University of Delhi: the Top non-IIT University in India
Summary: The University of Delhi, a state-supervised body of higher education, is one of the most premier universities of India, renowned for the benchmarks it has created in the field of teaching and research.
The University of Delhi boasts of its history of producing great civil servants, politicians, doctors, engineers, scientists and other eminent personalities. Founded in 1922 by a Central Legislative Assembly Act, the University of Delhi is a federal university with its jurisdiction over a large number of colleges & institutions situated in Delhi.
It’s a UGC recognized University and a member of the Association of Indian Universities (AIU), Association of Commonwealth Universities (ACU), Medical Council of India (MCI).
As per the THES-QS world universities ranking, the University of Delhi has been ranked as the best non-IIT University in India. The University office & Library are situated in Viceregal Lodge Estate, better known as the Main Campus of the University. There are two campuses existing in the University, namely the North campus (located in the northern part of the city) and South campus (located in southern part of the city).
Currently, the East & West Campus of the University are being developed. The East Campus is being developed in conjunction with the University College of Medical Science & the West Campus is being developed with the focus on Engineering & Technology.
A large number of reputed colleges are affiliated to the University of Delhi such as St Stephen's College, Lady Shri Ram College, Miranda House, Hans Raj College, SRCC, Indraprastha College, Hindu College, Jesus & Mary College, Acharya Narendra Dev College, College of Arts, Bhagini Nivedita College, Deshbandhu College, Indraprastha College for Women, Institute of Home Economics, Kalindi College, Keshav Mahavidyalaya, Lady Irwin College, Lady Shri Ram College for Women, Daulat Ram College, Kamala Nehru College, Shri Venkateshwara College, Kirori Mal College, Gargi College, Netaji Subhas Institute of Technology, Shivaji College, Sri Aurbindo College, Zakir Husain College, Vivekanand College, Vallabhbhai Patel Chest Institute, Swami Shraddhanand College etc.
The University of Delhi houses faculties imparting education in the field of arts, commerce, law, medicine, music, social sciences, fine arts, mathematics, technology etc. for the past eleven decades. The medium of education is both in English as well as Hindi.
Currently, the University of Delhi encompasses 14 faculties, 86 academic departments & 79 colleges scattered across the length & breadth of the national capital, imparting education to over 2,20,000 students from Delhi, other states & abroad. It has 15 Universities in total.
One of the remarkable accomplishments of the University is the University Science Instrumentation Centre (USIC), which possesses a large number of advanced research instruments. These instruments are widely used by different departments of the University & other institutions affiliated to the University. The North & South campus of the University have recently witnessed the completion of fiber-optic networks.
To cater to the accommodation needs of outstation & international students, the University has established some hostels both in North campus as well as South campus. The hostels of North campus are namely, Jubilee Hall (Boys), D. S. Kothari Hostel (Boys), International Students House (Girls), University Hostel for Women (Girls), Mansarovar Hostel (Boys), Gwyer Hall (Boys), Meghdoot Hostel (Boys), PG Men's Hostel (Boys) and V. K. R. V. Rao Hostel (Boys).The hostels of North campus are namely, Saramati Hostel (Boys) and Geetanjali Hostel (Girls). In addition to the above listed gostels, many colleges affiliated to the University run their own hostels.
Talking about the hostel life of DU, many students are of the opinion that the hostel life in DU is an enriching & rewarding experience. It gives ample opportunities to the students to interact with students from diverse family, academic & regional backgrounds thereby making them more culturally informed, patient & enlightened citizens with well-developed inner strengths to face the hardships of future life.
With the increase in number of students every year, seeking admission in any of the colleges of the University is a cumbersome task & there can be seen grueling competitive scenario there since there is only a limited availability of seats. The admission process starts in the month of June every year. The students can fill in the Centralized Admission form & apply for the desired college & course. However, the admission takes place strictly on a merit basis for which cut-off lists are declared by all colleges.
Students failing to get admission in the regular courses of DU can then apply for admission in the University’s 'School of Open Learning'; the classes are run on the weekends/public holidays. Taking into account the dog-eat-dog admission scenario, the University of Delhi has declared to offer 5,000 more seats in the UG courses in 2010.
The University of Delhi is all out there to carry forward the legacy of educational excellence in 2010 too!
Wednesday, June 30, 2010
Sikkim Manipal University: Excellence Through Innovation
Sikkim Manipal University: Excellence Through Innovation
Summary: Sikkim Manipal University (SMU), the UGC recognized educational institution, is a government—private initiative between the Government of Sikkim and Manipal Education Group in India.
The SMU is an umbrella educational institute, which shelters a number of other institutes catering to the field of Engineering, Medical, Management, Fashion Design etc.—recognized by the Ministry of HRD & is a member of Association of Indian Universities (AIU).
Established in 1995, SMU has successfully carved a niche for itself, and won many accolades for imparting top-grade education and inspirational educational environment for overall personality development of its students. Last year too, the University won two prizes for its excellence namely, an e-India award for "ICT enabled University of the year and an e-Rajasthan award for "ICT enabled University of the year, 2009". Like other Regular-cum-Open Universities, SMU is an expert in providing on –campus, distance learning, online and vocational education and training to students.
SMU was set up with the objectives to undertake, promote & sustain the advancement of academy education & encourage research, advancement and dissemination of knowledge through extension and community service. However, the mission of the University stays to help develop global leadership in Human Development and excellence in Education & Healthcare.
Let us have a glance at the institutes headed by SMU:
Sikkim Manipal Institute of Technology (SMIT)
Sikkim Manipal Institute of Medical Sciences (SMIMS)
College of Nursing
College of Physiotherapy
School of Basic and Applied Sciences
Sikkim Manipal institute of Hotel Management
Sikkim Manipal School of Architecture
Sikkim Manipal University Directorate of Distance Education (SMU DDE)
These institutes attract enrollments from students across the length & breadth of the country, and address all the educational requirements through its vast range of regular & distance learning courses approved by the UGC. SMU has opened over 700 distance learning centers across different parts of India, which cater to the need of those students, who are unable to enroll themselves in regular institutes or university. The University is center of excellence and its presence is not only noticed in India, but it has also been able to create a buzz in the global education scenario. It has opened its centers across 25 countries with 25 learning centers. It is offering various Under Graduate and Post Graduate courses through distance learning.
The beautiful campus of SMU is located in the picturesque locations of Majitar and Rangpo amidst the cool breezes of River Teesta and Kanchendzonga mountains. The University with the objective of providing health care facilities to masses has established a big hospital in Sikkim, in fact the second largest in Sikkim. SMU owing to its breath-taking location and top-grade facilities is largely preferred by the students in North –East region. SMU is renowned for its state-of-the-art IT infrastructure inclusive of Wi-Fi & high-speed Internet connection, excellent administrative set-up, superior grade academic faculty & UGC recognized learning centers. The varied range of courses beats all geographic, distance and time barriers.
Sikkim Manipal Institute of Medical Sciences (SMIMS), College of Nursing
and College of Physiotherapy are situated in Tadong. The Institute offers nursing and medical courses at bachelors and master’s level to students inclusive of courses such as MBBS, B.Sc. Nursing and Physiotherapy courses besides M.Sc. Programs in Microbiology, Biochemistry, Physiology and Anatomy. To enable the medical students gain the much-needed practical exposure, the University has established a hospital with the aid of institute, which has BSI Management Systems with advanced Medical Record Library, Medical Auditing and computerized Hospital Information System. The Institute is nine-storeyed residential building with over 200 rooms and all undergraduate students are required to stay in the hostel. Only permanent local residents are exempted.
The Institute has earned its name for other professional courses too. The courses offered at Sikkim Manipal University are quite diverse and particularly skill set oriented, which eventually unlock the doors of employment opportunities for students like you. Sikkim Manipal University is famous for its Management and Fashion Designing courses. However, SMU’s distance learning MBA is equally renowned as its regular MBA because of its rich course curriculum and other features. The education at SMU is imparted at quite affordable cost & does not create a hole in the pocket of students. Unlike the hefty amount, you are supposed to pay for any professional course at major institutes here you can get best education by paying the nominal fee and in return get the best education from top faculties.
To keep the mental & physical spirits of students high, various cultural & sports functions are organized from time to time. The intent behind organizing such meets is to help students explore their talent pool & get a refreshing break from the studies to rejuvenate themselves. To keep their enthusiasm alive, students can play both in-door and outdoor games & take quick refreshment after their hectic day of studies at the University. Students can join sports club like volleyball club, football club, tennis club etc. and can also actively participate in various inter-college sports competitions held from time to time.
Sikkim Manipal University is expected to spread its reach & horizon to address the challenges of providing ‘education to all’ in the times to come.
Summary: Sikkim Manipal University (SMU), the UGC recognized educational institution, is a government—private initiative between the Government of Sikkim and Manipal Education Group in India.
The SMU is an umbrella educational institute, which shelters a number of other institutes catering to the field of Engineering, Medical, Management, Fashion Design etc.—recognized by the Ministry of HRD & is a member of Association of Indian Universities (AIU).
Established in 1995, SMU has successfully carved a niche for itself, and won many accolades for imparting top-grade education and inspirational educational environment for overall personality development of its students. Last year too, the University won two prizes for its excellence namely, an e-India award for "ICT enabled University of the year and an e-Rajasthan award for "ICT enabled University of the year, 2009". Like other Regular-cum-Open Universities, SMU is an expert in providing on –campus, distance learning, online and vocational education and training to students.
SMU was set up with the objectives to undertake, promote & sustain the advancement of academy education & encourage research, advancement and dissemination of knowledge through extension and community service. However, the mission of the University stays to help develop global leadership in Human Development and excellence in Education & Healthcare.
Let us have a glance at the institutes headed by SMU:
Sikkim Manipal Institute of Technology (SMIT)
Sikkim Manipal Institute of Medical Sciences (SMIMS)
College of Nursing
College of Physiotherapy
School of Basic and Applied Sciences
Sikkim Manipal institute of Hotel Management
Sikkim Manipal School of Architecture
Sikkim Manipal University Directorate of Distance Education (SMU DDE)
These institutes attract enrollments from students across the length & breadth of the country, and address all the educational requirements through its vast range of regular & distance learning courses approved by the UGC. SMU has opened over 700 distance learning centers across different parts of India, which cater to the need of those students, who are unable to enroll themselves in regular institutes or university. The University is center of excellence and its presence is not only noticed in India, but it has also been able to create a buzz in the global education scenario. It has opened its centers across 25 countries with 25 learning centers. It is offering various Under Graduate and Post Graduate courses through distance learning.
The beautiful campus of SMU is located in the picturesque locations of Majitar and Rangpo amidst the cool breezes of River Teesta and Kanchendzonga mountains. The University with the objective of providing health care facilities to masses has established a big hospital in Sikkim, in fact the second largest in Sikkim. SMU owing to its breath-taking location and top-grade facilities is largely preferred by the students in North –East region. SMU is renowned for its state-of-the-art IT infrastructure inclusive of Wi-Fi & high-speed Internet connection, excellent administrative set-up, superior grade academic faculty & UGC recognized learning centers. The varied range of courses beats all geographic, distance and time barriers.
Sikkim Manipal Institute of Medical Sciences (SMIMS), College of Nursing
and College of Physiotherapy are situated in Tadong. The Institute offers nursing and medical courses at bachelors and master’s level to students inclusive of courses such as MBBS, B.Sc. Nursing and Physiotherapy courses besides M.Sc. Programs in Microbiology, Biochemistry, Physiology and Anatomy. To enable the medical students gain the much-needed practical exposure, the University has established a hospital with the aid of institute, which has BSI Management Systems with advanced Medical Record Library, Medical Auditing and computerized Hospital Information System. The Institute is nine-storeyed residential building with over 200 rooms and all undergraduate students are required to stay in the hostel. Only permanent local residents are exempted.
The Institute has earned its name for other professional courses too. The courses offered at Sikkim Manipal University are quite diverse and particularly skill set oriented, which eventually unlock the doors of employment opportunities for students like you. Sikkim Manipal University is famous for its Management and Fashion Designing courses. However, SMU’s distance learning MBA is equally renowned as its regular MBA because of its rich course curriculum and other features. The education at SMU is imparted at quite affordable cost & does not create a hole in the pocket of students. Unlike the hefty amount, you are supposed to pay for any professional course at major institutes here you can get best education by paying the nominal fee and in return get the best education from top faculties.
To keep the mental & physical spirits of students high, various cultural & sports functions are organized from time to time. The intent behind organizing such meets is to help students explore their talent pool & get a refreshing break from the studies to rejuvenate themselves. To keep their enthusiasm alive, students can play both in-door and outdoor games & take quick refreshment after their hectic day of studies at the University. Students can join sports club like volleyball club, football club, tennis club etc. and can also actively participate in various inter-college sports competitions held from time to time.
Sikkim Manipal University is expected to spread its reach & horizon to address the challenges of providing ‘education to all’ in the times to come.
Sex Education in India
Sex Education in India
Summary: Sex education is one of the most debated topics in India. Politicians, experts, educationists etc. are still not sure whether sex education is necessary in India or not. A couple of years ago, this topic was untouched in regular education system.
Our Indian society is not open to discussions on topics like these. Exclusion of sex education at school level increases the ignorance and vulnerability towards the sexually transmitted diseases (STDs) in adolescents. Lack of awareness among youngsters, particularly in the age group of 14 to 18, and their involvement in sex switches on their curiosity button, which eventually results in some sex-driven mishaps such as rapes, molestations etc.
A country like India, where child marriage is a common phenomenon and practised in most of the regions, imparting sex education to youngsters is really a big challenge. According to one of the surveys, one in every six Indian women aged 15-19 bears a child. Dr Sunil Mehra, Director of the MAMTA Health Institute for Mother and Child, says, “Youth in India needs sex education more than in any other country since child marriage ensures that you not only have sex at a young age, you also have teenage pregnancy.”
Here in India, people think that discussions about sex-related topics would bring bad name for them. This is not only the case among the youngsters, but this scenario relates to Indian women also. In metropolitan cities too, adolescents don’t feel comfortable while discussing such issues with their peers, teachers and even with their parents. In this case, sex education at school or college level will help students to sort out their sexual health related issues. Experts believe that case for sex education in India is quite different from western countries. While dealing with such issues, we need to be more cautious while imparting sex education in India since wrong or half information can cause more harm than benefit to the society as a whole.
One of the most serious issues in India is facing or struggling with sexually transmitted diseases (STDs). Even though many people are suffering with HIV AIDS and out of the large number of HIV patients, a considerable number is between the age group of 20--30 years. Lack of awareness about the issue and hesitation in discussing and expressing the sex-related views is making the situation more complicated. HIV AIDS is not the only issue of concern, but pregnancy at an early age, sex at young age and other sexual transmitted diseases, mental tension and trauma related to it. As we lack in dealing with the problem effectively, we need to be more conscious about spreading the sex education among the youngsters.
Two years back, most of the state governments have excluded the sexual education from their curriculums. Many of the teachers and experts felt over the issue that it would corrupt the young minds, and it might be possible that after getting the sex education at an early age they might get involved into it. Many female teachers gave the argument that it will create more embarrassment for female staff and girl students at that level. After getting the negative response over the implementation of sex education at school level, most of the state governments decided to remove those topics from their curriculums. Gujarat is the only state which is an exception, and still imparting sex education to the young generation of the state. The state government has introduced a 'locally improvized' version for the sex education module, beginning this academic session.
People have mixed opinion over this issue; some of them are in favor of giving sex education at young age. They feel that delivering sex education at an adolescent age will help students to keep themselves away from such sex-related issues at an early age. It will also help them to understand that discussing the issues related to sexual health is not actually prohibited. Students should be given the right kind of counseling whenever needed. At schools level, a special cell should be created to deal with such issues and counsel students regarding their queries. Giving sex education at right time may help people to fight many sexually transmitted diseases. Sex education should be given in such a manner that it will not increase the involvement of young students into early age sex. Teacher should be well trained before conducting such sessions with students. If the schools are hiring counselors from outside, they should be expert in dealing with such sex related issues with adolescents.
It’s really a matter of great concern for our country, where we lack the basic health amenities. We should take more precautionary measures rather then just thinking about the cure of sex-related diseases. In India, where we have minimum resources and we want to get the optimum returns out of it, then we should introduce sex education at school level to youngsters to give them a healthier & more promising future.
Summary: Sex education is one of the most debated topics in India. Politicians, experts, educationists etc. are still not sure whether sex education is necessary in India or not. A couple of years ago, this topic was untouched in regular education system.
Our Indian society is not open to discussions on topics like these. Exclusion of sex education at school level increases the ignorance and vulnerability towards the sexually transmitted diseases (STDs) in adolescents. Lack of awareness among youngsters, particularly in the age group of 14 to 18, and their involvement in sex switches on their curiosity button, which eventually results in some sex-driven mishaps such as rapes, molestations etc.
A country like India, where child marriage is a common phenomenon and practised in most of the regions, imparting sex education to youngsters is really a big challenge. According to one of the surveys, one in every six Indian women aged 15-19 bears a child. Dr Sunil Mehra, Director of the MAMTA Health Institute for Mother and Child, says, “Youth in India needs sex education more than in any other country since child marriage ensures that you not only have sex at a young age, you also have teenage pregnancy.”
Here in India, people think that discussions about sex-related topics would bring bad name for them. This is not only the case among the youngsters, but this scenario relates to Indian women also. In metropolitan cities too, adolescents don’t feel comfortable while discussing such issues with their peers, teachers and even with their parents. In this case, sex education at school or college level will help students to sort out their sexual health related issues. Experts believe that case for sex education in India is quite different from western countries. While dealing with such issues, we need to be more cautious while imparting sex education in India since wrong or half information can cause more harm than benefit to the society as a whole.
One of the most serious issues in India is facing or struggling with sexually transmitted diseases (STDs). Even though many people are suffering with HIV AIDS and out of the large number of HIV patients, a considerable number is between the age group of 20--30 years. Lack of awareness about the issue and hesitation in discussing and expressing the sex-related views is making the situation more complicated. HIV AIDS is not the only issue of concern, but pregnancy at an early age, sex at young age and other sexual transmitted diseases, mental tension and trauma related to it. As we lack in dealing with the problem effectively, we need to be more conscious about spreading the sex education among the youngsters.
Two years back, most of the state governments have excluded the sexual education from their curriculums. Many of the teachers and experts felt over the issue that it would corrupt the young minds, and it might be possible that after getting the sex education at an early age they might get involved into it. Many female teachers gave the argument that it will create more embarrassment for female staff and girl students at that level. After getting the negative response over the implementation of sex education at school level, most of the state governments decided to remove those topics from their curriculums. Gujarat is the only state which is an exception, and still imparting sex education to the young generation of the state. The state government has introduced a 'locally improvized' version for the sex education module, beginning this academic session.
People have mixed opinion over this issue; some of them are in favor of giving sex education at young age. They feel that delivering sex education at an adolescent age will help students to keep themselves away from such sex-related issues at an early age. It will also help them to understand that discussing the issues related to sexual health is not actually prohibited. Students should be given the right kind of counseling whenever needed. At schools level, a special cell should be created to deal with such issues and counsel students regarding their queries. Giving sex education at right time may help people to fight many sexually transmitted diseases. Sex education should be given in such a manner that it will not increase the involvement of young students into early age sex. Teacher should be well trained before conducting such sessions with students. If the schools are hiring counselors from outside, they should be expert in dealing with such sex related issues with adolescents.
It’s really a matter of great concern for our country, where we lack the basic health amenities. We should take more precautionary measures rather then just thinking about the cure of sex-related diseases. In India, where we have minimum resources and we want to get the optimum returns out of it, then we should introduce sex education at school level to youngsters to give them a healthier & more promising future.
Manipal University: Symbolizing Quality Education
Manipal University: Symbolizing Quality Education
Summary: Manipal University is a well-known name in the field of higher education, and is quite a popular choice among the aspiring students. We can get an idea about its reputation as students from different states and many foreign countries too apply here for various courses for getting an exposure to world-class education environment.
Education in India has gone through radical changes since the day of our independence. The current literacy rate of 66% in India reflects socio-economic changes & commendable pace of growth taking place in our country. With ever increasing population, more students are completing their senior secondary schooling and planning for higher education. Now, the question arises-do we have enough good colleges or institutes to impart quality education to our aspiring students?
Manipal University is such name, which caters to this demand. It is known for its impeccable education standards, which has enabled it to carve a niche for itself in the global education scenario. In the last 57 years of excellence, Manipal University has emerged as one of the most leading higher education providers in the country. Manipal University, formerly known as Manipal Academy of Higher Education, is a deemed university. It offers a variety of courses to students ranging from regular to professional to vocational courses. If you want to do some professional course from a good university, then Manipal University is a perfect destination for you. Presently, it has 20 different institutes including dental, medical, nursing, engineering, architecture, allied health, pharmacy, management, communication, information science, hotel management, biotechnology, regenerative medicine etc. The university also offers Bachelor, Masters and Doctorate courses to students.
Manipal University has three campuses; main campus is located in Karnataka and the other two campuses in Dubai and Malaysia. Manipal University is also famous for its Medical and Nursing colleges and is one of the most sought after names among the aspiring medical students. To give adequate practical exposure to medical students, the university has facility of hospital too.
The campus of the University is spread over 600 acres. Manipal University is a home to over 20,000 students pursuing undergraduate and post graduate courses in different streams. The campus of the university is well located and connected with public transport facility. It offers a high-quality life style and a learning atmosphere for studies. All the campuses of the University have best infrastructure facilities for academic, sports and other extracurricular activities. To make the atmosphere more comfortable for students, the university has arranged for air-conditioned lecture halls, high-quality laboratories, well-maintained hostel and multi-cuisine food courts, which give the feeling of a home away from home to the students staying therein. It has state-of-the-art health science library, which has a capacity to accommodate 1,300 learners and has more than 62,000 books and 600 journals at its display. Lab facility of the University stands amongst the best of the country.
Manipal University always respects the right to education and aims to carry forward this thought by helping students in all respect. The University also understands well that every student might not have enough resources to finance his/her education & that some students are really bright and brilliant so they must not be deprived of good education. Hence, Manipal University has come up with a philanthropic idea of offering various scholarships to meritorious students across different departments of the University. The University also renders all possible help to its students in getting educational loans. The University has allocated a budget of Rs. 12.23 Crores for scholarships and freeships. This is really a generous step and proves a helping hand for those students, who desperately require financial help to support their studies & make it big in their respective careers.
Manipal University focuses on all aspects of a student’s life. Hence, it gives equal importance to the student’s overall growth. To give them fresh and healthy atmosphere, the institute has sports facility which includes gym, swimming pool and football and cricket grounds. The new indoor sports complex is one of the best in Asia. This is the first time when any Indian University offering such facility to its students. The complex has five badminton courts, four squash courts, three tennis courts, a basketball court, gymnasiums and a walking track.
Manipal University is the right choice for those students, who have a desire to get quality education. The motto of the Manipal University is to provide high quality education to all the students. It gives the students an opportunity to study in an atmosphere, where they get the access to maximum exposure and top-grade practical training to handle the real life situations easily. Manipal University not only takes care about the education rendered to its students, but also gives equal importance to the all-round personality developments of its students.
Summary: Manipal University is a well-known name in the field of higher education, and is quite a popular choice among the aspiring students. We can get an idea about its reputation as students from different states and many foreign countries too apply here for various courses for getting an exposure to world-class education environment.
Education in India has gone through radical changes since the day of our independence. The current literacy rate of 66% in India reflects socio-economic changes & commendable pace of growth taking place in our country. With ever increasing population, more students are completing their senior secondary schooling and planning for higher education. Now, the question arises-do we have enough good colleges or institutes to impart quality education to our aspiring students?
Manipal University is such name, which caters to this demand. It is known for its impeccable education standards, which has enabled it to carve a niche for itself in the global education scenario. In the last 57 years of excellence, Manipal University has emerged as one of the most leading higher education providers in the country. Manipal University, formerly known as Manipal Academy of Higher Education, is a deemed university. It offers a variety of courses to students ranging from regular to professional to vocational courses. If you want to do some professional course from a good university, then Manipal University is a perfect destination for you. Presently, it has 20 different institutes including dental, medical, nursing, engineering, architecture, allied health, pharmacy, management, communication, information science, hotel management, biotechnology, regenerative medicine etc. The university also offers Bachelor, Masters and Doctorate courses to students.
Manipal University has three campuses; main campus is located in Karnataka and the other two campuses in Dubai and Malaysia. Manipal University is also famous for its Medical and Nursing colleges and is one of the most sought after names among the aspiring medical students. To give adequate practical exposure to medical students, the university has facility of hospital too.
The campus of the University is spread over 600 acres. Manipal University is a home to over 20,000 students pursuing undergraduate and post graduate courses in different streams. The campus of the university is well located and connected with public transport facility. It offers a high-quality life style and a learning atmosphere for studies. All the campuses of the University have best infrastructure facilities for academic, sports and other extracurricular activities. To make the atmosphere more comfortable for students, the university has arranged for air-conditioned lecture halls, high-quality laboratories, well-maintained hostel and multi-cuisine food courts, which give the feeling of a home away from home to the students staying therein. It has state-of-the-art health science library, which has a capacity to accommodate 1,300 learners and has more than 62,000 books and 600 journals at its display. Lab facility of the University stands amongst the best of the country.
Manipal University always respects the right to education and aims to carry forward this thought by helping students in all respect. The University also understands well that every student might not have enough resources to finance his/her education & that some students are really bright and brilliant so they must not be deprived of good education. Hence, Manipal University has come up with a philanthropic idea of offering various scholarships to meritorious students across different departments of the University. The University also renders all possible help to its students in getting educational loans. The University has allocated a budget of Rs. 12.23 Crores for scholarships and freeships. This is really a generous step and proves a helping hand for those students, who desperately require financial help to support their studies & make it big in their respective careers.
Manipal University focuses on all aspects of a student’s life. Hence, it gives equal importance to the student’s overall growth. To give them fresh and healthy atmosphere, the institute has sports facility which includes gym, swimming pool and football and cricket grounds. The new indoor sports complex is one of the best in Asia. This is the first time when any Indian University offering such facility to its students. The complex has five badminton courts, four squash courts, three tennis courts, a basketball court, gymnasiums and a walking track.
Manipal University is the right choice for those students, who have a desire to get quality education. The motto of the Manipal University is to provide high quality education to all the students. It gives the students an opportunity to study in an atmosphere, where they get the access to maximum exposure and top-grade practical training to handle the real life situations easily. Manipal University not only takes care about the education rendered to its students, but also gives equal importance to the all-round personality developments of its students.
Knowledge of local language in non-English speaking countries
Knowledge of local language in non-English speaking countries
Summary: A record number of students have migrated to non-English speaking countries for pursuing higher education & shaping a triumphant career in the global scenario. Students step into an absolutely new culture with different attributes such as new food habits, new life style and most importantly new language.
Knowledge of local language in non-English speaking countries is vital. There are many reasons, which justify the knowledge of local language. However, it’s not a child’s task!
Like everything, this critical issue has two aspects to its credit. The road to learn the local language is not so smooth, as it may seem or sound to be. It has its own share of hurdles, which can make the journey excruciatingly tough for your stay in a non-English speaking country.
If you are moving to a non-English speaking country such as Germany, France, Spain etc. & you do not know the language, it is rational if you learn the local language of that country before moving in there. However, most of the international programs in Universities there are taught in English but it’s always feasible to have good knowledge of the local language. Also, some languages such as German, Spanish etc. are not so easy to learn and may consume a lot of your precious time in getting into the intricacies of the language.
Also if you take the risk of not learning the local language & directly stepping into that country, you might have to face some serious repercussions such as nearly impossible communication with fellow students from that country & local residents, difficulty in adapting to cultural differences, problems associated in job hunting etc.
However if a student has a knowledge of local language in a non-English speaking country, then there are multiple benefits associated with this aspect. It becomes quite easy for a student to adapt to the campus environment, communicate with faculty & classmates for easy academic journey, interact with local residents & shopkeepers for day-to-day purchases & activities etc.
Such advantages are quite obvious from a statement of one of the students, who witnessed great benefits in studying from a non-English speaking country, one of them being fluency in second language. “The experience has been really good. I found no problems in reaching out to potential employers & find a good job there.”—Ruben Astley, a graduate from University of Malaga.
Job hunting is not a Herculean task in a non-English speaking country if you are proficient in its local language since you can easily get your resume circulated in the community of potential employers by personally speaking to them in their local language. The potential employers instantly develop an inclination to see a foreign national speaking to them so fluently in their local language & eventually become impressed that he/she would be able to carry out all office work seamlessly.
Knowing a language of a non-English speaking country has some additional benefits too. Even if a student returns to his native country, he can easily find the jobs, which involve proficiency in a foreign language such as translators, interpreters (embassy, consulate, social services), language teachers, linguists, immigration officers, import/export sales representatives etc.
Gaining knowledge of local language of a non-English speaking country is not an easy task but can yield multiple benefits.
We look forward to your insights & views on this.
Summary: A record number of students have migrated to non-English speaking countries for pursuing higher education & shaping a triumphant career in the global scenario. Students step into an absolutely new culture with different attributes such as new food habits, new life style and most importantly new language.
Knowledge of local language in non-English speaking countries is vital. There are many reasons, which justify the knowledge of local language. However, it’s not a child’s task!
Like everything, this critical issue has two aspects to its credit. The road to learn the local language is not so smooth, as it may seem or sound to be. It has its own share of hurdles, which can make the journey excruciatingly tough for your stay in a non-English speaking country.
If you are moving to a non-English speaking country such as Germany, France, Spain etc. & you do not know the language, it is rational if you learn the local language of that country before moving in there. However, most of the international programs in Universities there are taught in English but it’s always feasible to have good knowledge of the local language. Also, some languages such as German, Spanish etc. are not so easy to learn and may consume a lot of your precious time in getting into the intricacies of the language.
Also if you take the risk of not learning the local language & directly stepping into that country, you might have to face some serious repercussions such as nearly impossible communication with fellow students from that country & local residents, difficulty in adapting to cultural differences, problems associated in job hunting etc.
However if a student has a knowledge of local language in a non-English speaking country, then there are multiple benefits associated with this aspect. It becomes quite easy for a student to adapt to the campus environment, communicate with faculty & classmates for easy academic journey, interact with local residents & shopkeepers for day-to-day purchases & activities etc.
Such advantages are quite obvious from a statement of one of the students, who witnessed great benefits in studying from a non-English speaking country, one of them being fluency in second language. “The experience has been really good. I found no problems in reaching out to potential employers & find a good job there.”—Ruben Astley, a graduate from University of Malaga.
Job hunting is not a Herculean task in a non-English speaking country if you are proficient in its local language since you can easily get your resume circulated in the community of potential employers by personally speaking to them in their local language. The potential employers instantly develop an inclination to see a foreign national speaking to them so fluently in their local language & eventually become impressed that he/she would be able to carry out all office work seamlessly.
Knowing a language of a non-English speaking country has some additional benefits too. Even if a student returns to his native country, he can easily find the jobs, which involve proficiency in a foreign language such as translators, interpreters (embassy, consulate, social services), language teachers, linguists, immigration officers, import/export sales representatives etc.
Gaining knowledge of local language of a non-English speaking country is not an easy task but can yield multiple benefits.
We look forward to your insights & views on this.
Monday, June 28, 2010
Pearl Academy of Fashion
Pearl Academy of Fashion invites application for
eight short-term professional programmes
New Delhi, June 25, 2010: Pearl Academy of Fashion, India’s leading fashion and design institute has announced the admissions to its eight short term professional programmes for the academic year 2010-2011. These programmes include-
• Apparel Merchandising and Marketing
• Fashion Retail Management and Marketing
• Creative Fashion & technology for Women’s Wear
• Creative Visual Design
• Fashion & Lifestyle PR
• Short-Film Making
• Textile Design for Products and Accessories
• Principles & Techniques of Professional Photography
Eligibility Criteria: Minimum eligibility criterion is a pass 10+2 in any discipline from any recognized board.
Application Form: Application forms can be obtained from the admission office of Pearl Academy of Fashion located at Naraina Industrial Area, Phase II, New Delhi, 110028 on all working days from 9am to 5pm against an application fee of Rs. 100/-. You can also download application forms from www.pearlacademy.com.
Admissions Process: First come first serve basis
Commencement of Classes: August 16, 2010
About Pearl Academy of Fashion
Pearl Academy of Fashion (PAF) is a leading fashion and design institute with international presence. From an institute, which started with 47 students in 1993, the Academy currently has over 1600 students on its roll in its state-of-the-art campuses in Delhi, Jaipur and Chennai within India and in Dhaka and UAE abroad. The Academy has an extensive network of national and international partners including some of the best known universities and state bodies, besides having membership of prestigious bodies like the International Foundation of Fashion Technology Institutes, National Retail Federation, USA and the Fashion Design Council of India. Currently, Pearl Academy of Fashion is also on the executive body of IFFTI, the only educational institute from India to have this honour.
For more details visit please visit www.pearlacademy.com
eight short-term professional programmes
New Delhi, June 25, 2010: Pearl Academy of Fashion, India’s leading fashion and design institute has announced the admissions to its eight short term professional programmes for the academic year 2010-2011. These programmes include-
• Apparel Merchandising and Marketing
• Fashion Retail Management and Marketing
• Creative Fashion & technology for Women’s Wear
• Creative Visual Design
• Fashion & Lifestyle PR
• Short-Film Making
• Textile Design for Products and Accessories
• Principles & Techniques of Professional Photography
Eligibility Criteria: Minimum eligibility criterion is a pass 10+2 in any discipline from any recognized board.
Application Form: Application forms can be obtained from the admission office of Pearl Academy of Fashion located at Naraina Industrial Area, Phase II, New Delhi, 110028 on all working days from 9am to 5pm against an application fee of Rs. 100/-. You can also download application forms from www.pearlacademy.com.
Admissions Process: First come first serve basis
Commencement of Classes: August 16, 2010
About Pearl Academy of Fashion
Pearl Academy of Fashion (PAF) is a leading fashion and design institute with international presence. From an institute, which started with 47 students in 1993, the Academy currently has over 1600 students on its roll in its state-of-the-art campuses in Delhi, Jaipur and Chennai within India and in Dhaka and UAE abroad. The Academy has an extensive network of national and international partners including some of the best known universities and state bodies, besides having membership of prestigious bodies like the International Foundation of Fashion Technology Institutes, National Retail Federation, USA and the Fashion Design Council of India. Currently, Pearl Academy of Fashion is also on the executive body of IFFTI, the only educational institute from India to have this honour.
For more details visit please visit www.pearlacademy.com
Wednesday, June 23, 2010
Sikkim Manipal University: Excellence Through Innovation
Sikkim Manipal University: Excellence Through Innovation
Sikkim Manipal University (SMU), the UGC recognized educational institution, is a government—private initiative between the Government of Sikkim and Manipal Education Group in India. The SMU is an umbrella educational institute, which shelters a number of other institutes catering to the field of Engineering, Medical, Management, Fashion Design etc.—recognized by the Ministry of HRD & is a member of Association of Indian Universities (AIU).
Established in 1995, SMU has successfully carved a niche for itself, and won many accolades for imparting top-grade education and inspirational educational environment for overall personality development of its students. Last year too, the University won two prizes for its excellence namely, an e-India award for "ICT enabled University of the year and an e-Rajasthan award for "ICT enabled University of the year, 2009". Like other Regular-cum-Open Universities, SMU is an expert in providing on –campus, distance learning, online and vocational education and training to students.
SMU was set up with the objectives to undertake, promote & sustain the advancement of academy education & encourage research, advancement and dissemination of knowledge through extension and community service. However, the mission of the University stays to help develop global leadership in Human Development and excellence in Education & Healthcare.
Let us have a glance at the institutes headed by SMU:
Sikkim Manipal Institute of Technology (SMIT)
Sikkim Manipal Institute of Medical Sciences (SMIMS)
College of Nursing
College of Physiotherapy
School of Basic and Applied Sciences
Sikkim Manipal institute of Hotel Management
Sikkim Manipal School of Architecture
Sikkim Manipal University Directorate of Distance Education (SMU DDE)
These institutes attract enrollments from students across the length & breadth of the country, and address all the educational requirements through its vast range of regular & distance learning courses approved by the UGC. SMU has opened over 700 distance learning centers across different parts of India, which cater to the need of those students, who are unable to enroll themselves in regular institutes or university. The University is center of excellence and its presence is not only noticed in India, but it has also been able to create a buzz in the global education scenario. It has opened its centers across 25 countries with 25 learning centers. It is offering various Under Graduate and Post Graduate courses through distance learning.
The beautiful campus of SMU is located in the picturesque locations of Majitar and Rangpo amidst the cool breezes of River Teesta and Kanchendzonga mountains. The University with the objective of providing health care facilities to masses has established a big hospital in Sikkim, in fact the second largest in Sikkim. SMU owing to its breath-taking location and top-grade facilities is largely preferred by the students in North –East region. SMU is renowned for its state-of-the-art IT infrastructure inclusive of Wi-Fi & high-speed Internet connection, excellent administrative set-up, superior grade academic faculty & UGC recognized learning centers. The varied range of courses beats all geographic, distance and time barriers.
Sikkim Manipal Institute of Medical Sciences (SMIMS), College of Nursing
and College of Physiotherapy are situated in Tadong. The Institute offers nursing and medical courses at bachelors and master’s level to students inclusive of courses such as MBBS, B.Sc. Nursing and Physiotherapy courses besides M.Sc. Programs in Microbiology, Biochemistry, Physiology and Anatomy. To enable the medical students gain the much-needed practical exposure, the University has established a hospital with the aid of institute, which has BSI Management Systems with advanced Medical Record Library, Medical Auditing and computerized Hospital Information System. The Institute is nine-storeyed residential building with over 200 rooms and all undergraduate students are required to stay in the hostel. Only permanent local residents are exempted.
The Institute has earned its name for other professional courses too. The courses offered at Sikkim Manipal University are quite diverse and particularly skill set oriented, which eventually unlock the doors of employment opportunities for students like you. Sikkim Manipal University is famous for its Management and Fashion Designing courses. However, SMU’s distance learning MBA is equally renowned as its regular MBA because of its rich course curriculum and other features. The education at SMU is imparted at quite affordable cost & does not create a hole in the pocket of students. Unlike the hefty amount, you are supposed to pay for any professional course at major institutes here you can get best education by paying the nominal fee and in return get the best education from top faculties.
To keep the mental & physical spirits of students high, various cultural & sports functions are organized from time to time. The intent behind organizing such meets is to help students explore their talent pool & get a refreshing break from the studies to rejuvenate themselves. To keep their enthusiasm alive, students can play both in-door and outdoor games & take quick refreshment after their hectic day of studies at the University. Students can join sports club like volleyball club, football club, tennis club etc. and can also actively participate in various inter-college sports competitions held from time to time.
Sikkim Manipal University is expected to spread its reach & horizon to address the challenges of providing ‘education to all’ in the times to come.
Sikkim Manipal University (SMU), the UGC recognized educational institution, is a government—private initiative between the Government of Sikkim and Manipal Education Group in India. The SMU is an umbrella educational institute, which shelters a number of other institutes catering to the field of Engineering, Medical, Management, Fashion Design etc.—recognized by the Ministry of HRD & is a member of Association of Indian Universities (AIU).
Established in 1995, SMU has successfully carved a niche for itself, and won many accolades for imparting top-grade education and inspirational educational environment for overall personality development of its students. Last year too, the University won two prizes for its excellence namely, an e-India award for "ICT enabled University of the year and an e-Rajasthan award for "ICT enabled University of the year, 2009". Like other Regular-cum-Open Universities, SMU is an expert in providing on –campus, distance learning, online and vocational education and training to students.
SMU was set up with the objectives to undertake, promote & sustain the advancement of academy education & encourage research, advancement and dissemination of knowledge through extension and community service. However, the mission of the University stays to help develop global leadership in Human Development and excellence in Education & Healthcare.
Let us have a glance at the institutes headed by SMU:
Sikkim Manipal Institute of Technology (SMIT)
Sikkim Manipal Institute of Medical Sciences (SMIMS)
College of Nursing
College of Physiotherapy
School of Basic and Applied Sciences
Sikkim Manipal institute of Hotel Management
Sikkim Manipal School of Architecture
Sikkim Manipal University Directorate of Distance Education (SMU DDE)
These institutes attract enrollments from students across the length & breadth of the country, and address all the educational requirements through its vast range of regular & distance learning courses approved by the UGC. SMU has opened over 700 distance learning centers across different parts of India, which cater to the need of those students, who are unable to enroll themselves in regular institutes or university. The University is center of excellence and its presence is not only noticed in India, but it has also been able to create a buzz in the global education scenario. It has opened its centers across 25 countries with 25 learning centers. It is offering various Under Graduate and Post Graduate courses through distance learning.
The beautiful campus of SMU is located in the picturesque locations of Majitar and Rangpo amidst the cool breezes of River Teesta and Kanchendzonga mountains. The University with the objective of providing health care facilities to masses has established a big hospital in Sikkim, in fact the second largest in Sikkim. SMU owing to its breath-taking location and top-grade facilities is largely preferred by the students in North –East region. SMU is renowned for its state-of-the-art IT infrastructure inclusive of Wi-Fi & high-speed Internet connection, excellent administrative set-up, superior grade academic faculty & UGC recognized learning centers. The varied range of courses beats all geographic, distance and time barriers.
Sikkim Manipal Institute of Medical Sciences (SMIMS), College of Nursing
and College of Physiotherapy are situated in Tadong. The Institute offers nursing and medical courses at bachelors and master’s level to students inclusive of courses such as MBBS, B.Sc. Nursing and Physiotherapy courses besides M.Sc. Programs in Microbiology, Biochemistry, Physiology and Anatomy. To enable the medical students gain the much-needed practical exposure, the University has established a hospital with the aid of institute, which has BSI Management Systems with advanced Medical Record Library, Medical Auditing and computerized Hospital Information System. The Institute is nine-storeyed residential building with over 200 rooms and all undergraduate students are required to stay in the hostel. Only permanent local residents are exempted.
The Institute has earned its name for other professional courses too. The courses offered at Sikkim Manipal University are quite diverse and particularly skill set oriented, which eventually unlock the doors of employment opportunities for students like you. Sikkim Manipal University is famous for its Management and Fashion Designing courses. However, SMU’s distance learning MBA is equally renowned as its regular MBA because of its rich course curriculum and other features. The education at SMU is imparted at quite affordable cost & does not create a hole in the pocket of students. Unlike the hefty amount, you are supposed to pay for any professional course at major institutes here you can get best education by paying the nominal fee and in return get the best education from top faculties.
To keep the mental & physical spirits of students high, various cultural & sports functions are organized from time to time. The intent behind organizing such meets is to help students explore their talent pool & get a refreshing break from the studies to rejuvenate themselves. To keep their enthusiasm alive, students can play both in-door and outdoor games & take quick refreshment after their hectic day of studies at the University. Students can join sports club like volleyball club, football club, tennis club etc. and can also actively participate in various inter-college sports competitions held from time to time.
Sikkim Manipal University is expected to spread its reach & horizon to address the challenges of providing ‘education to all’ in the times to come.
Tuesday, June 22, 2010
Top Medical Institutes in India
The top 30 Medical Institutes in India as published By Hindustan times are
1. AIIMS Delhi
2. CMC Vellore
3. AFMC (Army) Pune
4. JIPMER Puducherry
5. Kasturba Meical College Manipal
6. Chhatrapati Shahuji Maharaj Medical College Lucknow
7. Maulana Azad Medical College Delhi
8. B J Medical College Pune
9. Grants Medical College Mumbai
10. Seth G S Medical College Mumbai
11. St John's Bangalore
12. PBDS PGI Rohtak
13. Amrita Institute of Medical Sciences Kochi
14. Madras Medical College Chennai
15. Institue of Medical Sciences, BHU Varanasi
16. L.T.M Medical College, Sion Mumbai
17. Shri Ram Chandra Medical College Chennai
18. Bangalore Medical College Bangalore
19. Stanley Medical College Chennai
20. Kempegowda Institute of Medical Sciences Bangalore
21. Gandhi Medical College Hyderabad
22. Christian Medical College Ludhiana
23. Lady Harding Delhi
24. Osmania Medical College Hyderabad
25. Jwaharlal Nehru Medical College Belgaum
26. Medical College & Hospital Kolkata
27. University College of Medical Sciences Delhi
28. M S Ramaiah Medical College Bangalore
29. Government Medical College Chandigarh
30. Mahatma Gandhi Mission Medical College Aurangabad
1. AIIMS Delhi
2. CMC Vellore
3. AFMC (Army) Pune
4. JIPMER Puducherry
5. Kasturba Meical College Manipal
6. Chhatrapati Shahuji Maharaj Medical College Lucknow
7. Maulana Azad Medical College Delhi
8. B J Medical College Pune
9. Grants Medical College Mumbai
10. Seth G S Medical College Mumbai
11. St John's Bangalore
12. PBDS PGI Rohtak
13. Amrita Institute of Medical Sciences Kochi
14. Madras Medical College Chennai
15. Institue of Medical Sciences, BHU Varanasi
16. L.T.M Medical College, Sion Mumbai
17. Shri Ram Chandra Medical College Chennai
18. Bangalore Medical College Bangalore
19. Stanley Medical College Chennai
20. Kempegowda Institute of Medical Sciences Bangalore
21. Gandhi Medical College Hyderabad
22. Christian Medical College Ludhiana
23. Lady Harding Delhi
24. Osmania Medical College Hyderabad
25. Jwaharlal Nehru Medical College Belgaum
26. Medical College & Hospital Kolkata
27. University College of Medical Sciences Delhi
28. M S Ramaiah Medical College Bangalore
29. Government Medical College Chandigarh
30. Mahatma Gandhi Mission Medical College Aurangabad
Wednesday, June 16, 2010
ISB placements up 33%, salary offers rise 11%
ISB placements up 33%, salary offers rise 11%
MUMBAI: The 2010 batch of Indian School of Business (ISB), Hyderabad, saw a 33% increase in total number of placement offers and an 11% rise in average salary over last year, the institute said in a media statement.
“This year shows a significant improvement over last year,” said dean Ajit Rangnekar. The class comprising 568 students witnessed offers from top companies in technology, consulting and finance increase by 116%, 40% and 30%, respectively, over the last year, making them the largest recruiters on campus.
Citibank, DBS Bank, Accenture Services, Arthur D. Little Asia, Cognizant Technology Solutions, Amazon Development Centre India, United Health Group and Dr. Reddy’s Laboratories are few of the 346 recruiters.
“Last year was a traumatic year, but we still matched compensation level of 2007,” said Mr Rangnekar. “2008 was a mad year, as companies were paying far too much money. There was gross over optimism in the market. Given that in 2009 there was undue pessimism,” he added.
This year’s highlight was first-time recruiters from the green energy sector like Schneider Electric India and Wipro Eco-business.
Source Link: http://economictimes.indiatimes.com/news/news-by-industry/services/education/-ISB-placements-up-33-salary-offers-rise-11/articleshow/6052305.cms
MUMBAI: The 2010 batch of Indian School of Business (ISB), Hyderabad, saw a 33% increase in total number of placement offers and an 11% rise in average salary over last year, the institute said in a media statement.
“This year shows a significant improvement over last year,” said dean Ajit Rangnekar. The class comprising 568 students witnessed offers from top companies in technology, consulting and finance increase by 116%, 40% and 30%, respectively, over the last year, making them the largest recruiters on campus.
Citibank, DBS Bank, Accenture Services, Arthur D. Little Asia, Cognizant Technology Solutions, Amazon Development Centre India, United Health Group and Dr. Reddy’s Laboratories are few of the 346 recruiters.
“Last year was a traumatic year, but we still matched compensation level of 2007,” said Mr Rangnekar. “2008 was a mad year, as companies were paying far too much money. There was gross over optimism in the market. Given that in 2009 there was undue pessimism,” he added.
This year’s highlight was first-time recruiters from the green energy sector like Schneider Electric India and Wipro Eco-business.
Source Link: http://economictimes.indiatimes.com/news/news-by-industry/services/education/-ISB-placements-up-33-salary-offers-rise-11/articleshow/6052305.cms
Get, CET, flop show: Medical aspirants fail to make the mark
Get, CET, flop show: Medical aspirants fail to make the mark
Mumbai: The state’s medical aspirants have put up a dismal performance again, as only a meagre 15.23% could clear the CET this year as compared to 18.01% in 2009 and 23.84% in 2008. The results of MHT-CET, the state’s common entrance test for admission to health science, engineering and medical courses, were declared on Monday.
However, though the overall success rate fell, the rest of Maharashtra region, which includes Mumbai, had some reason to cheer because it had the highest number of eligible candidates.
This year, 15.42% medical aspirants cleared CET from this region, followed by 15.21% from Vidarbha and 14.64% from Marathwada.
WB Tayade, director of the Directorate of Medical Education and Research (DMER), chose to see the silver ling instead of the dark clouds. “One should not go by the aggregate success percentage. Many students don’t take the exam seriously. But those who have done well, have performed quite satisfactorily,” he said.
This year, though the highest score is 198/200, DMER did not declare the names of the toppers to reduce stress among students. This was in keeping with the state government’s policy of not declaring toppers of Std XII and Std X exams.
For health science courses, there are around 280 colleges with a intake capacity of 17,625. For pharma courses, there are 1,146 seats.
Source Link: http://www.dnaindia.com/mumbai/report_get-cet-flop-show-medical-aspirants-fail-to-make-the-mark_1396484
Mumbai: The state’s medical aspirants have put up a dismal performance again, as only a meagre 15.23% could clear the CET this year as compared to 18.01% in 2009 and 23.84% in 2008. The results of MHT-CET, the state’s common entrance test for admission to health science, engineering and medical courses, were declared on Monday.
However, though the overall success rate fell, the rest of Maharashtra region, which includes Mumbai, had some reason to cheer because it had the highest number of eligible candidates.
This year, 15.42% medical aspirants cleared CET from this region, followed by 15.21% from Vidarbha and 14.64% from Marathwada.
WB Tayade, director of the Directorate of Medical Education and Research (DMER), chose to see the silver ling instead of the dark clouds. “One should not go by the aggregate success percentage. Many students don’t take the exam seriously. But those who have done well, have performed quite satisfactorily,” he said.
This year, though the highest score is 198/200, DMER did not declare the names of the toppers to reduce stress among students. This was in keeping with the state government’s policy of not declaring toppers of Std XII and Std X exams.
For health science courses, there are around 280 colleges with a intake capacity of 17,625. For pharma courses, there are 1,146 seats.
Source Link: http://www.dnaindia.com/mumbai/report_get-cet-flop-show-medical-aspirants-fail-to-make-the-mark_1396484
30 per cent of girl students in IIM-K 2010-12 batch
30 per cent of girl students in IIM-K 2010-12 batch
KOCHI: Aiming to create Global and Indian women business leaders, Indian Institute of Management, Kozhikode (IIM-K), would be taking in at least 100 girl students this academic year the higest ever in the history of the elite institutions.
'This is the higest intake of girl students by any IIMs. Fifty years ago, this was not possible. Twentyfive per cent of girls take CAT exams and finally only 10 per cent make it to IIMs'. Prof Debashis Chatterjee, IIM-K Director, told reporters here.
There were 300 plus students now at IIM-K in the two year flagship post graduate MBA programme of which 30 per cent would be girls, he said.
IIM-K was also planning to take its distance learning programme to Mauritius, Singapore and Middle East, he said.
IIM-K would partner with Kerala government to create leaders in education, tourism and health, he said.
The business school also proposes to conduct a year long programme for executives at Kochi, besides plans to organise three day 'Leadership clinic' for CEOs. A similar programme was being conducted at Mumbai for 50 CEOs. 'Our commitment is to build managerial talent. Our programmes would be offered on a national scale', he said adding this was the top end leadership and management programme to help the industry.
He said there were no plans to build a satellite campus, but a programme being offered at a different venue.
IIM-K is also planning to get international accreditation from AMBA of United Kingdom.
Source Link: http://economictimes.indiatimes.com/news/news-by-industry/services/education/30-per-cent-of-girl-students-in-IIM-K-2010-12-batch/articleshow/6051608.cms
KOCHI: Aiming to create Global and Indian women business leaders, Indian Institute of Management, Kozhikode (IIM-K), would be taking in at least 100 girl students this academic year the higest ever in the history of the elite institutions.
'This is the higest intake of girl students by any IIMs. Fifty years ago, this was not possible. Twentyfive per cent of girls take CAT exams and finally only 10 per cent make it to IIMs'. Prof Debashis Chatterjee, IIM-K Director, told reporters here.
There were 300 plus students now at IIM-K in the two year flagship post graduate MBA programme of which 30 per cent would be girls, he said.
IIM-K was also planning to take its distance learning programme to Mauritius, Singapore and Middle East, he said.
IIM-K would partner with Kerala government to create leaders in education, tourism and health, he said.
The business school also proposes to conduct a year long programme for executives at Kochi, besides plans to organise three day 'Leadership clinic' for CEOs. A similar programme was being conducted at Mumbai for 50 CEOs. 'Our commitment is to build managerial talent. Our programmes would be offered on a national scale', he said adding this was the top end leadership and management programme to help the industry.
He said there were no plans to build a satellite campus, but a programme being offered at a different venue.
IIM-K is also planning to get international accreditation from AMBA of United Kingdom.
Source Link: http://economictimes.indiatimes.com/news/news-by-industry/services/education/30-per-cent-of-girl-students-in-IIM-K-2010-12-batch/articleshow/6051608.cms
Many first-generation students apply for engineering admissions
Many first-generation students apply for engineering admissions
Following the State government’s decision to exempt tuition fees for first generation students, more than 78,000 such students have applied this year, Higher Education Minister K. Ponmudy said on Tuesday.
Speaking to reporters after the assignment of random numbers to applicants for engineering admissions, Mr. Ponmudy said this represented around 47 per cent of the total applications of 1,67,406 this year.
Higher education officials said the estimated number of first generation engineering applicants last year was around 50,000. K. Ganesan, Principal Secretary for Higher Education, said the government’s exemption of tuition fees had encouraged more applicants resulting in the increase of over 25,000 this year.
Mr. Ponmudy said that in view of the huge number of applicants this year (representing a doubling from the number of applicants three years ago), the counselling dates may be extended to August 5, and colleges would reopen before August 15 instead of on August 1 as announced earlier.
The rank list would be released on June 18, certificate verification for sports quota applicants would take place on June 21 and June 22 and sports quota counselling would be held on June 28. After vocational seats counselling between June 29 and July 3 and counselling for special category students on July 4, general counselling would start on July 5, the Minister said. Counselling for other States students would be held on July 17 and counselling for B.Arch. seats would be held on July 21.
Anna University, Chennai, vice-chancellor P. Mannar Jawahar, Mr. Ponmudy, Mr. Ganesan, Commissioner of Technical Education Kumar Jayant and a member from the media participated in the generation of the random number seed used to assign random numbers to all applicants.
In case of a tie in the cut-off marks between two students, their Mathematics score would be used to decide the higher rank. If those were equal, the Physics mark would be used, and if that was the same, the birth date would be used. Only when all these matched exactly for two students, the random number would be used to decide the higher rank. Last year, the ranking of only 12 students was decided by the random numbers, V. Rhymend Uthariaraj said.
Source Link: http://beta.thehindu.com/education/college-and-university/article457758.ece
Following the State government’s decision to exempt tuition fees for first generation students, more than 78,000 such students have applied this year, Higher Education Minister K. Ponmudy said on Tuesday.
Speaking to reporters after the assignment of random numbers to applicants for engineering admissions, Mr. Ponmudy said this represented around 47 per cent of the total applications of 1,67,406 this year.
Higher education officials said the estimated number of first generation engineering applicants last year was around 50,000. K. Ganesan, Principal Secretary for Higher Education, said the government’s exemption of tuition fees had encouraged more applicants resulting in the increase of over 25,000 this year.
Mr. Ponmudy said that in view of the huge number of applicants this year (representing a doubling from the number of applicants three years ago), the counselling dates may be extended to August 5, and colleges would reopen before August 15 instead of on August 1 as announced earlier.
The rank list would be released on June 18, certificate verification for sports quota applicants would take place on June 21 and June 22 and sports quota counselling would be held on June 28. After vocational seats counselling between June 29 and July 3 and counselling for special category students on July 4, general counselling would start on July 5, the Minister said. Counselling for other States students would be held on July 17 and counselling for B.Arch. seats would be held on July 21.
Anna University, Chennai, vice-chancellor P. Mannar Jawahar, Mr. Ponmudy, Mr. Ganesan, Commissioner of Technical Education Kumar Jayant and a member from the media participated in the generation of the random number seed used to assign random numbers to all applicants.
In case of a tie in the cut-off marks between two students, their Mathematics score would be used to decide the higher rank. If those were equal, the Physics mark would be used, and if that was the same, the birth date would be used. Only when all these matched exactly for two students, the random number would be used to decide the higher rank. Last year, the ranking of only 12 students was decided by the random numbers, V. Rhymend Uthariaraj said.
Source Link: http://beta.thehindu.com/education/college-and-university/article457758.ece
Monday, June 14, 2010
UT starts professional course for girls
UT starts professional course for girls
Chandigarh As part of the Chandigarh Administration
’s action plan for gender sensitisation and removing discrimination against girl child, a certificate course has been started for adolescent girls and young women who have passed Class XII.
Classes for the three-month vocational course in office management will be held in Post-Graduate Government College, Sector 11.
It is for the first time that such a course has been started in a co-educational college.
A similar course is being offered at Government College for Girls, Sector 11. But it is not able to achieve its motive of enabling women to work in a professional environment-according to the feedback received by the Education department, students do not get used to a professional life in an all-girls college.
The new course is being offered in a co-educational college so that students quickly adapt to a professional life once they step out of college, Director Higher Education Ajoy Sharma said.
The course will provide basic training in computer and soft skills, tally and accountancy, documentation, adobe programme and typing. The fee for the course is Rs 1,500 and the first batch will have 40 students.
“A survey conducted by the Administration found that office management jobs in banks and other offices were not taken up, for lack of applicants,” Sharma said. “To empower adolescent girls and young women, the Administration decided to start this short-term course.”
The course includes counselling, placement guidance and ‘emotional support’.
Sharma said depending upon the response, the number of seats at PGGC-11 might be increased. Also, the course would be started at other co-education government colleges.
The special feature of this course is lectures by qualified teachers of the college and professionals.
Source Link: http://www.expressindia.com/latest-news/ut-starts-professional-course-for-girls/633419/
Chandigarh As part of the Chandigarh Administration
’s action plan for gender sensitisation and removing discrimination against girl child, a certificate course has been started for adolescent girls and young women who have passed Class XII.
Classes for the three-month vocational course in office management will be held in Post-Graduate Government College, Sector 11.
It is for the first time that such a course has been started in a co-educational college.
A similar course is being offered at Government College for Girls, Sector 11. But it is not able to achieve its motive of enabling women to work in a professional environment-according to the feedback received by the Education department, students do not get used to a professional life in an all-girls college.
The new course is being offered in a co-educational college so that students quickly adapt to a professional life once they step out of college, Director Higher Education Ajoy Sharma said.
The course will provide basic training in computer and soft skills, tally and accountancy, documentation, adobe programme and typing. The fee for the course is Rs 1,500 and the first batch will have 40 students.
“A survey conducted by the Administration found that office management jobs in banks and other offices were not taken up, for lack of applicants,” Sharma said. “To empower adolescent girls and young women, the Administration decided to start this short-term course.”
The course includes counselling, placement guidance and ‘emotional support’.
Sharma said depending upon the response, the number of seats at PGGC-11 might be increased. Also, the course would be started at other co-education government colleges.
The special feature of this course is lectures by qualified teachers of the college and professionals.
Source Link: http://www.expressindia.com/latest-news/ut-starts-professional-course-for-girls/633419/
States demand more funds for right to education
States demand more funds for right to education
New Delhi, June 13: Most states are demanding more funds for implementation of the landmark Right to Education Act in meetings with Human Resource Development (HRD) Minister Kapil Sibal, an official said.
"The states want more funds. They are pressing the central government to give larger chunk of the expenses," Anshu Vaish, secretary, School Education, HRD ministry, told the media.
The Right to Education Act, that came into force April 1 this year, makes states responsible for providing compulsory education to all children below 14 years of age.
Sibal is holding meetings with state education ministers to ensure that the states prepare the needed infrastructure for implementation of the Act.
"Many states have been covered. He (Sibal) will now meet the education ministers from the northeastern states, Jharkhand and Madhya Pradesh," Vaish said.
Sibal has so far met education ministers from Bihar, Uttar Pradesh, West Bengal, Chhattisgarh, Orissa, Andhra Pradesh, Rajasthan and Assam.
These states have demanded more funds from the central government for the implementation of the Act.
The HRD ministry is stressing on a 55:45 ratio for share of expenses between the central and state governments. But the states are seeking a larger chunk of the share from New Delhi.
"We are suggesting 55:45 ratio for central government and state," Vaish said.
The 13th Finance Commission has provided for Rs.25,000 crore to the states over five years for implementation of the Right to Education Act.
This is over and above allocations for centrally-sponsored schemes like Sarva Shiksha Abhiyan, teacher education scheme and mid-day meal scheme, which is the largest of its kind in the world. For 2010-11, the allocation for such schemes is Rs.15,000 crore. (IANS)
Source Link: http://headlinesindia.mapsofindia.com/education-news/educational-issues/states-demand-more-funds-for-right-to-education-52620.html
New Delhi, June 13: Most states are demanding more funds for implementation of the landmark Right to Education Act in meetings with Human Resource Development (HRD) Minister Kapil Sibal, an official said.
"The states want more funds. They are pressing the central government to give larger chunk of the expenses," Anshu Vaish, secretary, School Education, HRD ministry, told the media.
The Right to Education Act, that came into force April 1 this year, makes states responsible for providing compulsory education to all children below 14 years of age.
Sibal is holding meetings with state education ministers to ensure that the states prepare the needed infrastructure for implementation of the Act.
"Many states have been covered. He (Sibal) will now meet the education ministers from the northeastern states, Jharkhand and Madhya Pradesh," Vaish said.
Sibal has so far met education ministers from Bihar, Uttar Pradesh, West Bengal, Chhattisgarh, Orissa, Andhra Pradesh, Rajasthan and Assam.
These states have demanded more funds from the central government for the implementation of the Act.
The HRD ministry is stressing on a 55:45 ratio for share of expenses between the central and state governments. But the states are seeking a larger chunk of the share from New Delhi.
"We are suggesting 55:45 ratio for central government and state," Vaish said.
The 13th Finance Commission has provided for Rs.25,000 crore to the states over five years for implementation of the Right to Education Act.
This is over and above allocations for centrally-sponsored schemes like Sarva Shiksha Abhiyan, teacher education scheme and mid-day meal scheme, which is the largest of its kind in the world. For 2010-11, the allocation for such schemes is Rs.15,000 crore. (IANS)
Source Link: http://headlinesindia.mapsofindia.com/education-news/educational-issues/states-demand-more-funds-for-right-to-education-52620.html
Scholarships for engineering students
Scholarships for engineering students
The Hindu Students at the counselling held at SRM University on Saturday. Photo: A. Muralitharan
Scholarships worth Rs.9.5 crore would be extended to more than 600 undergraduate students of engineering of SRM University under various categories.
Speaking to reporters on the university premises in Kattankulathur on Saturday when counselling began for the first-year students, P. Sathyanarayanan, Vice-Chancellor, said Rs. 4 crore would be given under the Founder's Scholarship to the 25 top rank holders in the SRM Engineering Entrance Examination held on May 2, 100 top rankers in State Board and CBSE examinations and two rank holders from each of the 32 districts of Tamil Nadu.
The Founder's Scholarship would include 100 per cent waiver on tuition, hostel and transport fees. Further, a monthly incentive of Rs. 1,000 would be given to each of the students receiving the scholarship.
University scholarships to the tune of Rs. 3 crore would be given to those who had secured above 90 per cent in CBSE and more than 95 per cent in State Board examinations and secured ranks within the top 8,000 in the SRMEEE.
In addition to this, they extended financial assistance to minorities, differently-abled, athletes and also meritorious students from poor families on a “need basis,” Mr. Sathyanarayanan said.
More than 83,000 students appeared in the SRMEEE held in 150 centres across India, he said, adding nuclear engineering and infrastructure engineering were the two new courses introduced at the undergraduate level this year. T.R. Pachamuthu, Chancellor, was also present.
Source Link: http://beta.thehindu.com/news/cities/Chennai/article454153.ece
The Hindu Students at the counselling held at SRM University on Saturday. Photo: A. Muralitharan
Scholarships worth Rs.9.5 crore would be extended to more than 600 undergraduate students of engineering of SRM University under various categories.
Speaking to reporters on the university premises in Kattankulathur on Saturday when counselling began for the first-year students, P. Sathyanarayanan, Vice-Chancellor, said Rs. 4 crore would be given under the Founder's Scholarship to the 25 top rank holders in the SRM Engineering Entrance Examination held on May 2, 100 top rankers in State Board and CBSE examinations and two rank holders from each of the 32 districts of Tamil Nadu.
The Founder's Scholarship would include 100 per cent waiver on tuition, hostel and transport fees. Further, a monthly incentive of Rs. 1,000 would be given to each of the students receiving the scholarship.
University scholarships to the tune of Rs. 3 crore would be given to those who had secured above 90 per cent in CBSE and more than 95 per cent in State Board examinations and secured ranks within the top 8,000 in the SRMEEE.
In addition to this, they extended financial assistance to minorities, differently-abled, athletes and also meritorious students from poor families on a “need basis,” Mr. Sathyanarayanan said.
More than 83,000 students appeared in the SRMEEE held in 150 centres across India, he said, adding nuclear engineering and infrastructure engineering were the two new courses introduced at the undergraduate level this year. T.R. Pachamuthu, Chancellor, was also present.
Source Link: http://beta.thehindu.com/news/cities/Chennai/article454153.ece
Reliance ADA VC firm ties up with MIT, Stanford
Reliance ADA VC firm ties up with MIT, Stanford
Reliance Anil Dhirubhai Ambani Group promoted venture capital (VC), Reliance Venture Asset Management (RVAM), has forged a strategic collaboration with two prestigious universities — Massachusetts Institute of Technology (MIT) and Stanford University — by sponsoring their entrepreneurship competitions and start-up programmes.
RVAM has associated itself with the Business Association of Stanford Entrepreneurial Students (BASES) for the latter’s business plan competition ‘e-challenge’ besides participating in one of BASES’ flagship programmes titled e-Bootcamp — a three day intensive entrepreneurship workshop. It has also invested in two MIT start-ups.
As part of an exclusive India arrangement, RVAM will mentor winners of MIT’s $100,000 Entrepreneurship Competition for the 2010 and offer opportunities to develop business ideas in emerging countries such as India through its incubator programme.
“These are formal collaborations for perpetuity under which no Indian VC other than RVAM can associate with MIT and Stanford for their respective entrepreneurship competitions as the India partner. Through these, we want to promote collaborative Indo-US investments,” says Harshal J Shah, CEO and board member, RVAM.
Since its inception in 2006, the company has closed 13 deals and is sector, stage and geography agnostic in approach. The company usually makes investments to the tune of $1-15 million (Rs 4.7-70 crore) this being its investment sweet spot. It has $50 million (Rs 235 crore) slated for investment this year and targets to fund 3-6 companies, of which it has already invested in two-Tessolve Services and ReverseLogistics.
Though RVAM has partnerships with the IITs and IIMs, Shah says Indian start-ups are based on technology-enabled models while foreign start-ups revolve around technology-creation models and are more R&D driven.
“The reason why we associated with MIT is because two of our portfolio companies Scalable Display and Dhama Apparel are start-ups from MIT, and with Stanford, because Stoke Inc — one of our portfolio companies — uses technology developed by Stanford,” he adds.
Source Link: http://www.business-standard.com/india/news/reliance-ada-vc-firm-ties-upmit-stanford/398083/
Reliance Anil Dhirubhai Ambani Group promoted venture capital (VC), Reliance Venture Asset Management (RVAM), has forged a strategic collaboration with two prestigious universities — Massachusetts Institute of Technology (MIT) and Stanford University — by sponsoring their entrepreneurship competitions and start-up programmes.
RVAM has associated itself with the Business Association of Stanford Entrepreneurial Students (BASES) for the latter’s business plan competition ‘e-challenge’ besides participating in one of BASES’ flagship programmes titled e-Bootcamp — a three day intensive entrepreneurship workshop. It has also invested in two MIT start-ups.
As part of an exclusive India arrangement, RVAM will mentor winners of MIT’s $100,000 Entrepreneurship Competition for the 2010 and offer opportunities to develop business ideas in emerging countries such as India through its incubator programme.
“These are formal collaborations for perpetuity under which no Indian VC other than RVAM can associate with MIT and Stanford for their respective entrepreneurship competitions as the India partner. Through these, we want to promote collaborative Indo-US investments,” says Harshal J Shah, CEO and board member, RVAM.
Since its inception in 2006, the company has closed 13 deals and is sector, stage and geography agnostic in approach. The company usually makes investments to the tune of $1-15 million (Rs 4.7-70 crore) this being its investment sweet spot. It has $50 million (Rs 235 crore) slated for investment this year and targets to fund 3-6 companies, of which it has already invested in two-Tessolve Services and ReverseLogistics.
Though RVAM has partnerships with the IITs and IIMs, Shah says Indian start-ups are based on technology-enabled models while foreign start-ups revolve around technology-creation models and are more R&D driven.
“The reason why we associated with MIT is because two of our portfolio companies Scalable Display and Dhama Apparel are start-ups from MIT, and with Stanford, because Stoke Inc — one of our portfolio companies — uses technology developed by Stanford,” he adds.
Source Link: http://www.business-standard.com/india/news/reliance-ada-vc-firm-ties-upmit-stanford/398083/
Parents, students gain immensely from education mela in Ahmedabad
Parents, students gain immensely from education mela in Ahmedabad
Ahmedabad: The education fair 'Education Explora10' organised by Divya Bhaskar Group, turned out to be beneficial to the students, parents as well as the exhibitors.
The visitors were all smiles as they got information on myriad courses from pharmacy, engineering, and animation to clinical research and media provided by various foreign and Indian universities. On the other hand, the exhibitors also got good knowledgeable crowd during the two-day education fair held at Karnavati Club.
Geeta Seth, who visited the fair with her children, said that they got some vital information about the education system and courses offered by foreign universities, which would help her to plan her children's future. The students and parents were pleased to get information on various disciplines and institutes under one roof.
"The institutes that participated in this fair had numerous courses and services to offer," said Parth Desai, one of the visitors.
On the other hand, the exhibitors felt that they have received good response in this fair. "Already 14 people have got admissions in our institute within two days of the fair, and many more are likely to turn up within a week," said Abhishek Rathod, director of Krazy Motion.
He also said that the younger generation have started preferring animation and game development as a career. The exhibitors were also happy with the arrangements and the ambiance that was provided.
"Such education fairs provide right kind of platform to the institutes and students to come together," said Ila Gohel, office Superintendent of National Institute of Mass Communication and Journalism.
Source Link: http://www.dnaindia.com/india/report_parents-students-gain-immensely-from-education-mela-in-ahmedabad_1396081
Ahmedabad: The education fair 'Education Explora10' organised by Divya Bhaskar Group, turned out to be beneficial to the students, parents as well as the exhibitors.
The visitors were all smiles as they got information on myriad courses from pharmacy, engineering, and animation to clinical research and media provided by various foreign and Indian universities. On the other hand, the exhibitors also got good knowledgeable crowd during the two-day education fair held at Karnavati Club.
Geeta Seth, who visited the fair with her children, said that they got some vital information about the education system and courses offered by foreign universities, which would help her to plan her children's future. The students and parents were pleased to get information on various disciplines and institutes under one roof.
"The institutes that participated in this fair had numerous courses and services to offer," said Parth Desai, one of the visitors.
On the other hand, the exhibitors felt that they have received good response in this fair. "Already 14 people have got admissions in our institute within two days of the fair, and many more are likely to turn up within a week," said Abhishek Rathod, director of Krazy Motion.
He also said that the younger generation have started preferring animation and game development as a career. The exhibitors were also happy with the arrangements and the ambiance that was provided.
"Such education fairs provide right kind of platform to the institutes and students to come together," said Ila Gohel, office Superintendent of National Institute of Mass Communication and Journalism.
Source Link: http://www.dnaindia.com/india/report_parents-students-gain-immensely-from-education-mela-in-ahmedabad_1396081
Only 2 DU colleges offer Psychology for boys
Only 2 DU colleges offer Psychology for boys!
17-year-old Amit Kumar wants to pursue BA (Hons) in Psychology from Delhi University, but after he learnt about the limited choices in hand, he has changed his mind.
Psychology (Honours) is offered only in two co-education colleges across DU — Keshav Mahavidyalaya and Zakir Hussain College. The same course is offered in seven girls’ colleges including Lady Shri Ram College for Women.
Describing boy’s plight, Akash Gupta, a student counsellor, said, “A lot of boys want to know about the availability of Psychology (Honours) in the college of their choice but most choose for other courses when they come to know about the lack of options.”
Many boys leave the course after joining as they feel left out in a class full of girls,” said Manmeet Sidhu, another student councellor. Applied Psychology (Honours) is also available in only two co-ed colleges – Sri Aurobindo College (Evening) and Bhim Rao Ambedkar College.
Source Link: http://delhiuniversity.learnhub.com/news/1196-only-2-du-colleges-offer-psychology-for-boys
17-year-old Amit Kumar wants to pursue BA (Hons) in Psychology from Delhi University, but after he learnt about the limited choices in hand, he has changed his mind.
Psychology (Honours) is offered only in two co-education colleges across DU — Keshav Mahavidyalaya and Zakir Hussain College. The same course is offered in seven girls’ colleges including Lady Shri Ram College for Women.
Describing boy’s plight, Akash Gupta, a student counsellor, said, “A lot of boys want to know about the availability of Psychology (Honours) in the college of their choice but most choose for other courses when they come to know about the lack of options.”
Many boys leave the course after joining as they feel left out in a class full of girls,” said Manmeet Sidhu, another student councellor. Applied Psychology (Honours) is also available in only two co-ed colleges – Sri Aurobindo College (Evening) and Bhim Rao Ambedkar College.
Source Link: http://delhiuniversity.learnhub.com/news/1196-only-2-du-colleges-offer-psychology-for-boys
One step, many career paths
One step, many career paths
Away from the clamour and rush for engineering and medical admission, arts and science colleges are quietly drawing students, as the courses provide diverse career avenues.
THE ROAD AHEAD:Don't lose heart if you don't get into engineering or medicine. Arts and science courses point to exciting career paths.
Engineering courses seemed to be the standard road to success, with IT industries promising a lucrative pay package to engineering students, irrespective of their specialisation. But now the professional road for arts and science students has widened too.
“The demand for arts and science courses has increased manifold over the past three years as these students have wider options and can diversify into a number of areas,” says Sr. Jasintha Quadras, principal of Stella Maris College, Chennai.
Graduates of basic sciences with a passion for the subject can pursue higher studies and undertake research. Stella Maris College vice-principal Geetha Swaminathan says science graduates can explore the research option from the first year of their undergraduate studies. Many students undertake summer internship from premier institutes such as the Tata Institute of Social Science, Tata Institute of Fundamental Research and the Indian Institute of Sciences. The internships provide them hands-on experience in the field of research, she says.
S. Vincent, Member Secretary of Tamil Nadu State Council for Science and Technology, says that with the introduction of the ‘Star College Scheme', students are exposed to cutting edge technologies and are encouraged to take up sciences as a career. The scheme was introduced by the Department of Biotechnology to improve the infrastructure and provide a practical exposure to science students at the undergraduate level. Mr. Vincent adds that with IT industries foraying into life science sectors, the opportunities for students from science background are on the rise.
Students from pure sciences can specialise in emerging areas such as Environmental Sciences, Biotechnology, Microbiology, Pharmaceutical sciences and numerous other disciplines, during their postgraduate studies.
Teaching option
Arts and sciences serve a good background for a career in teaching as well. “The revision of payscales by the University Grants Commission has encouraged more and more students to take up arts and science courses and pursue a profession in teaching,” says V. Shanti, Council Secretary of Ethiraj College for Women.
Besides these options, science graduates are sought by the IT industry, says Dr. S. Narasimhan, principal, DG Vaishnav college. “Students find this a cost-effective option, as the course fee in arts and science colleges is lower than that in engineering colleges, and within a short span of three years they are placed. Corporates too prefer our students, as they are loyal towards the organisation. Since the cut-off for admissions in engineering colleges this year has come down, industry might find the quality of engineering graduates deteriorating,” he says. But K. Pandia Rajan, managing director of Ma Foi Randstad says science students are recruited by BPOs rather than IT companies.
Course curriculum
Most colleges are shaping their course curriculum to accommodate the industrial and social demand. B.A Economics in some colleges is being offered with commerce and management papers as allied subjects, so that students have the option of diversifying into accountancy and management. Similarly to suit the current demand, Fine Arts has been designed and offered to students as a professional degree in some colleges. A special emphasis is laid on designing in this course. Such an innovative course curriculum can cater to the booming advertisement, web design and textile design industries. Arts and science colleges also encourage their students to set up micro-enterprises in their specialised field. Arts and science graduates can also appear for the various competitive examinations like the UPSC and Defence Services Examinations.
Source Link: http://www.hindu.com/edu/2010/06/14/stories/2010061450010100.htm
Away from the clamour and rush for engineering and medical admission, arts and science colleges are quietly drawing students, as the courses provide diverse career avenues.
THE ROAD AHEAD:Don't lose heart if you don't get into engineering or medicine. Arts and science courses point to exciting career paths.
Engineering courses seemed to be the standard road to success, with IT industries promising a lucrative pay package to engineering students, irrespective of their specialisation. But now the professional road for arts and science students has widened too.
“The demand for arts and science courses has increased manifold over the past three years as these students have wider options and can diversify into a number of areas,” says Sr. Jasintha Quadras, principal of Stella Maris College, Chennai.
Graduates of basic sciences with a passion for the subject can pursue higher studies and undertake research. Stella Maris College vice-principal Geetha Swaminathan says science graduates can explore the research option from the first year of their undergraduate studies. Many students undertake summer internship from premier institutes such as the Tata Institute of Social Science, Tata Institute of Fundamental Research and the Indian Institute of Sciences. The internships provide them hands-on experience in the field of research, she says.
S. Vincent, Member Secretary of Tamil Nadu State Council for Science and Technology, says that with the introduction of the ‘Star College Scheme', students are exposed to cutting edge technologies and are encouraged to take up sciences as a career. The scheme was introduced by the Department of Biotechnology to improve the infrastructure and provide a practical exposure to science students at the undergraduate level. Mr. Vincent adds that with IT industries foraying into life science sectors, the opportunities for students from science background are on the rise.
Students from pure sciences can specialise in emerging areas such as Environmental Sciences, Biotechnology, Microbiology, Pharmaceutical sciences and numerous other disciplines, during their postgraduate studies.
Teaching option
Arts and sciences serve a good background for a career in teaching as well. “The revision of payscales by the University Grants Commission has encouraged more and more students to take up arts and science courses and pursue a profession in teaching,” says V. Shanti, Council Secretary of Ethiraj College for Women.
Besides these options, science graduates are sought by the IT industry, says Dr. S. Narasimhan, principal, DG Vaishnav college. “Students find this a cost-effective option, as the course fee in arts and science colleges is lower than that in engineering colleges, and within a short span of three years they are placed. Corporates too prefer our students, as they are loyal towards the organisation. Since the cut-off for admissions in engineering colleges this year has come down, industry might find the quality of engineering graduates deteriorating,” he says. But K. Pandia Rajan, managing director of Ma Foi Randstad says science students are recruited by BPOs rather than IT companies.
Course curriculum
Most colleges are shaping their course curriculum to accommodate the industrial and social demand. B.A Economics in some colleges is being offered with commerce and management papers as allied subjects, so that students have the option of diversifying into accountancy and management. Similarly to suit the current demand, Fine Arts has been designed and offered to students as a professional degree in some colleges. A special emphasis is laid on designing in this course. Such an innovative course curriculum can cater to the booming advertisement, web design and textile design industries. Arts and science colleges also encourage their students to set up micro-enterprises in their specialised field. Arts and science graduates can also appear for the various competitive examinations like the UPSC and Defence Services Examinations.
Source Link: http://www.hindu.com/edu/2010/06/14/stories/2010061450010100.htm
MBBS rank list released
MBBS rank list released
First generation graduates add up to 6440
Health Minister M.R.K. Panneerselvam on Saturday released the rank list for the MBBS admissions for the year 2010-2011.
The toppers this year are Sruthi D. and Abinaya B. from Bharathiya Vidya Bhavan, Erode; Gautham G.R. from S.V.Mandir Matriculation Higher Secondary School, Uthangarai.
Selvamalai Muthukumaran from BVB Matriculation Erode, is placed at the fourth place, followed by S. Vishnupriya from SRV Girls HSS, Rasipuram, and M. Dinesh from S.V. Mandir Matriculation HSS, Uthagarai. At the seventh place is M. Amaran of Kurinji Matriculation HSS, Namakkal, followed by the only Chennai-based student on the list, Sruthi S.G. of DAV Matriculation HSS.
Divya B of Lakshmi Mills HSS, Kovipatti, Pranesh S of Sri Krishna Matriculation HSS, Ottanchathiram, are at the ninth and tenth place. Sanjay Ram of Vidya Vikas Matriculation HSS, Namakkal, has been placed 11{+t}{+h}. Anusuya J of Akshaya Academy Matriculation HSS, Palani, and Parthasarathy G, a student of Adarsh Vidyalaya HSS, Erode, bring up the rear.
A total of 18,131 applications were received this year under the general category for MBBS seats. Under the special categories, a further 560 applications had been received.
Of this, a total of 17,610 applications were found valid.
First generation graduates in this year's list add up to 6440, according to the Health Minister.
Total number of seats
The total number of seats students are contending for is 1645 (inclusive of all India quota) in government medical colleges; 560 seats (348 seats in the State quota) in self-financing medical colleges in the State.
In addition, 100 BDS seats (inclusive of all India quota) are available in the Government Dental College and 1270 seats (778 for State quota) in self-financing dental colleges.
Source Link: http://beta.thehindu.com/news/cities/Chennai/article454123.ece
First generation graduates add up to 6440
Health Minister M.R.K. Panneerselvam on Saturday released the rank list for the MBBS admissions for the year 2010-2011.
The toppers this year are Sruthi D. and Abinaya B. from Bharathiya Vidya Bhavan, Erode; Gautham G.R. from S.V.Mandir Matriculation Higher Secondary School, Uthangarai.
Selvamalai Muthukumaran from BVB Matriculation Erode, is placed at the fourth place, followed by S. Vishnupriya from SRV Girls HSS, Rasipuram, and M. Dinesh from S.V. Mandir Matriculation HSS, Uthagarai. At the seventh place is M. Amaran of Kurinji Matriculation HSS, Namakkal, followed by the only Chennai-based student on the list, Sruthi S.G. of DAV Matriculation HSS.
Divya B of Lakshmi Mills HSS, Kovipatti, Pranesh S of Sri Krishna Matriculation HSS, Ottanchathiram, are at the ninth and tenth place. Sanjay Ram of Vidya Vikas Matriculation HSS, Namakkal, has been placed 11{+t}{+h}. Anusuya J of Akshaya Academy Matriculation HSS, Palani, and Parthasarathy G, a student of Adarsh Vidyalaya HSS, Erode, bring up the rear.
A total of 18,131 applications were received this year under the general category for MBBS seats. Under the special categories, a further 560 applications had been received.
Of this, a total of 17,610 applications were found valid.
First generation graduates in this year's list add up to 6440, according to the Health Minister.
Total number of seats
The total number of seats students are contending for is 1645 (inclusive of all India quota) in government medical colleges; 560 seats (348 seats in the State quota) in self-financing medical colleges in the State.
In addition, 100 BDS seats (inclusive of all India quota) are available in the Government Dental College and 1270 seats (778 for State quota) in self-financing dental colleges.
Source Link: http://beta.thehindu.com/news/cities/Chennai/article454123.ece
LLB graduates must pass a test to make it to the bar in Karnataka
LLB graduates must pass a test to make it to the bar in Karnataka
Bangalore: Students who have appeared for the just-concluded final year examination of their LLB courses, will have to brace up for a frustrating wait before they can realise their dream of donning the black coat and appearing in court.
Beginning from this year, LLB graduates will have to pass an examination conducted by the Bar Council of India (BCI) to qualify for enrolling themselves as advocates.
The Karnataka State Bar Council last week received a communication from the BCI that the new rule should be enforced with immediate effect.
LLB students who had appeared in the May 2010 exam were hoping to enroll themselves in the bar once the results were announced as scheduled in July.
Adding to their woes is the BCI announcement that the qualifying examination for aspiring advocates would be held on December 5, 2010. With the results of this exam not expected before January 2011, LLB graduates will have to wait for some time before they can be termed advocates.
Ashoka, who wrote his final exam in May, told DNA: “I had hopes of beginning my profession in August. Now I don’t know what to do till December. But the authorities could have been clear and removed all confusion.”
Muraliprasad of Sarvodaya College questioned, “This is sheer injustice and discrimination. While no such entrance exams are conducted for BE and MBBS graduates, why should we be singled out?"
Source Link: http://www.dnaindia.com/bangalore/report_llb-graduates-must-pass-a-test-to-make-it-to-the-bar-in-karnataka_1396097
Bangalore: Students who have appeared for the just-concluded final year examination of their LLB courses, will have to brace up for a frustrating wait before they can realise their dream of donning the black coat and appearing in court.
Beginning from this year, LLB graduates will have to pass an examination conducted by the Bar Council of India (BCI) to qualify for enrolling themselves as advocates.
The Karnataka State Bar Council last week received a communication from the BCI that the new rule should be enforced with immediate effect.
LLB students who had appeared in the May 2010 exam were hoping to enroll themselves in the bar once the results were announced as scheduled in July.
Adding to their woes is the BCI announcement that the qualifying examination for aspiring advocates would be held on December 5, 2010. With the results of this exam not expected before January 2011, LLB graduates will have to wait for some time before they can be termed advocates.
Ashoka, who wrote his final exam in May, told DNA: “I had hopes of beginning my profession in August. Now I don’t know what to do till December. But the authorities could have been clear and removed all confusion.”
Muraliprasad of Sarvodaya College questioned, “This is sheer injustice and discrimination. While no such entrance exams are conducted for BE and MBBS graduates, why should we be singled out?"
Source Link: http://www.dnaindia.com/bangalore/report_llb-graduates-must-pass-a-test-to-make-it-to-the-bar-in-karnataka_1396097
Kashmir Agricultural University infrastructure to be strengthened
Kashmir Agricultural University infrastructure to be strengthened
Srinagar, June 13 : The Sher-e-Kashmir University of Agricultural Sciences and Technology (SKUAST) has plans to utilise the grant announced by Prime Minister Manmohan Singh for infrastructural development.
Dr Manmohan Singh had announced the grant of a billion rupees to the agricultural sector, enable the university in improving technology in areas of crop production, horticulture, cattle rearing, fishery, sericulture and agricultural education.
"It's a challenge for the university. First, that the money we receive will be used at the right time and manner. We request the people involved to work and do a lot of research towards making this effort a success," said the University Registrar Manzoor Ahmad Gora.
The students and faculty welcomed the grant and said that it would be used in improving the standards and the infrastructure of the university.
"In the last 20 years, the university has experienced a lot of setbacks such as strikes and other things due to which our faculty and infrastructure could not develop. The money will be used in various ways such as to improve our lab facilities and infrastructure," said Saima, a student.
Established in 1982, the university is named after the Kashmiri leader Sheikh Mohammad Abdullah.
On June 7, Prime Minister Dr. Manmohan Singh during his address at the 5th Convocation of Sher-E-Kashmir University for Agriculture, Science and Technology of Kashmir, said: "There is a lot of scope for improvement in the field of agriculture and horticulture in the state. The Sher-e-kashmir University can contribute substantially in these areas. Over three fourths of the population of the state is engaged in occupations related to land. In rural areas irrigation facilities are inadequate, in many parts there is severe cold and shortage of fodder etc. for six months in a year. The agricultural productivity in the state is low and there is little value addition after harvest."
"To overcome these problems, the Sher-e-Kashmir University can play an important role in improving technology in areas such as crop production, horticulture, cattle rearing, fishery, sericulture and agricultural education. The university in the past has contributed substantially to technological upgradation for temperate and cold desert regions of the country. In recognition of its contribution and in view of its importance to the development of the state, the central government will provide a special grant of Rs. 100 crore to the university," the Prime Minister added.
Source Link: http://www.newkerala.com/news/fullnews-126657.html
Srinagar, June 13 : The Sher-e-Kashmir University of Agricultural Sciences and Technology (SKUAST) has plans to utilise the grant announced by Prime Minister Manmohan Singh for infrastructural development.
Dr Manmohan Singh had announced the grant of a billion rupees to the agricultural sector, enable the university in improving technology in areas of crop production, horticulture, cattle rearing, fishery, sericulture and agricultural education.
"It's a challenge for the university. First, that the money we receive will be used at the right time and manner. We request the people involved to work and do a lot of research towards making this effort a success," said the University Registrar Manzoor Ahmad Gora.
The students and faculty welcomed the grant and said that it would be used in improving the standards and the infrastructure of the university.
"In the last 20 years, the university has experienced a lot of setbacks such as strikes and other things due to which our faculty and infrastructure could not develop. The money will be used in various ways such as to improve our lab facilities and infrastructure," said Saima, a student.
Established in 1982, the university is named after the Kashmiri leader Sheikh Mohammad Abdullah.
On June 7, Prime Minister Dr. Manmohan Singh during his address at the 5th Convocation of Sher-E-Kashmir University for Agriculture, Science and Technology of Kashmir, said: "There is a lot of scope for improvement in the field of agriculture and horticulture in the state. The Sher-e-kashmir University can contribute substantially in these areas. Over three fourths of the population of the state is engaged in occupations related to land. In rural areas irrigation facilities are inadequate, in many parts there is severe cold and shortage of fodder etc. for six months in a year. The agricultural productivity in the state is low and there is little value addition after harvest."
"To overcome these problems, the Sher-e-Kashmir University can play an important role in improving technology in areas such as crop production, horticulture, cattle rearing, fishery, sericulture and agricultural education. The university in the past has contributed substantially to technological upgradation for temperate and cold desert regions of the country. In recognition of its contribution and in view of its importance to the development of the state, the central government will provide a special grant of Rs. 100 crore to the university," the Prime Minister added.
Source Link: http://www.newkerala.com/news/fullnews-126657.html
India's whiz kids log in at IISc
India's whiz kids log in at IISc
Bangalore: About 170 bright young minds from premier education institutes of the country will gather at the Indian Institute of Science here, starting Monday, to sharpen their skills on information retrieval from the Internet, data mining and other highly specialised technical fields in computer usage.
Students from various branches of Indian Institutes of Technology (IITs) and young research scholars will benefit from this joint-venture between the Computer Science and Automation (CSA) department of the IISc and Yahoo! India Research and Development, in the six-day ‘Machine Learning Summer School 2010’.
“This is a unique opportunity for Indian students and budding academic researchers to gain exposure to the fascinating science of Machine Learning from leading experts,” said Y Narahari, chairman, department of CSA, IISc.
“We are creating a common platform for mindshare exchange in this highly technical field,” said Rajeev Rastogi, VP and head, Yahoo! Labs, India. The idea is to train bright minds with great aptitude in this highly specialised field, free of cost.
Source Link: http://www.dnaindia.com/bangalore/report_india-s-whiz-kids-log-in-at-iisc_1396093
Bangalore: About 170 bright young minds from premier education institutes of the country will gather at the Indian Institute of Science here, starting Monday, to sharpen their skills on information retrieval from the Internet, data mining and other highly specialised technical fields in computer usage.
Students from various branches of Indian Institutes of Technology (IITs) and young research scholars will benefit from this joint-venture between the Computer Science and Automation (CSA) department of the IISc and Yahoo! India Research and Development, in the six-day ‘Machine Learning Summer School 2010’.
“This is a unique opportunity for Indian students and budding academic researchers to gain exposure to the fascinating science of Machine Learning from leading experts,” said Y Narahari, chairman, department of CSA, IISc.
“We are creating a common platform for mindshare exchange in this highly technical field,” said Rajeev Rastogi, VP and head, Yahoo! Labs, India. The idea is to train bright minds with great aptitude in this highly specialised field, free of cost.
Source Link: http://www.dnaindia.com/bangalore/report_india-s-whiz-kids-log-in-at-iisc_1396093
IIM executive education courses gather steam
IIM executive education courses gather steam
With the economy looking up, companies appear to be loosening their purse strings and sponsoring more executive training. The Indian Institutes of Management (IIMs), for instance, are expecting more participants and better revenues from their executive education programmes.
At all IIMs, executive education are designed by faculty members, based on their expertise and market needs. The management development programmes (MDP) formats are company-specific where needed. While company programmes target mid-management level employees, open-enrollment programmes cater to functional managers across levels. The programmes are short-term, and are offered for durations ranging from three days to a month.
At most IIMs, calendar year 2008-09 was difficult due to cost-cutting measures adopted by companies. The scenario improved in 2009-10 but with some help from the IIMs who offered early bird, group and combined discounts to participants. The ploy proved successful. IIM Ahmedabad (IIM-A) raised Rs 12.21 crore by offering 52 programmes last year, compared to Rs 11.5 crore earned in the thick of the slowdown in 2008-09.
For calendar year 2010-11, IIM-A is offering 68 programmes of which 11 are new, compared to 52 offered last year. It hopes to attract more participants this calendar year. As many as 1,536 participants have enrolled for the programme in a year, compared to 1,032 participants in 2008-09.
Likewise, IIM Indore expects 2,500 participants during 2010-2011 and expects to raise approximately Rs 16 crore from executive education programmes during the year. For 2010-2011, the institute would offer around 80 executive education programmes, says Ashraf Rizvi, chairman - executive education, IIM Indore. Last year, for 2009-10, the institute offered 68 executive education programmes and raised Rs 9.5 crore from executive education programmes. Number of participants for the institute also increased to 1,991 during 2009-10, up from 1,740 in 2008-09.
Rizvi of IIM Indore says: "Our management development programmes are specifically designed to reflect the evolving realities of business and management practices and applications so that they add knowledge and skills to the participants, facilitating their personal contribution to the future success of their organizations. In addition to the open enrollment programmes (MDPs), we offer tailor-made short-term and long-term executive education programmes for organisations."
IIM Calcutta (IIM-C), on its part, is planning to offer 62 MDPs in the current academic year, up from 36 MDPs last year. R K Das, manager-CMDP, says the course fee for MDPs vary between Rs 20-50,000 per course. Each MDP usually sees between 10 and 50 participants, depending on the course. "We need around 15 participant to breakeven for a course," said Das.
IIM-C has seen an increase in the in-company programmes as well. These programmes are tailor-made for companies for their specific needs. "There are usually 20-25 participants for the in-company programs. We have just finished a course for SAIL, and the future in-company programmes are for companies like Nestle, NTPC, ONGC, among others," Das said. While last year, IIM-C conducted seven to eight in-company programmes, this year it has slated around 11 programmes, which may increase to 13.
IIM Kozhikode (IIM-K), on the other hand, will conduct ‘leadership’ clinic this month with 50 participants, which is the highest enrolment for any programme so far. Debashish Chatterjee, director, IIM-K, said, "This is a programme for CEOs over three days. We will have participants from companies like Nokia, RBI, Coal India, among others. The course fee per participant is Rs 50,000." Usually, executive education at IIM-K cost Rs 20,000 on average with 10 to 20 participants. The breakeven per course for IIM-K, on an average, is at least 12 participants.
Source Link: http://www.business-standard.com/india/news/iim-executive-education-courses-gather-steam/398084/
With the economy looking up, companies appear to be loosening their purse strings and sponsoring more executive training. The Indian Institutes of Management (IIMs), for instance, are expecting more participants and better revenues from their executive education programmes.
At all IIMs, executive education are designed by faculty members, based on their expertise and market needs. The management development programmes (MDP) formats are company-specific where needed. While company programmes target mid-management level employees, open-enrollment programmes cater to functional managers across levels. The programmes are short-term, and are offered for durations ranging from three days to a month.
At most IIMs, calendar year 2008-09 was difficult due to cost-cutting measures adopted by companies. The scenario improved in 2009-10 but with some help from the IIMs who offered early bird, group and combined discounts to participants. The ploy proved successful. IIM Ahmedabad (IIM-A) raised Rs 12.21 crore by offering 52 programmes last year, compared to Rs 11.5 crore earned in the thick of the slowdown in 2008-09.
For calendar year 2010-11, IIM-A is offering 68 programmes of which 11 are new, compared to 52 offered last year. It hopes to attract more participants this calendar year. As many as 1,536 participants have enrolled for the programme in a year, compared to 1,032 participants in 2008-09.
Likewise, IIM Indore expects 2,500 participants during 2010-2011 and expects to raise approximately Rs 16 crore from executive education programmes during the year. For 2010-2011, the institute would offer around 80 executive education programmes, says Ashraf Rizvi, chairman - executive education, IIM Indore. Last year, for 2009-10, the institute offered 68 executive education programmes and raised Rs 9.5 crore from executive education programmes. Number of participants for the institute also increased to 1,991 during 2009-10, up from 1,740 in 2008-09.
Rizvi of IIM Indore says: "Our management development programmes are specifically designed to reflect the evolving realities of business and management practices and applications so that they add knowledge and skills to the participants, facilitating their personal contribution to the future success of their organizations. In addition to the open enrollment programmes (MDPs), we offer tailor-made short-term and long-term executive education programmes for organisations."
IIM Calcutta (IIM-C), on its part, is planning to offer 62 MDPs in the current academic year, up from 36 MDPs last year. R K Das, manager-CMDP, says the course fee for MDPs vary between Rs 20-50,000 per course. Each MDP usually sees between 10 and 50 participants, depending on the course. "We need around 15 participant to breakeven for a course," said Das.
IIM-C has seen an increase in the in-company programmes as well. These programmes are tailor-made for companies for their specific needs. "There are usually 20-25 participants for the in-company programs. We have just finished a course for SAIL, and the future in-company programmes are for companies like Nestle, NTPC, ONGC, among others," Das said. While last year, IIM-C conducted seven to eight in-company programmes, this year it has slated around 11 programmes, which may increase to 13.
IIM Kozhikode (IIM-K), on the other hand, will conduct ‘leadership’ clinic this month with 50 participants, which is the highest enrolment for any programme so far. Debashish Chatterjee, director, IIM-K, said, "This is a programme for CEOs over three days. We will have participants from companies like Nokia, RBI, Coal India, among others. The course fee per participant is Rs 50,000." Usually, executive education at IIM-K cost Rs 20,000 on average with 10 to 20 participants. The breakeven per course for IIM-K, on an average, is at least 12 participants.
Source Link: http://www.business-standard.com/india/news/iim-executive-education-courses-gather-steam/398084/
IGNOU launches course on food safety
IGNOU launches course on food safety
New Delhi, June 12: The Indira Gandhi National Open University (IGNOU) is going to start a two-week appreciation course on 'Food Safety and Quality' with the help of the Quality Council of India (QCI) and the School of Agriculture.
A university press release Saturday said that about 20 participants from different institutions across the country will attend the course.
"The objective is to increase awareness regarding food safety and different national and international food standards. This would help them to understand the food safety acts, agreements and their implications," the statement said.
The classes would run from June 14-25 at the IGNOU campus. The course will also include industrial visits. (IANS)
Source Link: http://headlinesindia.mapsofindia.com/education-news/university/ignou-launches-course-on-food-safety-52572.html
New Delhi, June 12: The Indira Gandhi National Open University (IGNOU) is going to start a two-week appreciation course on 'Food Safety and Quality' with the help of the Quality Council of India (QCI) and the School of Agriculture.
A university press release Saturday said that about 20 participants from different institutions across the country will attend the course.
"The objective is to increase awareness regarding food safety and different national and international food standards. This would help them to understand the food safety acts, agreements and their implications," the statement said.
The classes would run from June 14-25 at the IGNOU campus. The course will also include industrial visits. (IANS)
Source Link: http://headlinesindia.mapsofindia.com/education-news/university/ignou-launches-course-on-food-safety-52572.html
ICAI confronts SBI on single auditor
ICAI confronts SBI on single auditor
NEW DELHI: The Institute of Chartered Accountants of India (ICAI) has opposed State Bank of India’s (SBI) decision to appoint a single audit firm for its tax audit for the current fiscal, a move which it says could compromise its quality of audit as opposed to the bank’s present practice of getting the work done by multiple firms.
The ICAI, which earlier approached SBI’s top management raising its objection on the issue but did not got a favourable response, is now planning to approach the Reserve Bank of India as it fears that the move could see other banks following suit. “We will intensify our efforts to stop SBI from going ahead on the matter,” said Pankaj Jain, member ICAI council looking into the case.
SBI had recently issued a request for proposal (RFP) calling for applications from eligible firms for doing its tax audit for the fiscal 2010-11.
While SBI’s decision to appoint a single firm to do its tax audit is aimed at cutting down on its total audit fees, the ICAI feels that the bank’s decision could compromise on the ‘larger public interest’.
Tax audit, which is a specialised activity that looks to find the taxability of an entity and screens through its transactions, is presently done by statutory auditors of banks. SBI has nearly 3,000 branch auditors and 14 statutory auditors.
“In the Indian context, the work done by large number of firms has stood the test of time compared to other prevalent international practices,” the ICAI said in its letter to SBI Chairman OP Bhatt, opposing the bank’s move to find a single CA firm to do its tax audit.
Banks have been allocating their tax audit job to their statutory auditors, the fees in respect of which is included as part of their total audit fees. ICAI feels the present practice of getting the tax done by statutory auditors is the best option as such firms by virtue of their work on the banks’ financial audit are better equipped to do the tax audit also.
According to an official, 15% of the fees given to statutory auditors of SBI are towards the tax audit. This portion of the fees could be saved once the bank takes away the work of tax audit from the present lot of statutory auditors, the official said.
Source Link: http://economictimes.indiatimes.com/news/news-by-industry/services/consultancy-/-audit/ICAI-confronts-SBI-on-single-auditor/articleshow/6044806.cms
NEW DELHI: The Institute of Chartered Accountants of India (ICAI) has opposed State Bank of India’s (SBI) decision to appoint a single audit firm for its tax audit for the current fiscal, a move which it says could compromise its quality of audit as opposed to the bank’s present practice of getting the work done by multiple firms.
The ICAI, which earlier approached SBI’s top management raising its objection on the issue but did not got a favourable response, is now planning to approach the Reserve Bank of India as it fears that the move could see other banks following suit. “We will intensify our efforts to stop SBI from going ahead on the matter,” said Pankaj Jain, member ICAI council looking into the case.
SBI had recently issued a request for proposal (RFP) calling for applications from eligible firms for doing its tax audit for the fiscal 2010-11.
While SBI’s decision to appoint a single firm to do its tax audit is aimed at cutting down on its total audit fees, the ICAI feels that the bank’s decision could compromise on the ‘larger public interest’.
Tax audit, which is a specialised activity that looks to find the taxability of an entity and screens through its transactions, is presently done by statutory auditors of banks. SBI has nearly 3,000 branch auditors and 14 statutory auditors.
“In the Indian context, the work done by large number of firms has stood the test of time compared to other prevalent international practices,” the ICAI said in its letter to SBI Chairman OP Bhatt, opposing the bank’s move to find a single CA firm to do its tax audit.
Banks have been allocating their tax audit job to their statutory auditors, the fees in respect of which is included as part of their total audit fees. ICAI feels the present practice of getting the tax done by statutory auditors is the best option as such firms by virtue of their work on the banks’ financial audit are better equipped to do the tax audit also.
According to an official, 15% of the fees given to statutory auditors of SBI are towards the tax audit. This portion of the fees could be saved once the bank takes away the work of tax audit from the present lot of statutory auditors, the official said.
Source Link: http://economictimes.indiatimes.com/news/news-by-industry/services/consultancy-/-audit/ICAI-confronts-SBI-on-single-auditor/articleshow/6044806.cms
“Design is about creating emotional impact”
“Design is about creating emotional impact”
“Ten per cent of the U.K. is involved in the creative industry, making it a multi-billion pound export industry.”
“A good communication designer is one who connects things already designed and makes sense of them” says Ed D'Souza, a practising designer, photographer and a multi-faceted artist who has worked extensively across all areas of visual communication, visual art, cultural study and social science.
Mr. Ed D'Souza heads the department of Graphic Arts at Winchester School of Art, University of Southampton, and has been instrumental in developing a postgraduate programme in Graphic Arts and Communication Design.
The Winchester School of Art, founded more than 140 years ago, apart from being one of the longest established art schools in the U.K., remains one of the most popular places to study art and design.
Over the last 17 years via field work in India, Mr. Ed D'Souza has been documenting economic, political and social change, and questioning the mythologising of Indian identity by considering wider ideas of the interchange and tensions between identity, location and context.
Talking about his love for collecting old Indian film posters he says, “They represent an important cultural artefact that carries a visual imagery of changing history. They open art to academics, but sadly with time, the history is getting lost.”
He says India has always interested him as a student and the present India with its ongoing conflicts between tradition and modernity, a rising middle class consumerism and an extensive economic growth makes for an even more engaging creative pursuit.
Talking about the importance of psychoanalysis and psychology while training students of design, he points out, “Ten per cent of the U.K. is involved in the creative industry, making it a multi-billion pound export industry. What is required now is the presence of a researcher in every designer who uses technology to enhance living and makes a qualitative difference to the way society thinks.”
Mr Ed D'Souza‘s work spans across the areas of creative consultancy, advertising, publishing, corporate identity and editorial design.
Talking about the need to create a wider perspective to design that is impressive and creates an emotional impact, he says, “Communication design is not simply designing artefact that carry images. It's about understanding the society on a broader level to analyse every innovation so as to produce persuasive and effective work that stays with the people.”
The rapid developments in information and media technology have revamped visual communication design, raising significant challenges and opportunities for those prepared to play a creative role. As the plethora of career opportunities lies open for this breed of analytical brains that represent the veneer between information and design, all that makes the difference is the dormant yet impacting sensitivity in every creation.
As Mr. D'Souza puts it, “Every designer needs to be a ‘citizen designer' whose every work should reflect a responsible understanding of the society, its habits, the environment and the ways in which technology can affect lives.”
Source Link: http://www.hindu.com/edu/2010/06/14/stories/2010061450030200.htm
“Ten per cent of the U.K. is involved in the creative industry, making it a multi-billion pound export industry.”
“A good communication designer is one who connects things already designed and makes sense of them” says Ed D'Souza, a practising designer, photographer and a multi-faceted artist who has worked extensively across all areas of visual communication, visual art, cultural study and social science.
Mr. Ed D'Souza heads the department of Graphic Arts at Winchester School of Art, University of Southampton, and has been instrumental in developing a postgraduate programme in Graphic Arts and Communication Design.
The Winchester School of Art, founded more than 140 years ago, apart from being one of the longest established art schools in the U.K., remains one of the most popular places to study art and design.
Over the last 17 years via field work in India, Mr. Ed D'Souza has been documenting economic, political and social change, and questioning the mythologising of Indian identity by considering wider ideas of the interchange and tensions between identity, location and context.
Talking about his love for collecting old Indian film posters he says, “They represent an important cultural artefact that carries a visual imagery of changing history. They open art to academics, but sadly with time, the history is getting lost.”
He says India has always interested him as a student and the present India with its ongoing conflicts between tradition and modernity, a rising middle class consumerism and an extensive economic growth makes for an even more engaging creative pursuit.
Talking about the importance of psychoanalysis and psychology while training students of design, he points out, “Ten per cent of the U.K. is involved in the creative industry, making it a multi-billion pound export industry. What is required now is the presence of a researcher in every designer who uses technology to enhance living and makes a qualitative difference to the way society thinks.”
Mr Ed D'Souza‘s work spans across the areas of creative consultancy, advertising, publishing, corporate identity and editorial design.
Talking about the need to create a wider perspective to design that is impressive and creates an emotional impact, he says, “Communication design is not simply designing artefact that carry images. It's about understanding the society on a broader level to analyse every innovation so as to produce persuasive and effective work that stays with the people.”
The rapid developments in information and media technology have revamped visual communication design, raising significant challenges and opportunities for those prepared to play a creative role. As the plethora of career opportunities lies open for this breed of analytical brains that represent the veneer between information and design, all that makes the difference is the dormant yet impacting sensitivity in every creation.
As Mr. D'Souza puts it, “Every designer needs to be a ‘citizen designer' whose every work should reflect a responsible understanding of the society, its habits, the environment and the ways in which technology can affect lives.”
Source Link: http://www.hindu.com/edu/2010/06/14/stories/2010061450030200.htm
A New Kind of Global University
A New Kind of Global University
A private Indian institution branches out in the developing world
The modern campus of Manipal U. sets it apart from underfinanced public universities in India, where the private sector in higher education has grown rapidly.
In this sleepy town on the outskirts of the city of Mangalore sits a university campus that looks unlike most others in India.
The modern central administration building is made of red brick and glass. Buildings are air-conditioned. And the ground floor of the health-sciences library houses an Indian version of Starbucks.
Upon arrival, most of the 23,000 students are handed laptops through which they can get access to the Internet almost anywhere on the campus.
Manipal U. began in 1953 as a small teaching hospital and has continued to focus on medical education. Here, students learn about the human brain.
This is Manipal University, which has made a name for itself as one of the most successful private universities in a country where the private sector is more typically associated with shoestring operations of dubious quality.
Soon, Manipal may become well known across the developing world.
Its parent company, the Manipal Group, has over the past 16 years developed a network of campuses abroad, in Nepal, Dubai, and Malaysia.
In 2008 it added the American University of Antigua to its roster. And in January of this year, the Manipal Group bought a controlling interest in U21Global, an online graduate business school started by Universitas 21, a global university network.
Today the Manipal Group's international education operations bring in more than 50 percent of the company's revenue.
"We want to become a leading provider of English-language higher education in the developing world," says Anand Sudarshan, chief executive of Manipal's education division.
What is particularly striking about Manipal is that it is a company born in a developing country and focusing on students in other developing nations. As such, its evolution reflects a broader trend in higher education, where universities in India, the Persian Gulf, and even Iran are branching out to other parts of the developing world.
"Globalization has been unipolar, mainly by the U.S. and U.K., and if Manipal does this, it creates a much broader base for globalization," says Philip G. Altbach, director of the Center for International Higher Education, at Boston College. "It's good to have an array of choices, and it's good to know that developing and middle-income countries have the capacity and ideas to be players in the global education marketplace."
Manipal is spending heavily on global expansion. It is investing about $30-million to build a new campus in Dubai, where it has had a presence since 2000, and $10-million to enhance its Malaysia campus, which opened in 1997.
Last October, Manipal began developing a new campus at the American University of Antigua, which it bought from the New York-based Greater Caribbean Learning Resources, with an investment of $35-million.
A Modest Beginning
Manipal began in 1953 as a small teaching hospital with 100 students, one of the first private higher-education providers in post-independence India.
It was established by T.M.A. Pai, who was recognized by Ripley's Believe It or Not, the university says, for establishing the greatest number of educational institutions in his lifetime.
The late Dr. Pai was also a reformer, who believed that the private sector should step in where the government could not. In 2002 he won a landmark case against the state of Karnataka, where Manipal is located, which curtailed the scope of government regulation over privately financed educational institutions.
Over the years, Manipal benefited from the perpetually weak and underfinanced public higher-education system in India. Students who could not get into a public institution turned to the mushrooming private sector; Manipal's leaders were savvy enough to know what students wanted.
From medicine, the university expanded into engineering, management, and life sciences. It now runs 20 professional schools on its main campus in Manipal. Another campus, in the northeastern state of Sikkim, offers seven programs, including online education.
Yet Manipal's domestic expansion plans were limited by tight rules governing the private higher-education sector.
"We almost went international by default. We were growing and expanding in India, and then it became impossible to expand further in India," says Mr. Sudarshan. "When we got invited by Nepal and Malaysia to set up medical colleges, we thought that was an interesting and sustainable way to expand."
Manipal studies potential markets carefully. Places with a large South Asian population get close consideration since families are likely to have heard of the university. The company also wants to enter markets with a growing, aspirational middle class. Mr. Sudarshan says he is focusing now on emerging markets in Southeast Asia, South Asia, and Africa.
Finally, Manipal's officials look for places where there is a demand for Manipal's core expertise: medicine and engineering.
"It is not risky for us; it is taking advantage of our capability," says Mr. Sudarshan of the company's expansionist strategy.
Mr. Sudarshan, who became head of Manipal in 2006, has a business background. He was a co-founder of the Microland Group, which started one of India's first software-services companies. In business circles he's described as a "turnaround specialist."
Building new campuses requires money, of course. So Manipal has designed its programs to ensure that tuition brings profit to the company, yet stays within accepted market rates.
"That is a challenge," Mr. Sudarshan acknowledges, adding that he has no cookie-cutter formula.
If a campus can't bring in a profit, he says, "we will kill institutions."
The company typically gives its foreign campuses two or three years to bring in a surplus over operating expenses. It expects them to bring in a return on their capital investments within eight years.
A Mixed Reputation
In India, Manipal has historically had something of a mixed reputation, but one that is steadily improving.
Twenty or so years ago, it was considered to be on the lower tier of private institutions. These days, higher-education analysts give the institution more respect, although sometimes grudgingly.
"Over time it has become an established brand and created a place for itself," says Premchand Palety, founder of the Centre for Forecasting and Research, which ranks universities in India.
Mr. Palety says that when he was a university student, in the mid- 1980s, Manipal "wasn't thought of as a good place" to study. It was known as a haven for wealthy students who couldn't get into the top schools, he says.
Still, students did go there, he says, because they didn't have many options. Public higher education was so limited that at the institution where he studied—the highly regarded Punjab Engineering College—100,000 students competed each year for just 100 seats.
"So if you didn't get in anywhere good, private was the option, and private meant only Manipal. They charged huge fees and benefited because there was no competition in that space," Mr. Palety says.
The private sector has since expanded rapidly: There are almost 2,500 engineering schools, most of them private, in India. Manipal has responded by improving in quality.
"Now Manipal's character has changed and it has systems in place, like good infrastructure and a decent number of faculty," Mr. Palety says.
Many Manipal students chose to go there after they failed to get into the public institution of their choice. Public universities remain the most sought after, because of both quality and price.
At Manipal students shell out about $4,100 a year, and medical students pay $9,100 a year in tuition. By comparison, students at the prestigious public Indian Institutes of Technology pay $1,600 to $2,000, including housing. Students at India's premier teaching hospital, the All India Institute of Medical Sciences, pay $80 a year.
"I had no other good choice left," said Archana (she uses only that name), a civil-engineering student who is graduating this year from the Manipal Institute of Technology, one of the university's two flagship schools. "I applied in several colleges, didn't get into many, and was on the wait list on one."
Manipal administrators freely acknowledge that their students aren't among the academically elite but argue that it makes their institutions stronger.
"Our undergraduate students have to work much harder than an IIT student," says Somnath Mishra, director of the Manipal Institute of Technology. Student quality "in IIT is higher than here, so here we also have to be very strong in teaching abilities. In IIT a teacher doesn't have to make so much effort."
Mr. Sudarshan, the chief executive, says he wants to improve the quality of Manipal's academic programs and the credentials of its faculty members. The university is placing more emphasis, for example, on research and publishing.
Only about 25 percent of its faculty members hold doctorates, which is typical of an institution of its academic caliber in India.
But professors in Manipal's engineering and medical programs without Ph.D.'s must now work toward earning advanced degrees at Manipal while they continue teaching at the institution, says H.S. Ballal, pro chancellor of the university.
Mr. Sudarshan says he wants the university to become an "elite applied-research institution," in part by trying to get more corporate- and government-sponsored research projects.
The Manipal Life Sciences Centre has been recognized by India's former president as a center of excellence in pharmacogenomics.
"We want to put Manipal on global research map," says the center's dean, K. Satyamoorthy, who until 10 years ago was a senior scientist doing research at the Wistar Institute, in Philadelphia. He joined Manipal University, he says, because he wanted the challenge of building a research institution.
Fifty percent of his faculty members have had experience abroad. "We look for people coming back from the U.S. and Europe where there is more research exposure," he says.
Still, for the Manipal Group, the ultimate measure of quality is the employability of its graduates. At its engineering school, 89 percent of students who will graduate this year already have jobs, many with top companies such as Microsoft India, Nokia, and Cisco Systems.
As its quality and visibility have increased, so have student applications. In 2009, according to G.K. Prabhu, Manipal University's registrar, the university received nearly 100,000 applications for 7,000 seats.
Ties With the U.S.
Manipal also has expansion plans in India. Thanks to a new, reformist education minister who is encouraging investment, the company sees tremendous growth opportunities here.
The Manipal Group is planning to invest more than $100-million over the next two years on additional campuses in India.
Mr. Sudarshan says that because Manipal pays well, he is not worried about recruiting in a country with a faculty shortage. Campus infrastructure and amenities are also a draw.
"Here the infrastructure you need is much easier to get because red-tapism is not there. Getting things in public institutions takes longer." says Mr. Mishra, director of the engineering school.
A retired army official with a Ph.D. from the Indian Institute of Technology in Delhi, Mr. Mishra says he chose a job at Manipal over an offer to work at one of the IIT's because he liked the idea of heading a school that wants to move ahead in research.
Mr. Sudarshan also wants to build partnerships between Manipal University in India and universities abroad, through programs in which students divide their study between India and the United States, and through research collaborations.
Already the university has 40 such relationships with foreign universities, including 15 "twinning" arrangements with institutions in the United States, Britain, and Australia.
In the United States, for instance, Manipal University's International Center for Applied Sciences runs twinning programs with the Illinois Institute of Technology and the University of Miami, among others. Students in these programs spend two years on each campus and earn degrees from the U.S. partner.
Source Link: http://chronicle.com/article/A-Private-University-in-India/65907/
A private Indian institution branches out in the developing world
The modern campus of Manipal U. sets it apart from underfinanced public universities in India, where the private sector in higher education has grown rapidly.
In this sleepy town on the outskirts of the city of Mangalore sits a university campus that looks unlike most others in India.
The modern central administration building is made of red brick and glass. Buildings are air-conditioned. And the ground floor of the health-sciences library houses an Indian version of Starbucks.
Upon arrival, most of the 23,000 students are handed laptops through which they can get access to the Internet almost anywhere on the campus.
Manipal U. began in 1953 as a small teaching hospital and has continued to focus on medical education. Here, students learn about the human brain.
This is Manipal University, which has made a name for itself as one of the most successful private universities in a country where the private sector is more typically associated with shoestring operations of dubious quality.
Soon, Manipal may become well known across the developing world.
Its parent company, the Manipal Group, has over the past 16 years developed a network of campuses abroad, in Nepal, Dubai, and Malaysia.
In 2008 it added the American University of Antigua to its roster. And in January of this year, the Manipal Group bought a controlling interest in U21Global, an online graduate business school started by Universitas 21, a global university network.
Today the Manipal Group's international education operations bring in more than 50 percent of the company's revenue.
"We want to become a leading provider of English-language higher education in the developing world," says Anand Sudarshan, chief executive of Manipal's education division.
What is particularly striking about Manipal is that it is a company born in a developing country and focusing on students in other developing nations. As such, its evolution reflects a broader trend in higher education, where universities in India, the Persian Gulf, and even Iran are branching out to other parts of the developing world.
"Globalization has been unipolar, mainly by the U.S. and U.K., and if Manipal does this, it creates a much broader base for globalization," says Philip G. Altbach, director of the Center for International Higher Education, at Boston College. "It's good to have an array of choices, and it's good to know that developing and middle-income countries have the capacity and ideas to be players in the global education marketplace."
Manipal is spending heavily on global expansion. It is investing about $30-million to build a new campus in Dubai, where it has had a presence since 2000, and $10-million to enhance its Malaysia campus, which opened in 1997.
Last October, Manipal began developing a new campus at the American University of Antigua, which it bought from the New York-based Greater Caribbean Learning Resources, with an investment of $35-million.
A Modest Beginning
Manipal began in 1953 as a small teaching hospital with 100 students, one of the first private higher-education providers in post-independence India.
It was established by T.M.A. Pai, who was recognized by Ripley's Believe It or Not, the university says, for establishing the greatest number of educational institutions in his lifetime.
The late Dr. Pai was also a reformer, who believed that the private sector should step in where the government could not. In 2002 he won a landmark case against the state of Karnataka, where Manipal is located, which curtailed the scope of government regulation over privately financed educational institutions.
Over the years, Manipal benefited from the perpetually weak and underfinanced public higher-education system in India. Students who could not get into a public institution turned to the mushrooming private sector; Manipal's leaders were savvy enough to know what students wanted.
From medicine, the university expanded into engineering, management, and life sciences. It now runs 20 professional schools on its main campus in Manipal. Another campus, in the northeastern state of Sikkim, offers seven programs, including online education.
Yet Manipal's domestic expansion plans were limited by tight rules governing the private higher-education sector.
"We almost went international by default. We were growing and expanding in India, and then it became impossible to expand further in India," says Mr. Sudarshan. "When we got invited by Nepal and Malaysia to set up medical colleges, we thought that was an interesting and sustainable way to expand."
Manipal studies potential markets carefully. Places with a large South Asian population get close consideration since families are likely to have heard of the university. The company also wants to enter markets with a growing, aspirational middle class. Mr. Sudarshan says he is focusing now on emerging markets in Southeast Asia, South Asia, and Africa.
Finally, Manipal's officials look for places where there is a demand for Manipal's core expertise: medicine and engineering.
"It is not risky for us; it is taking advantage of our capability," says Mr. Sudarshan of the company's expansionist strategy.
Mr. Sudarshan, who became head of Manipal in 2006, has a business background. He was a co-founder of the Microland Group, which started one of India's first software-services companies. In business circles he's described as a "turnaround specialist."
Building new campuses requires money, of course. So Manipal has designed its programs to ensure that tuition brings profit to the company, yet stays within accepted market rates.
"That is a challenge," Mr. Sudarshan acknowledges, adding that he has no cookie-cutter formula.
If a campus can't bring in a profit, he says, "we will kill institutions."
The company typically gives its foreign campuses two or three years to bring in a surplus over operating expenses. It expects them to bring in a return on their capital investments within eight years.
A Mixed Reputation
In India, Manipal has historically had something of a mixed reputation, but one that is steadily improving.
Twenty or so years ago, it was considered to be on the lower tier of private institutions. These days, higher-education analysts give the institution more respect, although sometimes grudgingly.
"Over time it has become an established brand and created a place for itself," says Premchand Palety, founder of the Centre for Forecasting and Research, which ranks universities in India.
Mr. Palety says that when he was a university student, in the mid- 1980s, Manipal "wasn't thought of as a good place" to study. It was known as a haven for wealthy students who couldn't get into the top schools, he says.
Still, students did go there, he says, because they didn't have many options. Public higher education was so limited that at the institution where he studied—the highly regarded Punjab Engineering College—100,000 students competed each year for just 100 seats.
"So if you didn't get in anywhere good, private was the option, and private meant only Manipal. They charged huge fees and benefited because there was no competition in that space," Mr. Palety says.
The private sector has since expanded rapidly: There are almost 2,500 engineering schools, most of them private, in India. Manipal has responded by improving in quality.
"Now Manipal's character has changed and it has systems in place, like good infrastructure and a decent number of faculty," Mr. Palety says.
Many Manipal students chose to go there after they failed to get into the public institution of their choice. Public universities remain the most sought after, because of both quality and price.
At Manipal students shell out about $4,100 a year, and medical students pay $9,100 a year in tuition. By comparison, students at the prestigious public Indian Institutes of Technology pay $1,600 to $2,000, including housing. Students at India's premier teaching hospital, the All India Institute of Medical Sciences, pay $80 a year.
"I had no other good choice left," said Archana (she uses only that name), a civil-engineering student who is graduating this year from the Manipal Institute of Technology, one of the university's two flagship schools. "I applied in several colleges, didn't get into many, and was on the wait list on one."
Manipal administrators freely acknowledge that their students aren't among the academically elite but argue that it makes their institutions stronger.
"Our undergraduate students have to work much harder than an IIT student," says Somnath Mishra, director of the Manipal Institute of Technology. Student quality "in IIT is higher than here, so here we also have to be very strong in teaching abilities. In IIT a teacher doesn't have to make so much effort."
Mr. Sudarshan, the chief executive, says he wants to improve the quality of Manipal's academic programs and the credentials of its faculty members. The university is placing more emphasis, for example, on research and publishing.
Only about 25 percent of its faculty members hold doctorates, which is typical of an institution of its academic caliber in India.
But professors in Manipal's engineering and medical programs without Ph.D.'s must now work toward earning advanced degrees at Manipal while they continue teaching at the institution, says H.S. Ballal, pro chancellor of the university.
Mr. Sudarshan says he wants the university to become an "elite applied-research institution," in part by trying to get more corporate- and government-sponsored research projects.
The Manipal Life Sciences Centre has been recognized by India's former president as a center of excellence in pharmacogenomics.
"We want to put Manipal on global research map," says the center's dean, K. Satyamoorthy, who until 10 years ago was a senior scientist doing research at the Wistar Institute, in Philadelphia. He joined Manipal University, he says, because he wanted the challenge of building a research institution.
Fifty percent of his faculty members have had experience abroad. "We look for people coming back from the U.S. and Europe where there is more research exposure," he says.
Still, for the Manipal Group, the ultimate measure of quality is the employability of its graduates. At its engineering school, 89 percent of students who will graduate this year already have jobs, many with top companies such as Microsoft India, Nokia, and Cisco Systems.
As its quality and visibility have increased, so have student applications. In 2009, according to G.K. Prabhu, Manipal University's registrar, the university received nearly 100,000 applications for 7,000 seats.
Ties With the U.S.
Manipal also has expansion plans in India. Thanks to a new, reformist education minister who is encouraging investment, the company sees tremendous growth opportunities here.
The Manipal Group is planning to invest more than $100-million over the next two years on additional campuses in India.
Mr. Sudarshan says that because Manipal pays well, he is not worried about recruiting in a country with a faculty shortage. Campus infrastructure and amenities are also a draw.
"Here the infrastructure you need is much easier to get because red-tapism is not there. Getting things in public institutions takes longer." says Mr. Mishra, director of the engineering school.
A retired army official with a Ph.D. from the Indian Institute of Technology in Delhi, Mr. Mishra says he chose a job at Manipal over an offer to work at one of the IIT's because he liked the idea of heading a school that wants to move ahead in research.
Mr. Sudarshan also wants to build partnerships between Manipal University in India and universities abroad, through programs in which students divide their study between India and the United States, and through research collaborations.
Already the university has 40 such relationships with foreign universities, including 15 "twinning" arrangements with institutions in the United States, Britain, and Australia.
In the United States, for instance, Manipal University's International Center for Applied Sciences runs twinning programs with the Illinois Institute of Technology and the University of Miami, among others. Students in these programs spend two years on each campus and earn degrees from the U.S. partner.
Source Link: http://chronicle.com/article/A-Private-University-in-India/65907/
Tuesday, June 8, 2010
US varsities show interest in coming to India
US varsities show interest in coming to India
NEW DELHI: As India is set to pass a legislation for setting up foreign campuses in the country, major American universities in their meeting with HRD Minister Kapil Sibal on Wednesday expressed their interest in venturing into higher education here.
According to an official statement from the human resource development (HRD) ministry, American universities "appeared enthused" by the recent introduction of the legislation on foreign universities in parliament.
Representatives from many premier American universities met Sibal, who is currently on a US visit, expressing interest to set up institutions in India.
"Apart from starting their own institutions in India, they (universities) would also like to have collaboration with Indian institutions in other fields, including medical education," the statement said.
Sibal met representatives from Virginia Tech, Georgetown University, American University, and School of International Studies (SIS).
The statement said Virginia Tech has expressed desire to set up a facility near Chennai for research in bio-informatics, nanosciences and transportation studies.
Similarly, Georgetown University expressed interest in venturing in social sciences research and suggested research in emerging areas of climate change and sustainability.
The minister asked them to forward a concept note to decide on the areas of mutual interest.
Sibal also addressed the Council for Foreign Relation, an American think-tank, stressing upon higher education to be one of the key areas for strategic partnership between India and the US.
Source Link: http://economictimes.indiatimes.com/news/news-by-industry/services/education/US-varsities-show-interest-in-coming-to-India/articleshow/6004963.cms
NEW DELHI: As India is set to pass a legislation for setting up foreign campuses in the country, major American universities in their meeting with HRD Minister Kapil Sibal on Wednesday expressed their interest in venturing into higher education here.
According to an official statement from the human resource development (HRD) ministry, American universities "appeared enthused" by the recent introduction of the legislation on foreign universities in parliament.
Representatives from many premier American universities met Sibal, who is currently on a US visit, expressing interest to set up institutions in India.
"Apart from starting their own institutions in India, they (universities) would also like to have collaboration with Indian institutions in other fields, including medical education," the statement said.
Sibal met representatives from Virginia Tech, Georgetown University, American University, and School of International Studies (SIS).
The statement said Virginia Tech has expressed desire to set up a facility near Chennai for research in bio-informatics, nanosciences and transportation studies.
Similarly, Georgetown University expressed interest in venturing in social sciences research and suggested research in emerging areas of climate change and sustainability.
The minister asked them to forward a concept note to decide on the areas of mutual interest.
Sibal also addressed the Council for Foreign Relation, an American think-tank, stressing upon higher education to be one of the key areas for strategic partnership between India and the US.
Source Link: http://economictimes.indiatimes.com/news/news-by-industry/services/education/US-varsities-show-interest-in-coming-to-India/articleshow/6004963.cms
Online education to play a big role in the teaching process
Online education to play a big role in the teaching process
If your child is bitten by the online bug, it could be the starting point for a modern approach to learning. With the fatigue factor rising due to lengthy commutes and multiple subjects, students are gradually discarding traditional ‘brick and mortar’ tutorials.
Online learning is popular abroad because it allows students to explore and tap into different options. While portals like Gurukul Online Learning Solutions introduced the concept of online
education in India with eLearning; there is a new kind of virtual classroom that is gaining interest across age groups in India. It is called Teacherni.com and is a ‘live online tutorial’ which tutors students across ICSE, CBSE, IGCSE and IB boards.
In addition to coaching students between 4th to 12th grade, Teacherni.com also gears those appearing for overseas entrance exams, including SAT and GMAT. Currently, Teacherni.com is based in Mumbai and caters to students across India and the UAE.
However, Teacherni.com is not like e-learning. “It provides live personalised help online, giving your child access to the most qualified teachers and even lets him/her choose their own. The tutors guide students in planning their studies better, completing their homework in the best possible manner, carrying out projects and exceling in exams. Online tutors constantly go over concepts using application and in-room testing, until the student has fully grasped them,” says Dhaval Mehta, managing partner.
Every session can be recorded and saved for future reference, a feature that comes in very handy for revision. In addition, students save time on travelling to coaching classes where teachers are unable to reach out in the most effective way. The technology has been successfully implemented in US, UK, Australia and the Middle East.
While online education holds considerable potential, keeping it interactive and interesting will definitely hold the key to acceptance and future growth. Several institutions in India are even planning to take their post graduation courses online, with an interactive user interface, using games and contests to sustain interest levels.
With access to computers and the Internet increasing rapidly, more parents and students are beginning to realise the benefits of this new medium. It’s just a matter of time before demand and supply find their own equilibrium.
Source Link: http://www.dnaindia.com/academy/report_online-education-to-play-a-big-role-in-the-teaching-process_1393226
If your child is bitten by the online bug, it could be the starting point for a modern approach to learning. With the fatigue factor rising due to lengthy commutes and multiple subjects, students are gradually discarding traditional ‘brick and mortar’ tutorials.
Online learning is popular abroad because it allows students to explore and tap into different options. While portals like Gurukul Online Learning Solutions introduced the concept of online
education in India with eLearning; there is a new kind of virtual classroom that is gaining interest across age groups in India. It is called Teacherni.com and is a ‘live online tutorial’ which tutors students across ICSE, CBSE, IGCSE and IB boards.
In addition to coaching students between 4th to 12th grade, Teacherni.com also gears those appearing for overseas entrance exams, including SAT and GMAT. Currently, Teacherni.com is based in Mumbai and caters to students across India and the UAE.
However, Teacherni.com is not like e-learning. “It provides live personalised help online, giving your child access to the most qualified teachers and even lets him/her choose their own. The tutors guide students in planning their studies better, completing their homework in the best possible manner, carrying out projects and exceling in exams. Online tutors constantly go over concepts using application and in-room testing, until the student has fully grasped them,” says Dhaval Mehta, managing partner.
Every session can be recorded and saved for future reference, a feature that comes in very handy for revision. In addition, students save time on travelling to coaching classes where teachers are unable to reach out in the most effective way. The technology has been successfully implemented in US, UK, Australia and the Middle East.
While online education holds considerable potential, keeping it interactive and interesting will definitely hold the key to acceptance and future growth. Several institutions in India are even planning to take their post graduation courses online, with an interactive user interface, using games and contests to sustain interest levels.
With access to computers and the Internet increasing rapidly, more parents and students are beginning to realise the benefits of this new medium. It’s just a matter of time before demand and supply find their own equilibrium.
Source Link: http://www.dnaindia.com/academy/report_online-education-to-play-a-big-role-in-the-teaching-process_1393226
Stop distance learning in physiotherapy: UGC to universities
Stop distance learning in physiotherapy: UGC to universities
Following a Delhi High Court order banning distance learning courses in physiotherapy, the University Grants Commission (UGC) has started sending notices to universities asking them to stop such courses.
"We are notifying the universities conducting distance courses in physiotherapy as per the high court's orders," a UGC official said today.
The UGC is a state body that provides funds and overlooks maintenance of standards in institutions of higher education in India.
"The courses were being run without proper training facilities. The High Court has instructed to stop the courses being run without approval from the corresponding council," the official told the media.
The high court has ordered a ban on all distance education courses in physiotherapy running without approval or prior consent of the approved statutory bodies.
Indian Association of Physiotherapists (IAP), which grants practising licences to physiotherapists and oversees education and training for physiotherapy, had opposed the course stating that distance education in physiotherapy was not possible since it involved a lot of practical training.
"How can you have distance learning in the subjects with a large component of practical teaching," IAP member Nilesh Bansal said.
A case was filed by IAP in 2004 against Allahabad Agricultural University, Allahabad, Janardan Rai Nagar University, Udaipur and Sikkim Manipal University, Sikkim for offering courses in physiotherapy through distance education. (IANS)
Source Link: http://headlinesindia.mapsofindia.com/education-news/university/stop-distance-learning-in-physiotherapy-ugc-to-universities-52039.html
Following a Delhi High Court order banning distance learning courses in physiotherapy, the University Grants Commission (UGC) has started sending notices to universities asking them to stop such courses.
"We are notifying the universities conducting distance courses in physiotherapy as per the high court's orders," a UGC official said today.
The UGC is a state body that provides funds and overlooks maintenance of standards in institutions of higher education in India.
"The courses were being run without proper training facilities. The High Court has instructed to stop the courses being run without approval from the corresponding council," the official told the media.
The high court has ordered a ban on all distance education courses in physiotherapy running without approval or prior consent of the approved statutory bodies.
Indian Association of Physiotherapists (IAP), which grants practising licences to physiotherapists and oversees education and training for physiotherapy, had opposed the course stating that distance education in physiotherapy was not possible since it involved a lot of practical training.
"How can you have distance learning in the subjects with a large component of practical teaching," IAP member Nilesh Bansal said.
A case was filed by IAP in 2004 against Allahabad Agricultural University, Allahabad, Janardan Rai Nagar University, Udaipur and Sikkim Manipal University, Sikkim for offering courses in physiotherapy through distance education. (IANS)
Source Link: http://headlinesindia.mapsofindia.com/education-news/university/stop-distance-learning-in-physiotherapy-ugc-to-universities-52039.html
North-south divide at Delhi University?
North-south divide at Delhi University?
The rivalry between North and South campus has been going on for years. While north campus boasts of best colleges, students and active extracurricular activities, south campus rates high on faculty and best girls colleges.
However, there are allegations of discrimination in admission process between the two campuses. The varsity’s south campus has been given almost a complete miss by DU representatives as well as student bodies who help aspirants in the admission process. As per media reports, while hundreds of stalls have been put up at the north campus to facilitate prospective students, aspirants at the south campus are finding the admission process difficult and are alleging discrimination.
Himanshu Nagpal, a DU aspirant, was shocked to see the disparity between the north and south campus. He said, “I have scored 92 per cent marks in the CBSE boards and wanted to take admission in Venkateswara College. However after looking at both sides I changed my mind about studying at south campus. When I went to the Arts Faculty at the north campus to buy and fill forms there were so many people to help me, there were help desks placed by different parties and teachers were also very cooperative. But I was shocked to see that nobody cared about students in south campus.”
He is not the only one to find disparity in treatment between north and south campus. Shruti Sahai, a DU aspirant, says, “Seeking admission in a college in south campus is a pain. Nothing is organised and there are hardly any counsellors or students volunteers to help you.”
However officials from both campuses believe the students are treated at par. They believe since there are fewer colleges in south campus than north campus, people think preference is given to north campus. Also while things are visible in colleges in north campus, it is difficult to locate in south campus.
Source Link: http://delhiuniversity.learnhub.com/news/1182-north-south-divide-at-delhi-university
The rivalry between North and South campus has been going on for years. While north campus boasts of best colleges, students and active extracurricular activities, south campus rates high on faculty and best girls colleges.
However, there are allegations of discrimination in admission process between the two campuses. The varsity’s south campus has been given almost a complete miss by DU representatives as well as student bodies who help aspirants in the admission process. As per media reports, while hundreds of stalls have been put up at the north campus to facilitate prospective students, aspirants at the south campus are finding the admission process difficult and are alleging discrimination.
Himanshu Nagpal, a DU aspirant, was shocked to see the disparity between the north and south campus. He said, “I have scored 92 per cent marks in the CBSE boards and wanted to take admission in Venkateswara College. However after looking at both sides I changed my mind about studying at south campus. When I went to the Arts Faculty at the north campus to buy and fill forms there were so many people to help me, there were help desks placed by different parties and teachers were also very cooperative. But I was shocked to see that nobody cared about students in south campus.”
He is not the only one to find disparity in treatment between north and south campus. Shruti Sahai, a DU aspirant, says, “Seeking admission in a college in south campus is a pain. Nothing is organised and there are hardly any counsellors or students volunteers to help you.”
However officials from both campuses believe the students are treated at par. They believe since there are fewer colleges in south campus than north campus, people think preference is given to north campus. Also while things are visible in colleges in north campus, it is difficult to locate in south campus.
Source Link: http://delhiuniversity.learnhub.com/news/1182-north-south-divide-at-delhi-university
Nirma University student tops in national pharmacy test
Nirma University student tops in national pharmacy test
An Ahmedabad student from the Institute of Pharmacy at Nirma University has topped the Graduate Pharmacy Aptitude Test (GPAT) this year.
Parth More, a student of Institute of Pharmacy at Nirma University scored 70.67% in the GPAT securing the first position in the country. It should be noted that the entrance test to the masters programme in pharmacy (MPharm) course was nationally centralized for the first time this year, through a common test called GPAT.
Talking about his achievement, Parth said, "The results were scheduled to be declared by around 5 pm. A friend called me at 5:10pm and told me that I topped the exam at the national level." He said that he could not believe it and so rushed to the nearest cyber café to check the result himself. "I was very happy when I found that I had topped at the national level and rushed home to share the news with my family," he said.
Parth said he had expected to make it to the top in the state but not at the national level. His father retired from the All Indian Insurance Company around 5 years ago and is at present undergoing kidney dialysis. More's mother is a housewife.
Parth's studies were supported by his two elder sisters. While his eldest sister Chaitasi More is a teacher with a government school in Dani Limbda his other sister teaches at a private school in Ahmedabad.
Talking about her son, Jashodaben More, said, "He tried his level best to cut down on unnecessary expenses so as not to burden us further.In the last four years he has been to the theatre just twice."
Talking about his plan for M.Pharm, Parth said, "Along with National Institute of Pharmacy Education and Research (NIPER) in Chandigarh, I also plan to appear for the entrance tests for other institutes including Bombay College of Pharmacy and LM College of Pharmacy."
After his M.pharm, Parth plans to do a Ph.D.
Of the around 65 students from Nirma University who appeared for the GPAT this year, 56 qualified for the test.A total of 32,598 students from across the country had appeared for the combined entrance test this year.
Earlier, the Graduate Aptitude Test for Engineering (GATE) scores were taken into consideration for admission to MPharm courses.
Source Link: http://www.dnaindia.com/academy/report_nirma-university-student-tops-in-national-pharmacy-test_1390914
An Ahmedabad student from the Institute of Pharmacy at Nirma University has topped the Graduate Pharmacy Aptitude Test (GPAT) this year.
Parth More, a student of Institute of Pharmacy at Nirma University scored 70.67% in the GPAT securing the first position in the country. It should be noted that the entrance test to the masters programme in pharmacy (MPharm) course was nationally centralized for the first time this year, through a common test called GPAT.
Talking about his achievement, Parth said, "The results were scheduled to be declared by around 5 pm. A friend called me at 5:10pm and told me that I topped the exam at the national level." He said that he could not believe it and so rushed to the nearest cyber café to check the result himself. "I was very happy when I found that I had topped at the national level and rushed home to share the news with my family," he said.
Parth said he had expected to make it to the top in the state but not at the national level. His father retired from the All Indian Insurance Company around 5 years ago and is at present undergoing kidney dialysis. More's mother is a housewife.
Parth's studies were supported by his two elder sisters. While his eldest sister Chaitasi More is a teacher with a government school in Dani Limbda his other sister teaches at a private school in Ahmedabad.
Talking about her son, Jashodaben More, said, "He tried his level best to cut down on unnecessary expenses so as not to burden us further.In the last four years he has been to the theatre just twice."
Talking about his plan for M.Pharm, Parth said, "Along with National Institute of Pharmacy Education and Research (NIPER) in Chandigarh, I also plan to appear for the entrance tests for other institutes including Bombay College of Pharmacy and LM College of Pharmacy."
After his M.pharm, Parth plans to do a Ph.D.
Of the around 65 students from Nirma University who appeared for the GPAT this year, 56 qualified for the test.A total of 32,598 students from across the country had appeared for the combined entrance test this year.
Earlier, the Graduate Aptitude Test for Engineering (GATE) scores were taken into consideration for admission to MPharm courses.
Source Link: http://www.dnaindia.com/academy/report_nirma-university-student-tops-in-national-pharmacy-test_1390914
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