EDUCATION TRIBUNE |
E-learning boost to education
Foreign tie-ups under scanner
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E-learning boost to education
The state of schools in rural areas of India are far from edifying. Housed in buildings that are greatly in need of repair, many of the rural schools in India have neither the requisite number of teachers nor the basic infrastructure including blackboards and learning materials. As if these deficiencies are not enough, the village schools are conspicuous for their lack of electricity, toilet and library. Not surprisingly then village school children are deprived of the kind of advantages that their urban counterparts enjoy. Though allocation for the formal education and adult literacy in the national budget has been showing an appreciable increase over the years, socially disadvantaged village school children are forced to put up with a variety of handicaps while acquiring 3Rs. According to a spokesman of UNESCO, social inequality has a major impact on the kind of schooling children receive and pose a significant challenge to provide all children with equal learning opportunities.
Clearly and apparently, USA has achieved an impressive degree of success in giving a technological edge to its rural education scenario by introducing e-learning to bring the village school children on par with the urban school children. By all means, e-learning has got transformed from being a technological novelty to an inseparable and vital part of the rural school education in the country. Incidentally, 43% of the American public schools are located in areas classified as rural. However, the introduction of e-learning has brought in its wake more class options to students even while exposing the teachers to the latest in the subjects they specialize. And as part of the e-learning process, students study at their computers, reading texts, writing essays and talking through e-mail to their instructors and classmates. The advanced genre e-learning system go further by merging video conferencing with computer course work. The hybrid e-courses take the best of each system and help to a large extent in simulating the traditional classroom experience. Of course, in India too efforts—not so well focused and far from well organized—are being made to bring rural schools under the e-learning network. For instance, Educomp Solutions, described as a company specializing in educational services, has entered into a partnership arrangements with the state governments of Karnataka, Haryana, Gjarat, Assam, Tripura, Orissa, West Bengal and Uttar Pradesh. As it is, now there is a growing realization of the ground reality that to attain the goal of total literacy, non conventional, interactive medium and distance learning need to be pressed into service with greater vigor.”It was not easy to convince investors to put their money in a underserved sector. But this became a positive for us. Education is a recession proof sector with only growth as option” says Shantanu Prakash, Managing Director of Educomp Solutions. By the end of 2008, Educomp hopes to reach out to 7,000 government schools. It has already developed a large digital content depository with more than 15,000 content modules with a strong focus on the national curriculum. The state government of Haryana has hired the services of Educomp to provide computer education in the secondary schools of the state. Educomp has also been active in promoting its online lessons along with the hardware to run them. According to Prakash ,the learning systems developed by Educomp are useful in poor state run schools facing shortage of the teachers. “Government Schools sometimes don’t have teachers at all. Here our online teaching methods could come in handy”, observes Prakash. Incidentally, Educomp earned one third of its revenue during 2007-08 from contracts with the state governments for introducing e-learning in the state run schools. Educomp sources also say that the company is well placed to meet the challenges posed by India’s educational sector marked by the shortage of well trained teachers and well equipped classrooms. The ICT Solutions Division of Educomp focuses on star run schools in rural areas. The main thrust of this division is to facilitate learning through audio and video mediums rather than teaching computer skills to the students.”In its traditional stronghold of Government schools, we expect the company to maintain its lead and cover around 16,000 schools by 2010” says an analyst with Credit Suisse. As part of its plan to firmly establish itself on the educational map of the country, Educomp Solutions is planning to set up 500 tutorial centres spread across the country by 2010. These tutorials will be equipped with live video, two way audio and shared white boards, instant messaging and biometric attendance. India’s first thematic satellite dedicated to educational services, Edusat, launched in September 2004, is specifically configured to relay through audio-visual medium, employing multi-media, multi centric system to create interactive, virtual classrooms. Edusat is now instrumental in taking virtual classrooms to 30,000 locations in the country .Edusat has multiple regional beams covering different parts of India—five Ku-band transponders with spot beams covering northern, north eastern, eastern, southern and western regions of the country, a Ku band transponder with its foot prints covering the Indian mainland region and six C-band transponders with their footprints covering the entire country. |
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Foreign tie-ups under scanner
Technical education institutes and B-schools competing with each other to find partners abroad have run into trouble with the authorities terming many such ties-ups as illegal.
The All India Council for Technical Education (AICTE), the regulator of technical educational institutions in India, has since late June served notices to over 104 institutes for partnering foreign universities without AICTE’s approval. The AICTE has also served notices to 169 other institutes, including some of the big names in the private education sector, for conducting unauthorised technical courses. Perturbed over the spate of advertisements by private educational institutes during the admission session, the government in April asked AICTE to take action against those making false claims, especially about their foreign alliances and deemed university status. The state governments, too, were asked to take action against institutes that have unauthorised alliances and ran courses without proper approval. ”Very few such institutes have sorted out the issue with us,” said one AICTE official. Most of these institutions are in Delhi, Maharashtra and the southern states. ”We have asked states to close down institutions and take legal action against those who have violated the norms,” the official told IANS. Minister for Human Resource Development Arjun Singh in April expressed his strong reservations about the foreign tie-ups of many private educational institutes. The government later asked the AICTE to make its regulations for foreign institutes’ entry stricter. The University Grants Commission (UGC) was also asked to adopt stricter norms for granting deemed university status. Since then, the AICTE has been collecting information in newspaper announcements, websites, complaints received from students, the public and other sources on institutes conducting technical courses. According to AICTE’s 2005 regulations for foreign universities entry into India, it can monitor the operations of foreign institutes that provide technical education in India. The regulations also apply to Indian universities and institutes. ”Any other educational activity carried out in India, in any manner, by a foreign university or institution is also regulated by the AICTE,” the official said.—IANS
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Campus Notes
The Punjab Agricultural University has launched half a dozen new self-finance courses in order to generate funds. These courses also speak of diversification in agricultural education and meet the new emerging demands of technologically qualified manpower in biotechnology, basic sciences and apparel industry. All these courses have been started from this year.
The Punjab Agricultural University has been facing financial constraints and in order to tide over the financial stringencies, the authorities have introduced these courses, says Vice-Chancellor Dr Manjit Singh Kang. The academic session of the university has also started from July 15. The Punjab Agricultural University has also introduced six year B.Sc
(Hons) Agri-Culture and six year B.Sc (Hons) Home Science courses from this year. Earlier the four year B.Sc (Agriculture) and four year B.Sc (Home Science) courses were available to the students after passing senior secondary examination. The six year courses have been started in order to have more intake of rural students and students with matriculation qualification are admitted in these courses. According to Dr
(Mrs) S. K. Mann, Dean, Post Graduate Studies, there has been good response to these courses. The self-financed courses introduced this year include - B.Sc
(Hons) Fashion Designing - three years duration (in the College of Home Science), four year B.Sc
(Hons) Biotechnology in the College of Agriculture, M.Sc (Biotechnology) also in the College of Agriculture. Besides M.Sc Integrated programmes in Basic Sciences (Biochemistry, Microbiology, Botany and Zoology) have been introduced this
year. Mrs Mann disclosed that four year B.Sc (Hons) Biotechnology had received the maximum rush. There were more than eight hundred applications for fifty seats. Microbiology and Fashion Designing had also attracted good number of students. She said that seats in all the courses had been filled except Basic Sciences where students normally come after the seats in medical, dental and veterinary colleges were filled. In addition, Post graduate diploma in Nutrition and Dietetics and Herbal Cultivation and Value Addition Technology were also introduced. For the first time, the Vice-chancellor of the University Dr Kang will teach the students as well as faculty courses - GGE Biplot analysis, Statistical Tool for advance research. This is an add-on course. The University has also reintroduced Masters in Journalism and Mass Communication from this year. Earlier this programme was reduced to one year diploma course. The University has also submitted twelve courses to the Punjab Government for approval under the Government of India/Centrally sponsored schemes under the
EGT-I, EGT-III and EGT-IV. These are vocational programmes. The funds for these courses will be provided by the Directorate of Employment Generation and Training, Punjab. The fee structure of these courses could be
subsidised. Add on courses known as Communication and soft skills for personality development (College of Basic Sciences) and establishing Entrepreneurship and Cooperative Network in the Department of Business Management (College of Basic Sciences) have also been introduced this year. — Contributed by K S Chawla |
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EngineeringCentre
for Development of Advanced Computing (C-DAC), A 34, Phase VIII,
Industrial Area, Mohali 160071 (Punj) (GoI,
M/o Comm & IT)
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