IIM-Calcutta receives prestigious accreditation

IIM-Calcutta

NEW DELHI: Indian Institute of Management, Calcutta is now in the elite list of 711 B-schools globally known as Association to Advance Collegiate Schools of Business (AACSB), after US announced the new members of this exclusive club. With this, IIM-Calcutta becomes the first IIM to receive this accreditation, which is considered to be the gold standard of by B-schools and less than 5% of the global business programme being accredited by it. IIM-Calcutta is only the third Indian B-school to be accredited by AACSB — two other are Indian School of Business, Hyderabad and T A Pai Management Institute, Karnataka.

In all there are 716 B-schools across 47 countries which have received AACSB accreditation. Apart from AACSB, the other global accreditation bodies are Association of MBAs (AMBA), European Quality Improvement System (EQUIS). IIM Calcutta has already been accredited by Association of MBAs (AMBA) this year. It is also the only Indian member of Community of European Management Schools (CEMS), which is an elite club of 29 premier business schools from across the world. Therefore IIM-Calcutta is the only institute in India to have dual accreditation by AACSB and AMBA and a member of CEMS.

Terming this a big opportunity for the B-school, Saibal Chattopadhyay, director, IIM-Calcutta said: "We have been waiting for this for a long time. To be assessed globally and then be a part of the exclusive club of 716 B-schools is a great opportunity. Therefore, this is a major breakthrough for us."

IIM-Calcutta underwent five years of assessment by AACSB, and based on 21 standard assessments of which 19 are applicable to the B-school, as it dosen't offer any undergraduate programme, has been given accreditation for a period of five years.

"We all like to be a global player, to have international faculty and students and with this accreditation we will be a part of the top international network of B-schools. What helped us is that we think differently in our continuous improvement. With the stringent parameters laid down by AACSB, we have gone through a five year journey of continuous improvement in a holistic manner which has had a positive impact on several aspects of the institute such as quality of students, faculty quality and research output, infrastructural facilities, among others. With this accreditation our responsibility has become many manifold. And indeed this is a huge opportunity for us to go global," added Chattopadhyay.

All accredited schools must go through a peer review process every five years in order to retain their accreditation. AACSB International also announced that ESPAE-Graduate School of Management (Ecuador), National Central University (Chinese Taipei), Newcastle University (United Kingdom) and the University of Canterbury (New Zealand) have earned accreditation in business, and Northumbria University (United Kingdom) has earned accreditation in accounting.

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Ignou's shut courses leave lakhs in the lurch

NEW DELHI: The Indira Gandhi National Open University, India's primary vehicle for taking higher education to the poorest, is today a case study in chaos. It has swung from furious expansion under the previous leadership to the other extreme, with the current dispensation randomly shutting down courses and initiatives, leaving lakhs of students in the lurch. 

Such is the state of this critical institution that the vice-chancellor and a former registrar stand accused of perjury. A hike in tuition fees has coincided with a drop in student intake. As a result, thousands are being denied access to cheap higher education and skill development. 

The roots of the crisis is said to have been during the tenure of previous vice-chancellor V N Rajasekharan Pillai (2006-11), when the university carried out massive expansion, far beyond its capacity. Pillai has since been booked by CBI for alleged corruption in some of those decisions. 

But if Ignou needed a course correction, the response of the new leadership under V-C M Aslam has been excessive, although he claims to have wielded the axe on the basis of recommendations of a high powered committee. 

In the last two years, it has shut down nearly 300 programmes and 250 community colleges, cancelled over 600 MoUs with various institutions, suspended courses through 29 partner institutions in 19 foreign countries, stopped most on-campus programmes, abruptly shut India's first sign language research and training centre, cancelled all programmes for the disabled, scrapped a convergence scheme run in partnership with regular colleges and shut down most chairs and all special centres in the Northeast. 

As these decisions come under increasing scrutiny, top Ignou functionaries have been accused of selective presentation of facts to a parliamentary standing committee and the Delhi high court. 

A high powered committee appointed to look into the working of the university is now being expanded to bring on board at least two more experts. A source told TOI that the three-member panel, headed by educationist N R Madhava Menon, is now set to look at new evidence and allegations. 

Ignou V-C M Aslam told TOI that his decisions were based on recommendations of a high powered committee and the board of management, or grounded on strong legal advice. He also cited a Delhi high court order to justify the steps. He added that the aggressive expansion during his predecessor's tenure was "unjustified" and "a disaster". 

However, TOI investigation shows crucial information was held back by the Ignou leadership while defending its decisions. For instance, Aslam's critics accuse him of not submitting two legal opinions before the high court and parliamentary committee that backed Ignou's expansion in 2009. 

Opinions of then attorney general Goolam Vahanvati and additional solicitor general Mohan Parasaran were obtained in October 2009, before the university expanded into community colleges and on-campus programmes. Both legal officers supported the moves, saying 'open university' did not mean correspondence education alone. They said Ignou could use all means of imparting education to expand higher education. 

The policy reversal began soon after Aslam took over. By the end of 2012, Ignou had cited a high power committee recommendation to shut all 253 community colleges where 1,42,321 students were enrolled. Aslam told TOI in a written statement that the committee had said the community college scheme must be "discontinued". 

TOI has a copy of the committee report and it contradicts Aslam's assertion. "The scheme of community colleges fits well with the Ignou's mandate for skill development," the report states. It recommends some restructuring of these colleges to meet the aim of skill development, consistent with the National Skill Development Mission. Until then, it says, no new colleges must be added to the scheme. 

Besides community colleges, Ignou has also scrapped most on-campus programmes. Aslam told TOI, "Ignou has neither the mandate to launch face-to-face programmes nor does it have the mandate to create centres/units for offering academic programmes." However, Ignou continues to run hospitality and hotel administration programmes through 53 institutes, defying its own logic that the varsity should not be involved in on-campus programmes. 

The stand also contrasts with the legal opinion of both Vahanvati and Parasaran, as well as the Ignou Act. The Act says the university "may establish or maintain colleges, regional centres and study centres at such other places in India as it may deem fit." 

Ignou's shutting spree hasn't spared programmes for the disabled. In recent months, it has shut down the Indian Sign Language Research and Training Centre, India's first such institute set up with funding from the Centre. Ignou claimed it didn't have land for further construction at its Maidan Garhi campus in Delhi. However, Delhi Pollution Control Committee documents show Ignou has another 100 acres where construction could have been carried out. 

The list of axed programmes includes e-Gyankosh, through which Ignou offered resources online to learners, and a research and training assistant scheme under which young scholars were being helped in research leading to MPhil and PhD degrees. 

Meanwhile, over 3,50,000 students, including over 2 lakh military personnel, await their certificates for courses they completed almost two years ago. The HRD ministry on June 24 ordered Ignou to issue the certificates, but they are yet to be given. 

As a fallout of these decisions, Ignou faces over 2,000 cases in various high courts. An Ignou faculty has accused the V-C and the former registrar of perjury in securing Aslam's appointment.

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Students yet to receive benefit of Rajiv Gandhi National Fellowships

Under this scheme a candidate is eligible for over Rs 16,000 financial assistance per month. (Representative image)

NEW DELHI: Over 2,500 students are still waiting for financial assistance promised under the Rajiv Gandhi National Fellowships (RGNF) scheme for scheduled caste and scheduled tribes, formulated and funded by ministry of social justice and empowerment and ministry of tribal affairs. The batch of 2013-14 are yet to get any money so far, they are alleging that despite repeated attempts to contact the University Grants Commission, which disburses the money, no one in the commission is ready to meet them. The social justice ministry officials however said that the fund has not being released as the UGC has not submitted the utilization certificate of the previous batch. 

RGNF is open to candidates who belong to SC and ST and wish to pursue higher studies such as regular and full time MPhil and PhD degrees in sciences, humanities, social sciences and engineering and technology. There are 2,000 slots for SC and 667 slots for ST candidates every year for all the subjects. Under this scheme a candidate is eligible for over Rs 16,000 financial assistance per month. 

"We have not got anything so far. And they have called for a fresh batch. We approached the UGC which is supposed to disburse the money, but we are being snubbed by officials there saying that they don't talk to students. The entire batch is waiting for the financial assistance till date," said Senthalir, who is pursuing her PhD in political science from Madras University. 

Social justice ministry officials, however, said that UGC has not given utilization certificate of earlier disbursal for RGNF. Officials said UGC still has some funds left. On its part, UGC says since RGNF is a government scholarship, ministry should not break the continuity. As for not furnishing utilization certificate, commission sources say, process is being streamlined.

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Delhi University to fill vacant reserved seats

NEW DELHI: With some seats in the reserved category still empty, Delhi University has written to the colleges with a new schedule to fill these seats. 

The notification issued by deputy registrar (academic), Ram Dutt, on Saturday said, "In light of the fact that a few seats of SC, ST and OBC are still vacant in some colleges, it has been decided that the colleges will fill the seats in accordance with the following schedule." Colleges have been told to display the vacant seats on its website and notice board at 10am on Monday. 

Registrations will take place on Monday and Tuesday till 4pm. By 5pm on Tuesday, colleges will notify the list of eligible candidates and admissions will take place on Wednesday and Thursday.

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UGC bans dissection in all colleges

In a new notification, the apex body has asked colleges and universities to stop dissection and experimentation on animals for life sciences courses.

CHENNAI: After dithering for years, the University Grants Commission has finally buckled under pressure from activists to ban dissection of animals for academic purposes at the undergraduate and post-graduate levels on college campuses.

In a new notification, the apex body has asked colleges and universities to stop dissection and experimentation on animals for life sciences courses. "No animal from any species shall be dissected, either by teachers or students for any purpose," read the notification.

The UGC's decision is an improvement on the partial ban on dissection it issued in 2011. "Those were just guidelines, which had several loopholes," said Dr Chaitanya Koduri, science policy advisor for People for Ethical Treatment of Animals (Peta), India. Peta had taken part in the UGC deliberations pushing for a ban. "In the previous guidelines, teachers were allowed to dissect as students watched, while post-graduate students were allowed to dissect unprotected species," he said.

The move comes after UGC observed that many of the animals used for dissection were caught from their natural habitats. "Their indiscriminate removal disrupts the biodiversity and ecological balance," it said, citing the "alarming" decline of the population of various species of frogs.

Observing that various laws and regulations about animal welfare are not observed while prescribing animal use in curriculum, the body has directed colleges to revamp their curriculum to accommodate alternatives to dissection, like using models, charts and simulation.

While some academicians feel that technology can never be a substitute to cut through tissues to feel the texture of the viscera, many feel that methodology is archaic. "The point is for students to understand the concept. That can be done by taking them out on field trips instead of keeping them cloistered in a classroom," said professor M A Akbarsha, director of Mahatma Gandhi-Doerenkamp Centre (MGDC) for alternative use of animals in Life Science Education, Bharatidasan University, Trichy. He said dissection was introduced in colleges in India in the early 1920s. "While Britain, which initiated live dissection in the country, has introduced several measures to restrict experimentation on animals, we continue to kill them," he said.

UGC has also called for including animal ethics as a chapter in appropriate courses of study in order to sensitise students. Teachers say using alternative digital methods to teach have an edge over live dissection in more ways than one. "It is not easy to explore the anatomy of smaller species during live dissection. There are several good digital alternatives which provide scope to prod and examine all organs. Besides, there is also ample space to repeat the exercise," said M C Sathyanarayana, retired assistant professor of AVC college, Mayiladuthurai. He said finding animals was also getting increasingly difficult. "As a result, many of them are procured illegally," said Sathyanarayana, who has been fighting against animal dissection for years.

The UGC has also directed all institutions of higher education to constitute dissection monitoring committees to ensure strict compliance of instructions relating to the use of animals for research. It has also asked institutions to maintain appropriate records of procurement, their transport and use of anesthesia.

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GATE score now valid for three years

KOLKATA: Scores of the Graduate Aptitude Test in Engineering (GATE) will henceforth be valid for three years. This will allow graduate engineers aspiring for admission to masters degree programmes gain more work experience after completing their bachelors degree.

With GATE valid only for two years till now, students could only continue on a job for a year after completing their BTech and then get admitted to an MTech course. "A student who wanted to work for two years to repay a loan taken before admission to BTech couldn't do so till now as his GATE score would have lapsed. But the change in rule will give them flexibility," said a senior official of the GATE admission committee.

Partha Pratim Biswas, former executive council (EC) member of Jadavpur University and a teacher, said: "The GATE score is important to get jobs in PSUs that do not hire graduate engineers too often. Some times, job opportunities in PSUs open after a gap of a year or two. It will greatly benefit those candidates who are waiting to get PSU jobs as the GATE score will now be valid for one more year."

The two-year validity of GATE scores was a deterrent for students who wanted to do their MTech after joining jobs and gaining considerable work experience. "Most firms have a probation period of one year. So students need another year to gain experience. Moreover, companies also want students to get more than a year's industry experience. Now, students will get an opportunity to gain more than a year of industrial exposure and then join the MTech programme," Biswas added.

A senior teacher of chemical engineering at JU further added, "The course curriculum that engineering students follow at various colleges hold relevance for a maximum of four years. Hence, even if the validity of GATE score is increased from two years to three years, there will be no dilution. Relevance of domain knowledge won't be destroyed."

"If the GATE score that a student may have achieved at the end of their fourth year undergraduate studies is valid for three years, then he can join a job and then pursue MTech with considerable work experience. He will not have to reappear in GATE after two years of working, which would have required him to prepare for the examination all over again," said another teacher.

The success of extending validity of the GATE score card from two years to three can only succeed "if the GATE question pattern remains unaltered for three years. Else, the quality of students will vary," pointed out Biswas.

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Over 600,000 primary teachers' posts lying vacant

NEW DELHI: Over 600,000 posts of teachers at primary level are lying vacant under the state sector and the national literacy mission, parliament was informed on Monday. 

"The total teachers post lying vacant at the primary level both under the state sector and the Sarva Shiksha Abhiyan are 6, 06, 191," human resource development Minister Smriti Irani told the Rajya Sabha in a written reply. 

"The states recruits teachers based on their recruitment rules. However, teachers who are appointed have to possess requisite qualification prescribed by the National Council for Teacher Education (NCTE) and pass the Teacher Eligibility Test (TET)," she added. 

Irani said that the recruitment of teachers on contract basis therefore does not affect the quality of teaching adversely as all teachers recruited have to meet the educational qualification as well as professional qualifications. 

"However, professional qualifications are sometimes relaxed under section 23 of the right of children to free and compulsory education (RTE) Act, 2009 for states where there is a shortage of professionally qualified teachers, with the provision that they acquire the same through a two year training programme in distance mode," she said. 

Irani also informed that the pupil teacher ratio (PTR) has improved nationally to 1:25 and most states barring Bihar, Jharkhand and Uttar Pradesh have normative PTRs.

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India-Japan effort

Over 50 Indian and Japanese researchers are building an information network for natural disaster mitigation and recovery in India. 

Started in 2010, the five-year DISANET project is in its final stages. Pilot testing is scheduled to begin in two months on Chennai's Marina Beach. Due to end in March 2015, the Rs 35 crore project is co-funded by the Japan International Cooperation Agency and Japan Science and Technology Agency. 

The researchers from the Indian Institute of Technology, Hyderabad (IITH); National Geophysical Research Institute; IIT Kanpur; IIT Madras; International Institute of Information Technology, Hyderabad; Indian Meteorological Department (IMD), Hyderabad, IMD, Pune, the University of Tokyo and Keio University have developed technical bases for communication to be used in immediate rescue and post-disaster restoration efforts. Strong motion sensors have been deployed in the Indo-Gangetic plains in the foothills of the seismically-active Himalayas, while building sensors have been installed in Chandigarh. 

Both countries have been struck with natural disasters in the recent past. 

For the complete story, click on 'College Life' under 'Campus Life' on www.educationtimes.com

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Govt to formulate new education policy

PUNE: The government proposes to formulate a new education policy (NEP) aimed at meeting the challenges posed by lack of quality, research and innovation in our educational institutions. 

A statement issued by the press information bureau states that the information was given by the minister for human resources development Smriti Irani in the Rajya Sabha. 

The National Policy on Education 1986, as amended in 1992, has been the guiding document for the policies of the Union government in the education sector. The government has been following National Policy on Education 1986, as modified in 1992, which provides for National System of Education implying that up to a given level, all students, irrespective of caste, creed, location or sex, have access to education of a comparable quality.

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More options in the 'cloud'

By HORACIO GONZALEZ-VELEZ, associate professor of computing and head, Cloud Competency Centre (CCC), National College of Ireland (NCI), Dublin, talks to Medhavi Arora on new opportunities in his field'

How is cloud computing gaining popularity in gaining popularit India?

India is blessed with human capital -it has enormous opportunities in IT and has good engineers, mathematicians and physicists. Last October, India became the first country in the world to announce the creation of a national cloud at the IEEE international conference on cloud computing for emerging markets 2013 - Bangalore. This project needs a massive number of engineers skilled in cloud computing and data analytics. Thus, the government is making the right moves in creating opportunities for graduates. Through professional studies at the NCI, graduates can study and gain appropriate training and exposure, and as skilled engineers, help in development of companies. I have spent 10 years in Silicon Valley, but I didn't become a top engineer because I am not Indian and I can't eat spicy food -these are my two regrets.

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Smriti Irani defends FYUP move

“The reasons for reverting to the three-year undergraduate degree in Delhi University included the need to comply with National Policy on Education 1986, ensure that students of DU are not put to any disadvantage vis-a-vis students of other universities,” Irani said in the Rajya Sabha.

NEW DELHI: One of the reasons for reverting to the three-year undergraduate programme in Delhi University was to ensure that its students are not "put to any disadvantage vis-a-vis students of other universities", human resource development minister Smriti Irani told Parliament Wednesday. 

"The reasons for reverting to the three-year undergraduate degree in Delhi University included the need to comply with National Policy on Education 1986, ensure that students of DU are not put to any disadvantage vis-a-vis students of other universities in terms of horizontal and vertical mobility and also in terms of employment opportunities," Irani said in the Rajya Sabha. 

She added that "employability criteria" was not the reason for reverting back to three year undergraduate degree. 

As reported by Delhi University, the total number of students completing their graduation every year is more than 40,000, excluding students of School of Open Learning. 

DU has a Central Placement Cell (CPC) which gives options to the students of the university's different colleges/departments get themselves registered with it. 

In 2013-14, out of the 6,729 registered students 1,200 were placed based in preliminary selections carried out by various employers. 

DU admits over 50,000 students under its undergraduate programme in 63 colleges. 

The admission to the varsity started July 21 after a tussle between the DU and the University Grants Commission over the university's controversial four-year under-graduate programme (FYUP) started last year. The FYUP was rolled back June 27. 

Courtesy: TOI by besteducationhub.com 

Government to formulate new education policy

NEW DELHI: The government has proposed to formulate a new education policy to meet challenges posed by lack of quality, research and innovation in Indian educational institutions, parliament was told Wednesday. 

"The government proposes to formulate a new education policy aimed at meeting the challenges posed by lack of quality, research and innovation in our educational institutions," Human resource development minister Smriti Irani said in the Rajya Sabha. 

She added that the National Policy on Education 1986, as amended in 1992, has been the guiding document for the policies of the central government in the education sector. 

The policy provides for national system of education, which envisages a common educational structure of 10+2+3, implying that up to a given level, all students, irrespective of caste, creed, location or sex, have access to education of a comparable quality.

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Emerge as creative leaders: Kalam to IIM students

SHILLONG: Former president APJ Abdul Kalam Thursday urged students of the Indian Institute of Management (IIM)-Shillong to emerge as creative leaders to bring about the required change in the country. 

"I want to see all of you as creative leaders to bring about the required change," Kalam said, while delivering a lecture "Dimensions of National Development" at the prestigious B-school. 

The "missile man", as Kalam is also known due to his background in aerospace engineering and his role in India's indigenous missile development, is one of the visiting faculty members in IIM-Shillong. 

Kalam spoke about the challenges that India and the world were facing and emphasised on the role of leadership to tackle these issues and develop possible solutions to ensure socio-economic development. 

He said the key requirement for achieving a distinctive profile for the nation was by creating sustainable enterprise-driven models at the rural level. 

Kalam urged the students to emulate a development model to bring urban amenities to rural areas. 

"Providing Urban amenities in Rural Areas (PURA) is one such system which I suggest will help in providing opportunities through cooperative working of resource and social entrepreneur in the rural areas," he said. 

"PURA is the creation of physical, electronic, knowledge connectivities leading to electronic connectivity of rural regions. 

"With this combined and planned intervention of infrastructure, digital technology, information and enterprise, we can select a cluster of about 20 to 50 villages, which share core competencies and empower those using local enterprise. This would enable our country to grow by shared efforts and overcome the challenges faced by the society," he said. 

Charting out a link between creative leadership and economic development, the former president emphasised on the importance of the role that change in leadership would play for ensuring success. 

He also accentuated on the role of integrity among leaders for sustained success and development of the society. 

Kalam also met the faculty members to discuss the role of academicians in promoting creative leadership among students for the betterment of the society. 

The IIM in the Meghalaya capital is named after late former prime minister Rajiv Gandhi. It was started in 2008 and functions from a makeshift campus at the Mayurbhanj complex, the erstwhile summer palace of the kings of Mayurbhanj in Odisha. 

The Meghalaya government has allotted a 120-acre plot on which work is under way for a state-of-the-art academic-cum-residential campus.

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Indian students' enrolment in German universities up more than 100% in 5 years

CHENNAI: For increasing number of Indians, Germany is emerging a favoured higher education destination overseas. There has been 114% increase in the number of Indian students enrolling for higher education courses there since 2008, according to the latest figures released by the regional office of the German Academic Exchange Service (DAAD).

The number of students enrolled has increased from 3,516 in the 2008-09 academic year to 7,532 in 2012-13. US, UK, Australia and Canada have been the most favoured destinations for Indian students, partly due to the absence of a language barrier. But Germany, which has the fifth biggest Indian student population on campuses, has sought to bridge the gap by introducing courses in English and easing visa norms to allow students to look for jobs there after completion of studies. 

Engineering courses were the chosen area of study for nearly half the number (close to 48%), followed by mathematics and natural sciences (19.8%). Information technology (13.a8%), and law, economics and social sciences (9.4%) are the other courses sought after by Indian students in Germany. 

Speaking to reporters on Wednesday, Franziska Lindhout, director of the DAAD Information Centre in Chennai, said Germany encourages Indian students to sign up for masters and research in engineering as not many natives show an interest in the discipline. "It's least taken up by those in Germany, and the country needs students in these areas, so Germany is interested in cooperation with Indian technical higher educational institutions," she said. 

Lindhout said efforts were being made to internationalise German institutions. "It's no longer a prerequisite to learn German to study there. We invite Indian students to pick up the language to help them adapt better and for jobs, But it is not required to pursue a masters or for the visa procedure. It is part of the internationalization process, and DAAD has been pushing for it," she said. 

Germany has also made a conscious effort to woo Indian students by sponsoring initiatives aimed at enabling Indian students to study, carry out research and gain work experience in that country. Since 2009, 46 new co-operation projects have been forged between Indian and German universities. Working and research internships and scholarships are part of the effort. 

Changes in visa rules to allow Indian students more time to look for employment has also helped increase the number of Indian students headed to Germany. Indians comprise the second largest international student population in Germany, second only to China. 

There are not as many undergraduate students from India as those who opt for masters or doctoral degrees in Germany. "There are few English-medium UG courses to choose from in Germany and the school finals in India are not equivalent to that offered in Germany. But, now there are many masters programmes offered in English," said Padmavathi Chandramouli, information manager of DAAD centre in Chennai. 

As many as 1,324 Indian students AND 761 German students have been part of the DAAD exchange programme. Co-operation agreements have been signed between German institutions and the IITs, IIMs, the department of science and technology and the University Grants Commission. 

While the country does not offer any scholarships for masters' degrees, its research grants for doctoral programmes in Germany and the bi-nationally supervised doctoral degrees are well known. The application deadline for these scholarships is now October 2 this year. DAAD is also organizing a special information session by Martin Rojek, head of the visa section at the German Consulate in Chennai on Monday in the city to give students information on applying for a student visa to Germany. A pre-departure meet will be held on August 7.

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IIMC, SRFTI and FTII to get national tag

NEW DELHI: In a move that is likely to give a boost to international collaborations and funding, three premier institutes — Indian Institute of Mass Communication (IIMC), Satyajit Ray Film and Television Institute (SRFTI) and the Film and Television Institute of India (FTII) — will be awarded status of institute of national importance and the power to award degrees.

The proposals mooted by the information and broadcasting (I&B) ministry that will give greater autonomy to the institutes is likely to come before the Union Cabinet soon. This will put the institutes in the league of IITs and AIIMS. 

Sources said the cabinet notes for SRFTI and FTII had been cleared by the law ministry while the one for IIMC was in the final stages. The proposals were announced by finance minister Arun Jaitley in the Union budget on July 10. Sources said that the three institutes are reputed organizations in the media education sector but could only grant diplomas.

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36.5 percent of teaching slots vacant in IITs

NEW DELHI: The central government Monday said 36.5 percent and 40.8 percent of teaching positions were vacant in the country's 16 IITs and 30 NITs, respectively. 

"There are 36.5 percent and 40.8 percent vacancy in teaching positions in 16 IITs (Indian Institutes of Technology) and 30 NITs (National Institutes of Technology) respectively," human resource development minister Smriti Irani said. 

"The reasons for faculty shortage are due to retirement, resignation, increase in students' intake and non-availability of qualified candidates for taking up teaching assignments," the minister said in a written reply in the Rajya Sabha. 

She said the institutes have been taking various initiatives to "attract outstanding candidates for faculty positions". 

"Some of these measures include year-round open advertisements, holding of selection committee meetings through video conferencing, invitation to alumni, scientists and faculty to reach out to potential candidates, advertisements in international journals, outstanding young faculty awards," she said. 

She added that as regards NITs, the institutions are engaging contract and adjunct staff as well as using the online mode of teaching to overcome these shortages. 

"Moreover, faculty in NITs has now been given pay parity with faculty in IITs with a view to attract quality faculty," she said. 

She said that with a view to make it possible for foreign faculty to join the institutes, the ministry of home affairs has "reduced the salary limit for employment visa to foreign faculty from $25,000 to $14,000".

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Empowering Indian youth

More young Indians need the right infrastructure to develop skills 

By 2020, India's population is expected to become the world's youngest; more than 500 million Indian citizens will be under 25 years of age and more than two thirds of the population will be eligible to work. This means that a growing number of India's youth need the right educational infrastructure to develop skills and adequate opportunities to get employed or become entrepreneurs. 

However, the wide gap between those who have access to education and skill development opportunities and those who do not, is a challenge that has to be overcome. 

In a bid to bridge this gap, Microsoft launched a series of programmes and initiatives that focus on developing the potential of the youth. Microsoft's YouthSpark Programme, a company-wide, global initiative, aims to provide opportunities that will impact 300 million youth over three years. In India, the programme will train 80,000 youths, help 65,000 in acquiring employment and aid 15,000 of them in starting their enterprise. Similarly, Project Oorja and Sakshartha are two youth-centric platforms that aim to cultivate the spirit of innovation by equipping Indian youth from the ITIs, polytechnics and marginalised sections with essential IT skills. 

Unemployed youth, marginalised women and rural communities have also been impacted by the company's input -imparting IT skills training and in stilling basic computer literacy. These skills enable the marginalised demographic to explore employment opportunities and sustainable livelihood options. Microsoft's partnerships with governments, non-profits and businesses have resulted in such initiatives, which connect young people to greater education, employment, and entrepreneurship opportunities. The project works to make them eligible for jobs that were not open or available to them earlier, while also encouraging entrepreneurship to foster the creation of additional jobs in their communities. Since 2004, through 1,425 learning centres in India, more than 4,70,000 youth have been trained under it and over 70% placed in jobs. Since December 2012, the project has helped start more than 600 youth enterprises. 

Cultivating and encouraging innovative entrepreneurs is the ultimate goal of these initiatives. One revealing example is of 22-year-old Vasanti, from western Gujarat, who enrolled in the YouthSpark -iLEAD (Institute for Livelihood, Education and Development) programme run by the Aga Khan Rural Support Programme, a partner organisation. The programme taught Vasanti the basics of operating computers after which she enrolled in the advanced course. However, Vasanti realised that the lack of jobs in areas near her home would be a problem. She decided to acquire a computer, under a government scheme, with which she opened a computer training centre in her single-room house, creating access to computer education for other local women. 

Says Vasanti, "Why should the girls in our villages suffer because the training centres are far away? If they cannot travel to the centre, then I will make sure that the centre travels to them." She now plans to acquire more computers and expand her training centre to other villages. 

Technology has a potential to change the world and improve people's lives. Vasanti's story demonstrates the incredible spirit of a youth-led enterprise and initiative, demonstrating how being empowered and encouraged can help an individual realise their full potential. 

Vasanti not only created an opportunity for herself, but also impacted the lives of others in her community.

-Madhu Khatri 

(The author is associate general counsel, Microsoft India)

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Over 40% engineering and more than half of management seats vacant in Maharashtra

MUMBAI: Over 57,000 of the 1.31 lakh engineering seats—over 43%—available in the state for the centralized admission process (CAP) are vacant after the first round of admissions. The situation is similar in B-schools. Over 53% of the 21,716 MBA/MMS seats available under CAP are also vacant.

According to an official of the Directorate of Technical Education (DTE), most of the vacancies are for courses that are not popular and in colleges located in remote areas.

"There are more seats than applicants. Moreover, the demand for these courses has been falling over the years," said the official. "Also, this year, students need to score minimum 50% in PCM to be eligible for engineering admissions. In the past, the eligibility criteria had been relaxed by 5%."

For the 1.31 lakh engineering seats, only 94,000 students applied for the CAP rounds conducted by DTE. In Mumbai colleges, of the 16,000 seats under CAP, over 5,000 seats are vacant in the first round. The highest numbers of vacancies—about 17,000—are in colleges in Pune, though the institutes affiliated to the Pune University have nearly 43,000 seats—the highest in the state.

Vacancies in technical institutes in the state have always been a problem. A recent report on vacancies in technical institutes submitted by a state-appointed committee revealed that 58% of MBA schools had more than 35% seats vacant in 2013-14 academic session. Similar was the case with over 50% of engineering institutes. The committee, which visited these institutes, recommended closure of some courses and institutes. Around 33 technical courses at 25 institutes were shut down this year, however, more colleges got permissions for additional intake.

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