WES 2012 :: Study of electronic assessment of descriptive, multiple choice and oral type of examinations

WES Track: Higher Education Track

Title of Paper: Study of electronic assessment of descriptive, multiple choice and oral type of examinations
Author Name: Rizwan Shaikh
Email: rizwanfshaikh@yahoo.com
Organization: Poona Institute of Management Sciences and Entrepreneurship
Address: Poona College Campus, Higayatullah Road, Camp, Pune, Maharashtra. 411001, India

Abstract:

The present invention is related to the field of automation of assessment of descriptive, multiple choice and oral type of examinations. The automation is done by use of electronic notepad, audio, video recording equipment and information communication technology tools. Customized and secured computer program utility is integrated part of the invention. Most of the available traditional and past assessment methods are manual. Some are automated mainly for multiple choice questions. In some of the methods, digitization of answer papers is done manually by scanners. This method is requires a lot of man power and is very expensive and time consuming as well and hence not feasible for examination system. At present, use of electronic note pad for digitization of answer papers is not implemented by any agency. Also, single system is not available for all the three types of examinations viz. descriptive, multiple choice and oral examinations. Moreover, automated system is not available for re-evaluation and self paper verification which is mandatory under RTI act. The invention is for automation of assessment of descriptive, multiple choice and oral examinations. The system provides collecting and capturing digitized data by three different ways. Use of electronic note pad for descriptive type, computer program for multiple choice examinations and audio, video recording & storage facility for oral examinations. The system transfers digitized data securely and store on remote central computing facility over internet/intranet. Soft copy of answers papers will be randomly coded and send for evaluation to authorized examiners through a secured computer program over internet. Evaluated sheets along-with marks and examiner’s comments will be received by the system at central computing facility. Re-evaluation, physical verification, and declaration of results are also functionalities of the present method.

WES 2012 :: Innovation Universities and Education Model to Fuel Intensive Research and Creativity

WES Track: Higher Education Track

Title of Paper: Innovation Universities and Education Model to Fuel Intensive Research and Creativity
Author Name: Yogesh Buchake
Email: yogesh.buchake@gmail.com
Organization: Know IT Pvt Ltd
Address: 1B, I-Space, S. No. 51, Bavdhan Khurd Off Pune- Mumbai Bypass Road Bavdhan, PUNE , MAHARASHTRA. 411021, India

Abstract:

Background: Harvard has been ranked as the top university in the world for the sixth consecutive year, while none of the Indian institutes of higher education figure in the latest edition of The Times Higher Education, world reputation ranking report. The United States dominates the rankings of 200 world class universities. So what and where our education system is going wrong? Year by year we are following the old educational system, either is it really help to build new India or attract the students for higher education. The purpose of education should be to prepare students for life not just for living. Now the aim of parents and teachers is to seek education that get their children’s good jobs, open overseas opportunities and make them rich. So this philosophy of education should change. When we are able to embrace by the western and US culture, then why not to embrace wonderful practices in education? In the western nations educators are worried that they are struggling to prepare students for the rapidly changing society even with latest practices and technologies. But, I strongly believe that Indian Universities are \’preparing students for our past\’, instead of future, with yesterday\’s practices and technologies. By 2050 India is expected to overtake China as the world’s most populous nation, and over the next five years will be responsible for nearly a quarter of the increase in the world’s working-age population. Already India has almost a third of the available labor supply in low-cost countries (NASSCOM and McKinsey 2005). These figures, pointing to India’s “demographic dividend,” represent an enormous competitive advantage for India in its emergence as an innovation economy, and as a potential world-class supplier of skills to the world. India has a growing shortage of skilled workers—caused largely by workforce development and education systems that do not respond adequately to the economy’s needs. So now onwards the big challenge is how to attract the students towards higher education. The Solution: Today’s education system is inadequate to meet the needs of tomorrow and focused on identifying changes essential to transform learning for each student. In research, universities have to create new possibilities; in teaching, they have to shape new people. To make the future students university authorities has to change the education model. Following are the key findings about how to redesign our current education model to a student-centered, customized learning model that will better attract, engage, motivate and prepare our students to be Creative, Career and Confidence ready. 1. Flexible: Anytime/Everywhere Learning (In contrast to a traditional system, learning is the constant and time is the variable, and students move at their own pace, which honors natural developmental differences) 2. Mastery- and Competency-Based Progression (Low-level knowledge/skill is not enough, students must demonstrate a much higher mastery level) 3. Ideal: Redefine Teacher Role (Teachers become facilitators and partners) 4. Innovative & Creative Learning (Students become leaders of their learning process.) 5. Interesting: Student Driven Learning Path (Transparent to every one) A university that moulds itself only to present demands is not listening to its historians. We have to more focus and provide the opportunities for personalized learning. Many decades-old policies are hindering innovative personalized learning models and those certain policies to be changed. Clearly, the innovative change is required in education model. A university that moulds itself only to present demands is not listening to its historians. The following policies will open the new door: 1. Customer Care or Counseling stations at each University by 24*7 2. Redefine Use of Time 3. Performance-Based, Time-Flexible State Assessment 4. Equity in Access to Technology Infrastructure 5. Funding Models and Incentivize Completion 6. Non-grade Band System Conclusion: To improve education and ensure that each student receives a personalized education and movement for scalable personalized learning is critical for our education and our nation to address the many achievement and economic challenges. Universities serve to make students think: to resolve problems by argument supported by evidence; not to be dismayed by complexity, but bold in unraveling it. The time is right for a true paradigm shift: Education stakeholders understand the need for change to meet today’s demands. The technologies now exist to bring personalized learning to scale. Further, students themselves want to learn in the way that helps them achieve their potential. This way the responsibility and opportunity for students will move beyond the current mass production and marginal reforms. The vision and the new model of universities for to make personalized learning available for all students to address the dropout rate and other issues facing our education system. In conclusion, there is extensive potential for creative learning and innovative teaching in Universities. Education is based on different interlocking structures and unless changes take place at different levels, it will not produce the desired results. Offering the right chances to develop students’ creative and innovative potential and effort in reducing barriers and improving the presence of enabling factors for creativity and innovation should be a priority, so as to support the shift towards a more creative and innovative education.

Brief Biodata of Presenter:

• More than 12 years Exp. and Excellent Knowledge of Education Industry • Completed MBA in Marketing as well as in E-business. • Experience is in Business/ Franchisee Development, Marketing and Promotion, Sales, Institutional, Government and Corporate tie ups. • Efficiently and creatively produce business plans, turnaround strategies and proposals. • Instrumentally hire, supervise and train staff and manages. • Effectively manage and consult in national and regional educational and service oriented organizations; coordinating financials, contract development and negotiation.

WES 2012 :: Security Apprehesion Of Wireless Technologies In Class Room Teaching

WES Track: Higher Eduaction

Title of Paper: Security Apprehesion Of Wireless Technologies In Class Room Teaching
Author Name: Amit Kumar Sanghi
Email: sanghiamit@yahoo.com
Organization: Govt. Engineering College Bikaner
Address: Govt. Engineering College Bikaner, Karni Industrial Area, Pugal Road, Bikaner, Rajasthan. 334004, India

Abstract:

Wireless technologies in our daily lives has made the classroom imminent. The Wireless technological environment allows instructors to replace the conventional blackboard and chalk classroom with a collaborative, networked, portable classroom environment. Wireless Technology provide a wide variety of new instructional possibilities, including collaborative presentations and whiteboard interaction, live audio and video, animated examples, independent and instructor-directed web surfing, and other powerful multimedia methods. However, there are several security and authentication issues that must be addressed before wireless devices can be used in any teaching scenarios. This paper addresses some of the popular applications of Wireless Technology that can be applied in classroom teaching and issues that should be taken care of while introduction of such devices to the classroom. Paper also proposed a system provides a secure and easily adaptable environment that allows for the development of secure e-learning applications which will significantly enhance the classroom experience for both instructors and students

Brief Biodata of Presenter:

Amit Kumar Sanghi is presently working as a Lecturer at Govt. Engineering College Bikaner from March 2005. He is pursuing his Ph. D. on “Enhance Video Quality over Wireless Network” from Suresh Gyan Vihar University, Jaipur. As a Lecturer, he has contributed many books, papers in journals and papers in National and International Conferences on MANET, QOS, Routing Protocols, etc. As an active member of Centre of Ethics & Indian Management, he has acted as Organizing Secretary in two Short Term Training Programs sponsored by Indian Society for Technical Education. He has conducted more than Twenty Short Term Courses for Border Security Force & Indian AIR Force. He is also a Coordinator of ‘O’ level course run under the DOEACC Society New Delhi. He is Awarded Certificate of Excellence by Prof. M.P.Poonia, Principal, Engineering College Bikaner, on the occasion of Independence Day in the year 2007 (15 Aug. 2007) He has attended many Short Term Courses viz Computer Network, Case Method of Teaching etc. He is an active member of Institution of Engineers (India), Indian Society for Technical Education, Computer Society of India and many other professional institutes. As a student, he significantly participated in NCC activities and is a recipient of NCC ‘C’ certificate, which remarkably adds to his qualification

WES 2012 :: Blending Grassroots Capabilities with ICT Competencies to Strengthen Quality of School Education: Experiences of RGPEEE

WES Track: School Track

Title of Paper: Blending Grassroots Capabilities with ICT Competencies to Strengthen Quality of School Education: Experiences of RGPEEE
Author Name: Dr Masood Parveez
Email: masoodparveez@ignou.ac.in
Organization: Indira Gandhi National Open University
Address: Regional Director, IGNOU Regional Centre Jabalpur (MP) and Project Director, RGPEEE, IGNOU Regional Centre,Rajshekhar Bhawan, RDVV Campus,Pachpedi, MP. Jabalpur, India

Co-Author 1:
 Author Name: Dr U C Pandey
Email: ucpandey@ignou.ac.in
Organization: Indira Gandhi National Open University
Address: Regional Director,IGNOU Regional Centre Bhagalpur(Bihar)

Abstract:

Blending Grassroots Capabilities with ICT Competencies to Strengthen Quality of School Education: Experiences of RGPEEE 1. Dr Masood Parveez Regional Director, IGNOU Regional Centre Jabalpur (MP) and Project Director, RGPEEE, Jabalpur (MP) INDIA Email: masoodparveez@ignou.ac.in 2. Dr U C Pandey Regional Director, IGNOU Regional Centre, Bhagalpur (Bihar) INDIA Email: ucpandey@ignou.ac.in Abstract Despite the sincere efforts made by the Government since Independence the system of school education, in India has left much to be desired. Though there has been a perceptible change in the quality of education in urban pockets, the schools located in geographically inaccessible areas still starve for good quality teachers & infrastructure consequently lowering the quality of the teaching learning, turn up of students and pass out rates. With the implementation of 86th constitutional amendment in Dec 2002 and its enabling act of Right to Free and Compulsory Education 2009(RTE), Government has now launched a decisive battle against all these odds by making free elementary education a constitutional obligation. The situation is challenging in many ways seriously affecting the Access, Retention and Quality of education primarily due to inaccessibility of most of primary/elementary schools, weak and inadequate system of teachers training, poor communication & infrastructural facilities, variations in standards, social backwardness and absence of a single language as a mean of communication all over the country. There is dire need to make trained teachers available at grassroots, empower them to deliver effective teaching and make the learning an enjoyable experience for the target groups. It is in this context that role of ICT has been well realized and understood and at policy level it is now viewed as a promising tool to fulfill huge constitutional obligations of RTE. There is a well realized need to use out of box ways to train teachers at the grassroots, blend their capabilities with ICT competencies with the ultimate aim to make the learning enjoyable experience for target groups. In Indian situation satellite supported networks have been perceived to be of great opportunity .The interactive facilities through Satellite Interactive Terminals (SITs) and even one way telecast (ROTs) can prove to be of great help in the kinds of settings most of rural schools in India operate. The government of India has therefore made huge investments for the launch of EduSat, a dedicated satellite, solely available for education and development.This capability has facilitated one national level network and five regional/state level networks in the country in Ku band. Rajiv Gandhi Project for EduSat Supported Elementary Education (RGPEEE) which is on the national beam of EduSat in Ku band is a major venture of Ministry of Human Resource Development (MHRD), Indian Space Research Organization (ISRO), Indira Gandhi National Open University (IGNOU) and governments of Hindi speaking states in India. The project launched by the Government in December 2005 aims to add value to elementary education thereby making it interesting for target groups, reduce cost of operations, train teachers and above all, enhance the reach to the remotest corner of the country. Authors of this paper have been involved in the Content Development, Project Implementation and Management of RGPEEE right from its inception. This paper presents the case study of this major pilot project of India. Presentation is organized in three parts. In the first part the strategic framework of the project has been described. In the second part the impact made by the project since its establishment have been critically examined and lastly in the third part the future prospects and scope for further expansion has been described.

Brief Biodata of Presenter:

Dr Masood Parveez is presently working as Regional Director of IGNOU Regional Centre Jabalpur(Madhya Pradesh) and is also the Project Director of RGPEEE which is one of the largest collaborative project of MHRD,ISRO,IGNOU and the Hindi Speaking States of India.Dr Parveez has earlier worked in various important capacities in IGNOU including the Director of Regional Services Division of IGNOU.

WES 2012 ::Technology Enhanced Shortest Learning Path


WES Track: Higher Education Track

Title of Paper: Technology Enhanced Shortest Learning Path
Author Name: Dipak Kumar Biswas
Email:dkb.ju08@gmail.com
Organization: Women’s Polytechnic
Address:  1/1/2, Garihata Road [South], Jodhpur Park, Kolkata-68, West Bengal. 700068, India

Abstract:

The main objective of the thesis is to create a pedagogical framework that attempts to blend informal and formal learning and develop a promising solution by many organizations to offer learning-on-demand opportunities to individual learner in order to gain maximum value as well as reduce training time and cost to situate learning in real world contexts. The introduction of a technologically advanced approach for learning by connecting a wide range of learning environments (for Diploma, UG, PG student, research scholars ,etc) and the bridging of theoretical and applied aspects of syllabus for the personal activities is expected to lead for the development of a new science learning scheme for all. The development of information technologies has contributed to the growth in online training as an important educational method. The online training environment enables learners to undertake customized training at any time and any place. Moreover, information technology allows both the trainers and learners to be decoupled in terms of time, place, and space. Generally speaking, the proposed model on Selection of Technology Enhanced Shortest Learning Path in e-learning systems, a course is modeled as a graph, where each node represents a knowledge unit (KU) and two nodes are connected by flows [path] to form a semantic network. The desired knowledge is provided by the student as a direct request or from search results, mapping the owned knowledge onto the target knowledge. How to select a learning path which maximize the gain [Knowledge]. In this paper dynamic programming [DP] is applied to find the shortest path in the learning environment for users and Statistical Sampling Analysis [SSA] approach is used to turn the qualitative parameters to quantitative one. Finally the shortest learning path is selected to learn the target knowledge. Keywords: Virtual learning environment [VLE], Dynamic programming [DP], Statistical Sampling Analysis [SSA], Shortest path Learning Path [SLP], Back word Recursive Formula [BRF], Learning Object [LO].

Brief Biodata of Presenter:

I am a lecturer in Mathematics posted in a Government Polytechnic, Kolkata-68. Passed M Tech IT in Course Ware Engineering from School Of Education Technology, Jadavpur University. At present I\’m working in the field of Technology Enhanced Learning in e-Learning.

 

WES 2012 :: A Roadmap for- Entrepreneurial Education And Pedagogical Tools Available For Higher Education in Technical And Managerial Institute’s of India

WES Track: Higher Education track

Title of Paper: A Roadmap for- Entrepreneurial Education And Pedagogical Tools Available For Higher Education in Technical And Managerial Institute’s of India
Author Name: Dr Neelam Saxena
Email: Saxena.neelam@gmail.com
Organization: Dronacharya Group of Institutions.
Address: Dronacharya Group of Institutions, # 27,Knowledge ParkIII, Greater Noida, UP- 201306, India.

Co-Author 1:
Author Name: Dr Sheenu Jain
Email: sheenujain007@gmail.com
Organization: Jaipuria Institute of Management, Jaipur
Address: Jaipuria Institute of Management, Jaipur

Abstract:

Purpose: India is among one of the largest and fastest growing economic frontier. Creative and innovative entrepreneurship is the surest way for sustainable social transformation. For far too long, India’s best talent has defined success as a college degree and a secure job in Government ,Public sector or MNC’s as a the only way forward. For India to prosper the mindset is required to be changed. For the prosperity to penetrate down, India needs to convert this attitude from job seekers to wealth creators. The best long-term investment which a nation can do is to prepare it’s next generation and make them responsible citizen to pave path for growth. Rigorous quality education, market- driven training and identifying the opportunities are essential. To keep in pace with the developed countries, India needs to create more entrepreneurs who can design their business effectively and make them grow bigger and larger. This can happen only when Indian entrepreneur’s learn to be more innovative and creative in doing their business with efficiency and effectiveness in the global arena ie. by becoming more entrepreneurial. This can be only achieved when the higher education student gets a proper and rigorous exposure to the required skill sets and acquires a mindset to be entrepreneurial and then they can at least offer a start of Entrepreneurial ventures.The era of being an entrepreneur belonging to a select house is now a history. The importance of inculcation of entrepreneurship skills in the young generation has been emphasized and now it’s slowly becoming a part of curriculum. This has given rise to the technical and managerial institute to impart entrepreneurship as a subject. This paper essentially highlights the pedagogical tools used by academic institutions in developing nations to impart entrepreneurial education to students. Design/Methodology/Approach: Any nation’s, success in the growth and development is based upon it’s ability to develop technocrats’ as entrepreneur’s ready to take up the challenging task of innovation and creation .Hence there is a need of Higher education institutions to participate in this arena. The nation’s immediate concern is then of creating entrepreneurial skill empowered technocrats ready to generate business. Hence, Higher Education Institution’s have a role in highlighting upon entrepreneurial education if they want to ask/appeal to students to apply for the courses like -“start your own business” or business courses being offered by them which the present day students are desirous of along with creating new opportunities, to expand their entrepreneurial mindset, behaviors and skill sets which enable them to build their own future careers along with the contribution to the countries economic growth by creating more jobs. There is an urgent need to excite and inspire students and tell them about the importance of creating their own ventures and inculcating the entrepreneurial skills. Authors have approached various stakeholders, reviewed secondary literature, analyzed best practices across management, and engineering colleges, interviews conducted. It also includes one to one interviews with 50 entrepreneurship educators across the nations. Findings: At present entrepreneurship education is being offered to students primarily in business schools as a module or through extra-curricular activities. There is no set agenda for this syllabus. Candidates offering for this course need more opportunities to obtain experiential learning. Simultaneously B-School entrepreneurial education needs a revamp especially the view point of student, academia-more importantly of those candidates who are offering non business courses. They loose the significance of entrepreneurial education in their respective field. Higher education Institutions need’s to enlarge their focus in these non-business courses and emphasis on its relevance and change the perception of students and bring about a change in innovation, creativity, networking and risk taking ability. Practical Implications: This paper tries to summarize the methodology of teaching this subject, the challenges faced during imparting of the knowledge and the pedagogical tools available to teach entrepreneurship. The skill set required, the risk awareness, team-building, leadership and motivation required, market discontentment-criticality and identification of opportunities and harnessing the innovation and creativity are few examples. Originality/ Value: Creating operational e-cell in the campus, awareness in the youth, mentorship in the required field, initially working with a start-up company, campus- start-ups, setting incubators and a faculty oriented towards entrepreneurial bent of mind are few of the challenges ahead. This paper will demonstrate some of the best practices being adopted across institutions in developing nations and highlight it for the benefit of academic community. It’s more of interactive sessions in the classroom. An attempt has been made to understand the same. Keywords: Entrepreneurial Education, Innovation and creativity, Pedagogical tools, Best practices in Pedagogy.

Brief Biodata of Presenter:

Qualification: PhD,( Coordination-Polymers-BARC scholor), MBA (Marketing & Human Resource), M.Sc (Chem), ISB Hyderabad certified Entrepreneurship Educator, University of Stanford, USA, certified Entrepreneurship Educator, She is currently Professor and head of Department of Management Studies, Dronacharya Group of Institutions ,Greater Noida. Pursuing doctoral program in Mgt. (Entrepreneurial education). She is a doctorate in Polymer Chemistry and having Masters degree in Management. Professor with 22 years of career spanning in industry and education. Her work experiences, include Quality Control, Research and Development as a Scientist and teaching graduates and post-graduate students. Her total 23 years of career is made up of 13 years experience in teaching graduates and post-graduates in management and chemistry, 5 years in industry working in Instrumentation, Quality Control and as Research & Development scientist with GMP guidelines documentation and implementation. Her educational journey started in a missionary school till graduation. Followed by post graduation in Inorganic chemistry from Institute of Science, Nagpur. She started her career at National Environmental Engineering Research Institute, Nagpur, a CSIR Lab. and presented a paper in Indian science Congress based on the work done there. (a patent with CSIR).She was than awarded Junior Research Fellow – Department of Atomic Energy, Mumbai, worked on “Development of Radio-pharmaceutical Drug 2-Methoxy isobutyl isonitril (MiBi) as a Brain imaging Agent and study on some TC-99 complexes. (through BARC) , to produce a brain-imaging drug, popularly known as Card iolite in the market.(a patent with BARC). My topic for Ph.D. 1992- Synthetic & Structural Studies on some co-ordination polymers of Zn (II), Cd(II) & Hg(II) Nagpur University, Nagpur. The two polymers as part of her research work have application in Aeronautical industry. She has worked as Quality control manager for a leading Homeo-Pharmaceutial organization following GMP and FDA standards. She has worked as R&D scientist with Maharishi Ayurveda Product, a 100% Export Oriented Unit. The lab. is recognized by Government of India, is a ISO certified and manufacturing as per GMP and FDA standards. Worked on analysis of pesticides and toxic trace metals in food product and in drinking water. She has been taking classes for Chemistry and Management for graduate classes. Worked with DAV Faridabad, initials as an HOD(Chemistry) and then, as a Program Director, looking after a course BBA. Taught marketing and environmental studies . At Manav Rachna College of Engineering, Faridabad she worked as a Professor & Head for Center for Skill Development. Looking after Soft skill development of all the students & teaching chemistry, economics and fundamental of management to Engineering Graduates and Entrepreneurship, Environment to MBA Post Graduates. She has recently completed a Certificate program on Entrepreneur Educator Development Course from ISB Hyderabad. And also successfully completed a Certificate program on Entrepreneur Educator Course from University of Stanford, USA. At present, She is Heading the Department of Management Studies, Dronacharya Group of Institutions, Greater Noida and pursuing Doctorate in Management with specific field of Entrepreneurial Education.

WES 2012 :: Interface between Industry and Academia to Create Employable Skills

WES Track: Others

Title of Paper: Interface between Industry and Academia to Create Employable Skills
Author Name: Anita Bora
Email: anitabora72@yahoo.com
Organization: IMS Design and Innovation Academy
Address:  A – 8 B, IMS Campus, DIA Building, Sector – 62, Noida, Uttar Pradesh, India

Abstract:

Interface between Industry and Academia to Create Employable Skills Abstract We all have grown with studying loads of subjects which have never been referred again. An engineering students due lack of opportunity for right job profile has to start working as marketing manager or a purchase person or a science graduate picks up defence services. Most of us in India are not clear of our professional future until our early twenties. This leads to situation where in the industry has to struggle with the candidate to train according to their own requirement. Taking a cue from our own social history, where castes were divided on the basis of the work profile of each of the segment. Kshatriya knew that they have to take care of their country’s defence, Brahmins knew that they have to be involved with conducting rituals and teaching, Vaishyas were taking care of the business and Shudras were taking care of other jobs of the society. They were doing their jobs from generations to generations. Since the childhood the kids were trained to do their respective jobs. Despite having so many drawbacks of this system, it had a very strong reason of its success. The reason was clear division of labour thereby gaining work specialization. In today’s competitive world where the youth carry pressure to achieve great success and work very hard to do so. Most of them do not decide their career options in early stages. The criteria of choosing a career is generally the commercial aspect and glamour attached to that profession. In the process of achieving these two criteria he hops the jobs and changes the industries and profiles within a short span of time. On a broader perspective neither the country nor the organization gets a reliable answer to their organizational requirements. On one hand, the country is struggling with the problem of unemployment whereas on the other hand industries like retail, apparel, academics and many more are suffering from shortage of manpower. Most of the people who are there in any profession have never had their current career as their first career options. With highest numbers to middle class wherein the youth is scared of taking business risk or are traditionally dreamt of limited number of career options i.e. Doctor, Engineer, Chartered Account or a Lawyer prefer to stand on long queues knowing they that the chances of success are limited rather than starting something on their own or try another option. Or educated women force who are unable to pursue their careers on account of their family priorities on one hand and stringent job requirements of the human forces in terms of number of hours, location of work or timing of the job requirement on the other hand. There is a tremendous scope for our country to put one and one together thereby bridging this gap. There is also a great scope of employment generation lying in rural employment sectors. Family are getting divided and subdivided for their ancestral properties without looking out for additional sources income avenues. This paper will also investigate the reason and social pressures of parents as parents play a major role in contributing to dreams and finally deciding the career options for their child. It would also attempt to suggest ways to upgrade and abreast parents for right parenting as far as the career guidance of their child is concerned. This paper will attempt to provide following observations to the industry as well students fraternity: • Step I • Reasons and challenges of choosing a profession • Step II • Challenges faced by the industry to choose right candidate (with special reference to retail industry and apparel industry) • Step III • An insight of current education system and scope of improvements with a special perspective of employability. Enlist all the industrial requirements for higher positions of these three industries Retail, Apparel, Creativity at the school level. • Step IV • Option to industries to take active participation in the education system in earlier stages of the schools • Step V • Defining methodology to design career path as part of the basic education The research will be conducted in phases firstly by investigating the secondary data sources initially using syndicated sources followed by depth interviews of the teacher, students, parents and industry. Finally, take mass opinion with the help of a questionnaire. Thereby suggest the final recommendations. This work will be a reliable reference for the schools to incorporate upgradation in their course curriculum, adapt new methodologies to integrate industry and their requirements in the education dissemination. Involve industries to understand over all education system and be in sink and suggest developmental changes in education with respect to the business dynamics. This topic leads to scope of such organizations that could be bridging the gap between the industry and academics. Organizations who know industries and academics well would be best suited for area. Government has been taking much initiative under its various programmes like legislation making free and compulsory education a Right of every child in the age group 6-14 years which has come into force from 1st April, 2010. Rashtriya Madhyamik Shiksha Abhiyan has been launched recently as a step to universalize secondary education. Simultaneously, efforts are being made to create a robust and vast system of higher and technical education. Recent years have seen certain important committees and commissions deliberate on education. National Knowledge Commission (2006) Report on higher education supports a strong reform agenda through public investment. Recently, the report of the committee on renovation and rejuvenation of higher education (Yashpal Committee) has recommended protecting the intellectual autonomy of educational institutions and the creation of an all-encompassing National Commission for Higher Education and Research (NCHER) to replace or subsume the existing regulatory bodies. The report talks about the concept of a university as a place where research and teaching become two important pillars of the creation of knowledge and should go together (source: mhrd.gov.in). All these steps would be more effective if there is an equal participation of industry and private institutions too. This paper will conclude with an option of recommending common platform for these units.

Brief Biodata of Presenter:

Anita Bora comes with blended rich experience of 15 years form Industry and Academia. Anita is a science graduate. She specialized in Marketing from Sardar Patel College of Communication and Management, Delhi (a subsidiary of Rajendra Prasad College, Mumbai), did Post Graduation in management from Institute of Management Technology, Ghaziabad and Post Graduation in Computer Applications from Jamia Millia Islamia, Delhi. Her Industrial work experience of 11 years comes from organizations like Momentum India, Godrej Pacific and Tech Pacific. Her 4 years of academic experience comes from Jamia Millia Islamia,Delhi and Institute of Management Studies – Design and Innovation Academy, Noida. In IMS DIA she has headed the Retail Department and was instrumental in collaboration with Retailers Association of India. She participated in the formation of Design Modules and Study Material for University of Central Lankshire during the collaboration process of IMS DIA and UCAL for their Fashion Brand Management Course. Anita has been interfacing with Industry for placement and Internships of retail Students. During her tenure with IMS DIA she developed herself for design management subject. Recently, she has been awarded as among st the top 100 Speakers in North India University of Cambridge (British Council)

WES 2012 :: Interface between Industry and Academia to Create Employable Skills

WES Track: Skills and Vocational Education

Title of Paper: •Interface between Industry and Academia to Create Employable Skills
Author Name: Dr. Mamta Tomar
Email: mtomar60@yahoo.com
Organization:DRONACHARYA GROUP OF INSTITUTION GREATER NOIDA
Address:  Centre for Environment Education Nehru Foundation for Development, Thaltej Tekra, Ahmedabad, Gujarat. 380054, India

Co-Author 1:
Author Name: 
Shefali Atrey
Email: 
shefali.atrey@ceeindia.org
Organization: 
Centre for Environment Education
Address:  
C-180, POCKET-VII
KENDRIYA VIHAR-II, SECTOR-82
NOIDA, GAUTAM BUDHA NAGAR. NOIDA, 201303
India

Abstract:

Interface between Industry and Academia to Create Employable Skills ABSTRACT By Dr. Mamta Tomar Associate Professor Dronacharya Group Of Institutions Greater Noida Knowledge Park – III Gautam Budh Nagar Uttar Pradesh There is a need in our country today to bridge the gap between industries and skilled manpower. The institutions are trying to take an initiative to fill this gap and create a win-win situation for both the students and the industry. They should provide students with cost-effective and personalized training for lifelong learning and enhanced employability. Apart from the core courses, students are provided with personality development sessions which will help them to enter the corporate world with ease and confidence. “To be employed is to be at risk, to be employable is to be secure” Peter Hawkins 1999Employability is defined as the acquisition of those skills, which not only help in landing a job but also allow a person to remain employable. Currently while there is no dearth of opportunities in the employment scenario, there is a serious lack of employable talent. A recent research indicates that only 10% of all talent being churned out by the academia today is employable. It is vital here to differentiate between mere talent and employable talent. While there is abundant talent in India, the proportion of industry-ready candidates is alarmingly low, posing a huge challenge for the industry in meeting its requirement. The need of the hour is a program that understands the expectations of industry, identifies the employable talent pool and provides a platform to this pool to showcase its skill sets to the industry and more importantly gives the unemployable talent pool detailed feedback on skills gap to facilitate training and orientation. The mission of the institutions should be to develop an industry intensive curriculum which prepares students for the job market and develops employability skills in them ; to develop a training curriculum with focus on preparing the students for the corporate environment ; to develop business leaders able to apply cutting-edge ideas and new skills in practice ; To develop entrepreneurial skills among students so that they not only become employable but also generate employability for the masses.

Brief Biodata of Presenter:

Dr. Mamta Tomar was awarded Ph.D from Jiwaji University, Gwalior in 2007, for her research work: Shashi Deshpandey: A Study Of Feminine Sensibility In Her Novels. She is M.A. in English Literature and Sanskrit from Jiwaji University Gwalior. She is presently working as an Associate Professor in DRONACHARYA GROUP OF INSTITUTIONS, GREATER NOIDA,(U.P). She has presented a paper on “Woman in Quest of Selfhood” in the 53rd All India English Teachers’ Conference at Gurukul Kangri Vishwavidyalaya, Haridwar and attended workshops , seminars and conferences of national and international level. Her expertise are in Effective Communication and Spiritual orientation courses. She has recently a presented a paper on Gandhian Philosophy Of Sustainability in the International Conference on Gandhian Values : Sustainability and Corporate Governance at Bangalore.

 

WES 2012 :: Energy Education Programme for ITIs

WES Track: Higher Education

Title of Paper: Energy Education Programme for ITIs
Author Name: Shivani Jain
Email: shivani.jain@ceeindia.org
Organization: Centre for Environment Education
Address:  Centre for Environment Education Nehru Foundation for Development, Thaltej Tekra, Ahmedabad, Gujarat. 380054, India

Co-Author 1:
Author Name: 
Shefali Atrey
Email: 
shefali.atrey@ceeindia.org
Organization: 
Centre for Environment Education
Address:  
Centre for Environment Education Nehru Foundation for Development, Thaltej Tekra, Ahmedabad, Gujarat. 380054, India

Abstract:

Energy Education Programme for ITIs This abstract builds upon sharing learnings from an experience which highlights the role of Information and Communication Technology (ICT) for facilitating positive action for sustainability by students in the Industrial Training Institutes (ITIs). Unsustainable use of energy resources is stated to be the key factor responsible for climate change. As per one of the studies facilitated by the Ministry of Environment and Forests, Government of India, about 49 per cent of total commercial energy produced in India is consumed by the industrial sector today. Also, this sector employs 14 per cent of total workforce available in the country. With India emerging as one of the youngest population in the world, power of reshaping a sustainable future rests with the youth of the country. It was with the above reasoning that the Centre for Environment Education, India, with support from the United States Agency for International Development (USAID) SARI/Energy and in partnership with the Directorate of Employment and Training, Gandhinagar, Gujarat, coordinated and implemented an Energy Education project for the selected it is in the state of Gujarat. The paper argues that ITI students have the potential of bringing about a major impact in the way energy is used and conserved in the industrial world. Ironically, the ITI students have been one of the groups which are not very well reached out through environment-development education initiatives. This gap needs to be addressed urgently. The paper also establishes the effectiveness of using emerging technologies like the GIS in monitoring impacts of environmental sustainability programme in general and energy conservation initiatives on college campuses in particular.

Brief Biodata of Presenter:

Shivani Jain is a Programme Director at Centre for Environment Education (CEE), India. She coordinates Centre’s initiatives in the field of ICT, ODL and e-learning. She is coordinating a project to explore the use of ICT in facilitating sustainable livelihoods among local communities. She is currently also engaged in experimenting with the use of e-learning to facilitate in-service capacity building in a variety of fields of sustainable development such as climate change, biodiversity conservation. Shivani also coordinates the GIS Cell at CEE, which facilitates effective application of GIS technology for environmental education, planning and monitoring programmes.

WES 2012 :: A Successful Mobiles-in-Education Intervention in Indian Schools

WES Track: School Track

Title of Paper: A Successful Mobiles-in-Education Intervention in Indian Schools
Author Name: Chitra Ravi
Email: chitra@ezvidya.com
Organization: EZ Vidya Provate Limited
Address: 66, Kamdar Nagar Second Street, Nungambakkam, Mahalingapuram, Tamil Nadu, Chennai, India

Co-Author 1:
Author Name: Matt Wennersten
Email: matt@ezvidya.com
Organization: EZ Vidya Provate Limited
Address: 66, Kamdar Nagar Second Street, Nungambakkam, Mahalingapuram, Tamil Nadu, Chennai, India

Co-Author 2:
Author Name: Dr. Zubeeda Banu Qureshy
Email: zubeedaq@ezvidya.com
Organization: EZ Vidya Provate Limited
Address: 66, Kamdar Nagar Second Street, Nungambakkam, Mahalingapuram, Tamil Nadu, Chennai, India

Abstract

In Academic Year 2011-12, EZ Vidya piloted BridgeIt India, a unique mobiles-in-education intervention across Tamil Nadu and Andhra Pradesh, resulting in : increased student attendance, better learning, measurably higher quality teaching, increased student engagement, and positive teacher feedback. The response from Year 1 of the project convinced partner government school systems to increase from 24 to 104 schools for Year 2, with increased patronization and funding support. This paper describes the project implementation, evaluation methodology and key results, with an eye towards replicating similar success across India. The objectives of BridgeIt India were – DIGITAL TEACHERS: To integrate mobile platform into teaching and evaluate its effectiveness through teachers’ experience of using it in classrooms; – ENGAGED STUDENTS: To evaluate learning improvements due to the integration of new technology, content, and methodologies adopted into teaching processes; – SCALABLE MODELS: To broaden impact of technology in school education, evaluate sustainable models, and identify how to scale at low increment cost Put simply, the goal was to use a standard mobile phone to improve the quality of teaching. Our principle is that supporting teachers is the best method for improving educational outcomes in students. Quality teaching means students stay in school longer and think better. This project is a partnership between Government schools, NOKIA, The Pearson Foundation, and EZ Vidya (the key implementing agency). Teachers receive a TV-out cable and C7 mobile phone pre-loaded with NOKIA Education Delivery (NED) which is an open-source content delivery platform. They get training, suggested lesson plans (Activity Guides), classroom visits and remote support. The school provides a TV or LCD projector. The teacher uses NED and the TV-out cable to display content in class. NOKIA provides the NED technology, support and assists in overall project steering. The Pearson Foundation supports project steering, but also focuses on digital content utilization methodology and pedagogical training aid. EZ Vidya’s responsibility is to scope, manage and implement BridgeIT. This includes training, support, data gathering and evaluation. In early 2011, EZ Vidya mapped Pearson Foundation content to the school syllabi, and prepared a project evaluation framework. Participating government and private school partners in Andhra Pradesh and Tamil Nadu signed MoUs to implement – schools would contribute to the overall cost of the project and participate in data gathering. Once the school year started, EZ Vidya surveyed teachers and observed them teach in class. After this baseline visit, EZ Vidya validated schools for participation as experimental or control. Subsequently, NED teachers attended centralized training, received the phone and supporting materials, and began using NED with students. Throughout the year, EZ Vidya Field Staff observed and supported teachers as they used mobile technology in class. Post-tests from experimental schools show a sharp increase in learning compared with control. Teachers have changed the way they teach, away from lecture style and towards more student-centred, hands-on methods. EZ Vidya observed 40% more indicators of good teaching in NED classes. For example, NED classrooms had less “teacher talk time” and more student collaboration than non-NED classes. Teachers and students are enthusiastic to participate for year 2. In the words of a teacher \”Mobile technology increased the motivation levels of the students. It develops the various teaching skills of the teacher.\” Most importantly, school partners have increased their financial support to scale up to almost triple the number of schools.

Brief Biodata of the Presenter:

Matt Wennersten heads the Scalability in Education (SiE) group at EZ Vidya. He has 16 years experience in strategic ICT consulting and training. With Masters degrees in Engineering and Education, Matt has served as enterprise architect, country manager and consulting practice lead for multiple Web 2.0 development companies. He has also been a classroom teacher, department head, teacher trainer, and curriculum developer for multiple school systems, including consulting on state standards for New Zealand and Washington, DC, USA.

Other Details:

NED – How It Works NED is a unique open-source mobile phone content delivery platform, developed by NOKIA and made available as a free download. In schools across India, EZ Vidya consultants have given 5th standard English and Science teachers a NOKIA C7 phone and trained them how to use NOKIA Education Delivery (NED). Over the course of the school year, NED broadcasts video content to each phone over the 3G network, along with support materials such as suggested lesson plans and activities for use in class. Using their mobile phone with Nokia Education Delivery software, a teacher can access and download a catalog of videos. These are stored on a remote server and organized by subject and grade. By connecting the mobile phone to a TV or a projector, the teacher can play the videos to a class, and get help from EZ Vidya by phone call or SMS. Already, teachers are tapping more than 4Gb of video and teacher support content, mapped to the progression of topics over the course of the year, with connectivity in places where DSL just doesn’t reach. And the kids really love the video lessons. “We were able to understand the lessons easily and also learning the subject English has become easier” says Meera, a student in Rangareddy. For more information, please visit: https://projects.developer.nokia.com/NED