Promote teaching about agriculture
WHEN India became a republic, unlike the Railways, posts and telegraphs and the three services, our Constitution makers placed education on the concurrent list. With 14 officially recognised languages at the outset, the framework of the future of education was tacitly laid out so that while the Centre could adopt a pattern of education for all-India needs, the states were free to evolve their own systems of education to suit local conditions.

Charting the path to literacy
RECENTLY, the President gave his assent to the long-awaited Act, Right of Children to Free and Compulsory Education, 2009. The Act, which is first of its kind, provides free and compulsory education to all the children of the age group 6 to 14 years. Universal access, enrolment, retention of the children and substantial improvement in the quality of education appear to be the key thrust areas of this newly passed Act. It has made wide range of provisions for introducing effective school management, proper conduct of supervision, examinations, evaluation besides admission and certification for the passouts.

Campus Notes
Maharshi Dayanand University, Rohtak
Conference on Shakespeare
A three-day international conference on "Shakespeare as Critic in his Time and ours: Literary, Social and Political", organised by the Department of English and Foreign Language of MDU in association with the Shakespeare Association (India), concluded on the university campus recently.

• Lecture on effective communication

• Many thefts reported

ADMISSION DEADLINE

Promote teaching about agriculture
Ashu Chandel

WHEN India became a republic, unlike the Railways, posts and telegraphs and the three services, our Constitution makers placed education on the concurrent list. With 14 officially recognised languages at the outset, the framework of the future of education was tacitly laid out so that while the Centre could adopt a pattern of education for all-India needs, the states were free to evolve their own systems of education to suit local conditions.

Agriculture is the backbone of Indian economy, contributing 18 per cent to gross domestic product (GDP) and providing employment to over 52 per cent of workforce. Agriculture is highly dependent on climatic conditions and fluctuating market prices and hence it is not attractive to the present generation of youth.

Our education policy makers have not given sufficient emphasis on agriculture at the school level to attract the talent to the prime profession of the country. At present, more than 50 per cent children leave schools at the primary and secondary levels and only around 10 per cent pursue higher studies. In India, around 80 lakh youth are added to the pool of employment seekers, but only 5 per cent are skilled with the requisite training back-up after schooling compared with 60 to 80 per cent in most developed nations and as much as 96 per cent in South Korea. Due to lack of proper demand-driven skills, the vast majority of youth end up in rural areas with least interest in agriculture and allied activities. Many of them find it hard to make a livelihood as small-scale farmers and move to urban areas in search of employment, thereby worsening unemployment situation. Meanwhile, the rural areas remain starved of vital labour and youthful creativity.

At present, our country accounts for 25 per cent of the world’s school dropouts. During the next decade, 55 per cent of the country’s population will be below 20 years of age and as such school dropout count will reach to 450 millions. Thus, there is a need to tap this vital pool of human resource in rural areas to give boost to our agriculture production.

The education policy should be aimed at preparing the youth for livelihood as conscious food producers and for a sustainable management of biodiversity. There is an urgent need to integrate agriculture in school curricula at all levels. In the beginning, we can initiate model school garden projects in primary and secondary schools at the block level, where basic work on positive values of food, agriculture and environment should be taught and practically done by the youth by adopting scientific techniques. The scientific and practical teaching-learning process in such schools can help students choose their careers consciously. This will help develop respect for the role of food producers and also develop awareness about public role in biodiversity conservation. The curriculum should focus on the following points:

n Provide hands on experience in food production and other livelihood skills.

n Make schools as demonstration centres of the successful agriculture technologies and bulk production centers of planting materials for the community.

n Train these youth to replicate their activities at home. Their production activities at schools may also supplement the midday meal feeding programme.

n Focus on other demand-driven multifunctional and sustainable agriculture.

Agriculture education and skill development in schools can also help in learning of other subjects like mathematics, biology, history, languages, fine arts and health. For example, mathematics will be more interesting by taking examples of measurements of plant placement and spacing, seed rate per unit area, fertilisers, yield, etc., and other sciences through learning about plant lifecycles. Similarly, practise of languages can be done through writing step-by-step instructions on planting the garden. History can be learnt through choice of traditional food products and fine arts through use of garden plants to learn about colour and texture. Students should be made to participate in food fairs and agricultural shows, so that they can showcase their activities. The curriculum content of the subject should not be limited to particular topics but should be wider, providing skills to find solutions and draw on practices and knowledge embedded in local cultures also.

In addition to such reforms at the school level, agricultural education can be introduced along with science, commerce and social sciences up to Class X. The curricula for this should be effective and should go all the way from awareness raising to intensive training and be followed up by technology-based practical on farm. The course should be designed in such a way, so that it follows a holistic approach that focuses on both technical and organisational aspects of farming and ultimately help in income generation and improving living conditions. Thus, there is a dire need for vocational courses in agriculture, horticulture, forestry and agribusiness after Class X. The course curricula must be rich in manual skills and demand-driven farming, covering crucial marketing aspect for better returns.

Rising food crises driven by growing demand of foodstuffs and the use of food grains for biofuel is now again shifting the spotlight back to agriculture. In such a scenario, one would like to see HRD Minister Kapil Sibal’s education policy dedicated to practical approach to “integrated regional rural development” whose core elements are rural school dropouts, agricultural education in schools and capacity building in rural regions.

The writer is Asst Professor (Basic Sciences), Dr Y.S. Parmar University of Horticulture and Forestry, Nauni (HP)

Charting the path to literacy
Arun Kumar Sharma

RECENTLY, the President gave his assent to the long-awaited Act, Right of Children to Free and Compulsory Education, 2009. The Act, which is first of its kind, provides free and compulsory education to all the children of the age group 6 to 14 years. Universal access, enrolment, retention of the children and substantial improvement in the quality of education appear to be the key thrust areas of this newly passed Act. It has made wide range of provisions for introducing effective school management, proper conduct of supervision, examinations, evaluation besides admission and certification for the passouts.

The Act affirms that every child of 6 to 14 years shall have a right to free and compulsory education in a neighbourhood school till the completion of elementary education and no child shall be liable to pay charges or expenses, which may prevent him or her from pursuing and completing the elementary education. On the issue of sharing of financial and other responsibilities, it is mentioned that the central and state governments shall have concurrent responsibility for providing funds for carrying out the provisions of the Act.

According to the Act, “No school or person shall, while admitting a child, collect any capitation fee and subject the child or his or her parents or guardians to any screening procedure.” Similarly, no child shall be denied admission to a school for lack of age proof and no child admitted in a school shall be held back in any class or expelled from school till the completion of elementary education.

So far as the management of the schools is concerned that too has been restructured and made more democratic in nature. Now as per the provisions of the Act, a school shall constitute a school management committee consisting of elected representatives of local authority, parents or guardians of children admitted.

As far as the curriculum and evaluation is concerned, it is stated in the Act that suitable procedure for elementary education shall be laid down by an academic authority to be specified by the appropriate government. Above all, “no child shall be required to pass any board examination till completion of elementary education and every child completing his/her elementary education shall be awarded a certificate.”

Virtually, the Act has made elaborate provisions for enrolment of all the out of school children in the 6-14 years age group, checking high dropout rate and retention of students till they complete their education. Hence, the passing of the Act is likely to go a long way to experience sea changes in the pattern of socio-economic growth and development of our country.

In nutshell, the Act has opened doors for one and all, irrespective of one’s caste, creed and status to receive elementary education and further to become eligible to enter the second significant phase of receiving secondary education under USE, the programme which has been recently launched by the central government.

Analysing the present state of elementary education in our country, someone has rightly said, “It is universally accepted fact that qualitative elementary education not only lays strong and sound foundations for secondary education, but also for higher education. Therefore, it is high time to thoroughly review, reshape and restructure the elementary education in order to make it more relevant and feasible to achieve our national goals.”

Campus Notes
Maharshi Dayanand University, Rohtak
Conference on Shakespeare

A three-day international conference on "Shakespeare as Critic in his Time and ours: Literary, Social and Political", organised by the Department of English and Foreign Language of MDU in association with the Shakespeare Association (India), concluded on the university campus recently.

The aim of the conference was to connect the masses, especially the new generation, to the literature of the great bard. Various socio-politico-economic aspects of Shakespearean writing were discussed threadbare during the conference, which was attended by about 200 delegates, including 15 foreign delegates.

Speaking at the conference, noted scholar Prof. G.K. Dass emphasised the importance of humanities and social sciences in higher studies. Referring to Shakespeare, Prof. Das said the study of Shakespearean literature helps develop wisdom and provides fascinating insights into his works.

Prof. Philip Zitowitz of Meiji University, Japan, lamenting the barbarism, terrorism and widespread violence of present time said Shakespeare's writings were prophetic as it captured the caprices of human mind, its violent streak and the plight of human sufferings. He said the need of the hour was to take the essence of "common humane vision" of Shakespeare to the masses. Prof. Robert White of Australia talked about the importance of Shakespeare's writings.

R.Thangvunga of Mizoram while thanking the host department for organising the intellectually stimulating conference said there was need to popularise Shakespeare among young readers. Prof. S.P.S. Dahiya, head of the Department of English, said the conference had been unique as it helped in drawing fresh appreciation about the importance and relevance of Shakespeare's works. Prof. Bhim Singh Dahiya, Prof. Kate McLuskie, Prof. Lisa Hopkins and other eminent Shakespearean scholars were also present on the occasion.

Lecture on effective communication

Effective communication is the key to cross the barriers of nationalities in this globalised world. It helps to forge human linkages too. This was stated by noted scholar Prof. Philip Zitowitz of the University of Meiji, Tokyo (Japan), while delivering a special lecture at the Department of English and Foreign languages of MDU.

Prof. Zitowitz delivered an erudite lecture on "Effective Communication in Globalised Society". He emphasised the role of presentation and effective communication skills. He said effective communication was necessary for teaching and gave essential tips on presentation skills, especially the role of intonation and the use of facial expressions. He illustrated his talk with mesmerising performance for the benefit of students.

Many thefts reported

There has been a significant increase in the number of thefts on the university campus during the past couple of months with at least half a dozen of such cases reported. Recently, parts of a computer were stolen from the office of the Statistics Department. While security officials of the university blame the start of new academic session and the entry of a large number of applicants and their kin, they also feel that the non-issuance of identity cards to all the students can be a major reason behind such incidents as it is difficult for the security staff to question suspicious elements roaming on the campus.

— Contributed by Bijendra Ahlawat

ADMISSION DEADLINE

Agriculture

Punjab Agricultural University, Ludhiana 141004 (Punj)
www.pau.edu

PhD Programme 2009-10:
(Agronomy / Entomology / Plant Pathology / Soils / Pomology / Extension Education / Food Technology / Vegetable Crops / Plant Breeding & Genetics / Farm Power & Machinery Soil / Soil & Water Engg / Processing & Food Engg / Energy Science & Tech / Food & Nutrition / Family Resource Mgmt / Clothing & Textile / Human Development / Home Science Extension Education / Biochemistry / Botany / Agricultural Economics / Microbiology / Zoology)

Eligibility: Masters degree (70%) / OCPA: 7.00 (out of 10.00) / OCPA: 5.50 (out of 10.00) / Bachelors degree (55%).

Application Form & Details: Website

Application Deadline: 17 November 2009

Armed Forces

Indian Navy, PO Bag No 5, GPO, New Delhi 110001
www.nausena-bharti.nic.in

Eligibility: Unmarried Indian males, 10+2 PCM (70%) & English (50%) in Class 10 / 12.
DoB: 02 January ‘91 - 01 July ‘93.

Selection: SSB Interview; Medical Exam

Application Form: Send in prescribed format by ordinary post with all required documents to the above address. Superscribe "APPLICATION FOR 10+2 (TECH) - July 2010 Course Qualification..........., Percentage`85`85`85`85%" on the envelope to the above address.

Details: Website.

Application Deadline: 09 November 2009

Engineering

IIT – Patna, Patliputra Colony, Patna 800013 (Bihr)
www.iitp.ac.in

PhD:
In Departments of: Computer Science & Engg / Electrical Engg / Mechanical Engg / Chemistry / Physics / Maths / Humanities & Social Sciences

Application Form: Send request for application with a stamped self-addressed envelope (24 cm x 15 cm) to the Assistant Registrar at the above address by 26 October 2009.

Details: Website.

Application Deadline: 01 November 2009

Finance

Indian Institute of Finance, Plot 04, Community Centre II, Ashok Vihar II, PO Box 8486, Delhi 110052
www.iif.edu

1) Management of Business Finance (2 years)
2) Fellow Programme in Finance (3 years)

Eligibility: For 1: Bachelors degree (60%)
For 2: PG (60%) with work-ex
Selection: For 1: XAT / CAT (65%+) / MAT (650+) / GMAT (700+) scores; GD; Interview.
Application Form & Details: Website.

Application Deadline: 31 December 2009

Language

Regional Institute of English, Sector 32 C, Chandigarh (Punj)

PG Certificate in Teaching of English (3 months)

Eligibility: MA English / BEd (with teaching experience in English)
Age: Below 55 years (for in-service teachers); below 45 years (for would-be teachers).

Application Form: From counter: Rs. 50/-

Application Deadline: 30 October 2009

Management

National Institute of Industrial Engineering (NITIE), Vihar Lake, PO NITIE, Mumbai 400087 (Mah) (M/o HRD, GoI)
www.nitie.edu

PG Diploma (2 years):
1) Industrial Mgmt
2) Industrial Safety & Environmental Mgmt
3) Information Technology Mgmt

Eligibility: BE / BTech (Ist Div) in any branch with valid CAT scores.
Selection: GD & Personal Interview

Application Form: Apply online

Details: Employment News (10 - 16 October 2009) / Website

Application Deadline: 10 December 2009

University of Hyderabad, PO Central University, Hyderabad 500046 (AP)
www.uohyd.ernet.in

Army Welfare Education Society, Army HQ, Kashmir House, New Delhi
www.aimt.ac.in / www.aim.ac.in

Rashtriya Vigyan Evam Prodyogiki Sanchar Parishad, D/o Science & Technology, Technology Bhawan, New Mehrauli Road, New Delhi 110016
www.dst.gov.in

Application Deadline: 30 October 2009

The Charles Wallace India Trust, British Council Division, British Deputy High Commission, Mittal Tower, ‘C’ Wing, 2nd Floor, Nariman Point, Mumbai 400021 (Mah)
www.britishcouncil.org/india-scholarships-cwit.htm / www.cardiff.ac.uk/jomec/aboutus/charleswallaceindiatrust/index.html

Department of Biotechnology, 8^th Floor, Block II, CGO Complex, Lodhi Road, New Delhi 110003 (D/o Biotechnology, M/o Science & Technology, GoI)
http://dbtindia.nic.in/index.asp

Indo-US Science & Technology Forum (IUSSTF), 12 Hailey Road, Fulbright House, New Delhi 110001
www.indousstf.org

British High Commission, 17, Kasturba Gandhi Marg, New Delhi 110001

National Institute of Science Education and Research, Institute of Physics Campus, PO Sainik School, Bhubaneswar 751005 (Oris)
www.niser.ac.in

Pervin Malhotra, Director, Career Guidance India (CARING)
(www.careerguidanceindia.com)