experience at IMT CDL. The two-year Post Graduate Diploma in Management (PGDM) aims to provide students an opportunity to develop management skills and compete successfully in the global business environment, while one-year PGDM (Executive) program is specially designed for individuals looking to take on bigger and key roles in their organisations and businesses.

Speaking on this achievement, Dr SR Musanna, Dean (Academics) said, “This ranking by DNA underlines our commitment to offer a truly exceptional academic experience for distance learning students. We take great pride in preparing our students for success in whatever path they choose in their life.

This recognition affirms that commitment and demonstrates the enormous value of an IMT CDL qualification.”

Talentedge joins hands with IIM Rohtak to offer Entrepreneurship Program

T

alentedge, an Ed-Tech f ir m which is the first to introduce ‘live and interactive’ learning in digital format, through its online programs, has teamed up with IIM Rohtak, one of the top B-schools in India, to offer students a course in Executive Program in Entrepreneurship.

The course will commence from June 5, 2016, and will offer students vital knowledge of the nuances of kick-starting one’s own business and the numerous aspects that one needs to identify in 70 < CAREERCONNECT < July 2016

order to set up a successful venture.

The program includes mentoring sessions and lectures from the core fa cu lt y of I I M Roht a k a nd ot he r prominent ent repreneu rs including Ajai Chowdhry, Co-Founder, HCL and Anuradha Acharya, CEO, Mapmygenome and Vivek Gour, Managing Director & CEO, Air Works. The program imparts essential knowledge of how to start one’s own business venture and aims to provide learning that will be expedient for business professionals who are entrusted

with the task of setting up independent bu si ne ss u n it s or P&Ls , work i ng professionals who are in thoughts of starting a venture on their own, along with budding young entrepreneurs who wish to gain str uct ured k nowledge regarding the dynamics involved in operationalising a business opportunity.

Through live and interactive lectures, st udents ca n at tend u n i nter r upted sessions conducted by the eminent facult y of I I M-Roht a k along wit h prominent entrepreneurs and investors.

EVENTS

JIMS-Rohini organises international conference on Information, Communication and Computing Technology

J

agan Institute of Management Studies, Rohini, Delhi recently organised an inter national c o n fe r e n c e o n I n fo r m a t i o n , Com mu nication and Computing Technology, (ICICCT-2016) at India International Centre. The conference provided a global platfor m to t he researchers and practitioners from both academia as well as industry to meet and share recent development in the technical field.

Dr J K Goyal, Director, JIMSRohini welcomed the delegates. While addressing the audience, he said “Kalidas in his poems had used clouds as his messenger. Now virtual world is being created with the help of Information Technology. It is changing so fast that till the time you learn one application, it either gets updated or new application takes its place and it is very important to understand that whether we are using the changing technology in right direction.

The judge Anita Goyal said that the use of IT in diversified field such as IT with Finance, IT for handicapped people, for traffic congestion, etc.; were presented which were interesting to know. Judges critically analysed the papers and guided students for better presentation.

The conference focussed on various areas such as data mining and big

data analytics, communications and network systems, software engineering, emerging computing tech nologies, wireless networking, e-learning and multimedia, mobile computing, security information systems, data warehouse and database engineering. During the technical session, more than 50 papers were presented.

The panelists were Prof Saroj Kaushik, Head, Department of Computer Science and Engineering, IIT Delhi, Prof Shyam Gupta, Department of Computer Science and Engineering, IIT-Delhi and Prof A K Saini, University School Management Studies, GGSIPU, Dr. Anita Goel, Dayal Singh College (DU), Dr. Manisha Bansal and Prof S K Gupta who reviewed the papers. From outside India, scholars from Nanjing university of Science and Technology, China and University of Engineering & Technology, Lahore, presented their papers, and from I n d i a , t h e p r e s e n t e r s we r e f r o m many states.

Student-led Blood Donation Camp held at Whistling Woods International

S

tudents of Whistling Woods International (WWI) recently initiated the country’s largest student-led Blood Donation Drive at the institute. A simple yet powerful message was conveyed by these students who got an overwhelming support from over 350 donors for their campaign. It was an open for all camp conducted in association with Kokilaben Dhirubhai Ambani Hospital. The donation drive was an excellent showcase of students putting their skills for the greater good of the society. It also helped people understand that their little contribution can prove to be of great help to others. What sets this drive apart from other such campaigns was that

the innovative activities were planned by the students. They showcased their talent and entertained the donors through street plays, short story and poem recitals, dance performances, and painting competitions.

They had even decorated the institute’s lobby with a photo gallery in sync with the theme,

‘Extending a Helping Hand’. With reference to the theme, the students also encouraged every supporter and donor to leave colourful imprints of their hands on the ‘Pledge Wall’ and encouraged everyone to support the noble cause of blood donation. Speaking on the occasion, Meghna Ghai Puri, President, Whistling Woods International (WWI) said, “It is a proud feeling to see our students have not just learnt their curriculum, but much more. It is admirable to see them synergise and put together an initiative for a noble cause. It takes dedication and perseverance to administer a blood donation drive of this stature. Their effort towards this is commendable. We will continue to support them in this, and other similar endeavours.”

July 2016 < CAREERCONNECT < 71

EVENTS

India and Switzerland join hands on Skill Development Agenda

I

ndia and Switzerland has recently signed an agreement to establish formal cooperation in the fields of s k i l l s d e v e l o p m e n t a n d vocational and professional education and training.

The Memorandum of Understanding (MoU) was signed in Winter thu r bet ween St ate Secretary, Mauro Dell’ Ambrogio, St at e Se c ret a r iat for E ducat ion , Research and Innovation of the Swiss Confederation (SER I) and Un ion Minister for Skill Development and Entrepreneurship Rajiv Pratap Rudy.

T he MoU wa s sig ne d d u r i ng H o n’ b l e M i n i s t e r R a ji v P r a t a p Rudy’s visit to Switzerland where he addressed the International Congress o n Vo c a t io n a l a n d P r ofe s sio n a l E d u c a t io n a n d Tr a i n i n g. Ru d y delivered a keynote address to the audience which had representation from different countries and spoke about the opportunities and challenges in the global skill ecosystem today and how India is collaborating with different cou nt r ies li ke U K , US, Canada, Australia, Germany, France,

EU and UAE on the inter national skills agenda. Under the MoU, the two countries desire to promote and expand the bilateral relations based on their joint efforts in the area of skill development as well as vocational

a n d p r ofe s sio n a l e d u c a t io n a n d training. Both India and Switzerland agreed to identify suitable institutions/ organisations that could support the realisation of key activities/areas of collaboration identified under this MOU.

GD Goenka University announces admissions to Engineering, MBA courses

T

he GD Goenka University has announced admissions to its prestigious Engineering and Management programs fo r t h e 2 016 -17s e s sio n .

T he Un ive r sit y of fe r s a r a nge of much soug ht af ter eng i neer i ng p r og r a m s . T h e s e i n clu d e B Te ch i n Me cha n ical Eng i nee r i ng, Civ il Engineer ing, Computer Science a nd Eng i ne e r i ng, Ele ct ron ics a nd Communication Engineering, Electrical and Electronics Engineering, Chemical 72 < CAREERCONNECT < July 2016

Engineer ing and Mechat ronics.

Be side s t h is , t he Un ive r sit y a l so offers high-end M Tech courses in Computer Science and Engineering, Production Engineering, Power System Engineering, VLSI Design, Energy a n d E nv i r o n m e n t a l E n g i n e e r i n g.

The University’s two year MBA program is another course that has won industr y approval. It gives the students an opportunity to specialise in several areas, such as Entrepreneurship, Accounting and Finance, Marketing,

General Management, Retail Management, International Business, Hu m a n Re s ou r c e a nd O p e r at io n s and Supply Chai n Management.

Besides the post-graduate programme, the School of Management offers several u nderg raduate programs. These include the p o p u l a r BBA ( E n t r e p r e n e u r s h i p) p r og r a m me, whe r e s t u d e nt s h ave lau nched +several star t-ups, and a BBA programme in association with KPMG.

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GUEST COLUMN

An Anatomy of MBA Programs in India

I

n India, the first two year full time MBA program was started i n Un iversit y of Mad ras i n 1955, fol lowe d by A nd h r a University, Waltair and Andhra Pradesh in 1957. In November 1961, IIM-Calcutta and in December 1961 IIM-Ahmedabad were established with the help of Ford Foundation, USA. IIM-Calcutta received guidance from Alfred P Sloan School and the IIMAhmedabad received guidance from the Harvard Business School.

Threat to Business Management and Capital ism: Ma nagement is essential to all organisations and not just for business organisations. But, the scams and frauds in business world over, most importantly in the 1990s and 2000s raised questions about the role of capitalism and its covering shield, business management and its foot soldiers, the managers. USA, the capital of capitalism witnessed protest movements against capitalism li ke ‘Occupy the Wall St reet’ by p r ot e s t g r ou p s. T he p r a c t ic e of business management was challenged due to lack of ethics and lack of 74 < CAREERCONNECT < July 2016

of increasing “theInstead number of IIMs amidst

scarcity of talented faculty and directors, it is better to establish a few world class institutes. Closure of large number of B-Schools, declining quality of students, decreasing job opportunities, and lack of adequate number of competent faculty call for a revamp of the whole ecosystem.

“

By Dr P Venkataramana

relevance to fast changing business needs. Scientif ic inventions such as internet, mobile telephony, right sizing, rationalisation, automation, C NC(Comput e r Nu me r ical C o nt r ol), CA D (C om put e r A id e d D e sig n), CA M(C o m p u t e r A id e d Ma nu fa ct u r i ng), Exp e r t Syst e m s, Artificial Intelligence, Robotics, and Machine Learning reduced the utility of managers in organisations.

The Indian Instit utes of Management (IIMs) are public and autonomous institutes of management conducting management education and research. From the original two (IIMCalcutta, IIM-Ahmedabad) to present eighteen (eighteenth II M is II MVisakhapatnam in Andhra Pradesh), all the IIMs are conducting general management courses.

Instead of increasing the number of IIMs amidst scarcity of talented faculty and directors, it is better to establish a few world-class institutes like MICA Instit ute for St rategic Marketi ng and Com mu n ication (fou nded by A.G.K r ish namu r thy) and Institute of Rural Management (founded by Verghese Kurien).

I n fact, t he Chai r ma n of Yale University advised the same to our policy makers in 2009.

Research and Innovation: Research in management failed to take place due to various reasons including lack of enthusiasm from the university depar tments and excessive use of consultants to supply solutions to the problems faced by organisations.

Another aspect is about innovations in management.

Present scenar io: According to med ia repor ts based on t he d at a given by the All India Council for Technical education, the total number of B-Schools closed down so far were 600. According to a study conducted

by the ASSOCH A M Education Committee, another 120 B-Schools are expected to wind up in 2016.

Interestingly, B-Schools started by pioneers such as the Mumbai Business School, were closed down within three years from the date of establishment.

Amidst this gloomy scenario, it is heartening to note that there are islands of hope like the MBA program of the Faculty of Management Studies, D el h i Un ive r sit y, w h ich e njoy s a global bra nd equit y, cha rges a moderate fees and provides 100 per cent job placement.

To sum up, closure of large number of B-Schools, declining quality of students, decreasing job opportunities, a nd la ck of a dequ at e nu mbe r of competent faculty call for a revamp of the whole ecosystem. Sooner it happens, better it is for one and all.

(The writer is a Professor, MBA Department, Siddaganga Institute of Technology,Tumkur)