Apar India College

Apar India College of Management and Technology offers MBA/BBA, MCA/BCA, MSc (IT)/B.Sc (IT), MA/BA (Journalism & Mass Communication) degree courses and provides regular classes (Monday to Friday) without charging any tuition fees along with 100 percent free Job oriented courses such as English speaking, Personality Development, Foreign Language, Hardware networking etc. Degrees are awarded by Sikkim Manipal University(SMU) which is a State Govt. University recognized by UGC, Ministry of HRD, Govt. of India. Students have to pay nominal university fee in the form of Demand Draft in favor of Sikkim Manipal University (SMU) payable at Manipal.

Friday, April 16, 2010

APAR India College: Imparting high quality education at no Tuition fee

APAR India College: Imparting high quality education at no Tuition fee


Can you believe that a Higher Education Institution can give high quality education with all facilities FREE OF COST. It is difficult to believe, but Apar India College is doing just that for the past 10 years. Apar India College is the dream project of Mr. Raj Kumar Jain, a President of India Awardee. His main dream is to deliver the best education to all those students who really want to excel in life. His belief is that no one should loose a chance to study due to lack of funds, he wants to make higher education within the reach of every student. To fulfill the dreams of all aspiring candidate he started this College. APAR has two campuses in Delhi, one in Dwarka and the other one at Rohini offering courses like MBA, BBA, MCA, BCA, BSc.IT, MAJM, BAJM. The Degrees are awarded by Sikkim Manipal University which is a State University recognized by UGC, Ministry of HRD, Govt. of India.

If you are thinking that since the education is free of cost, it should be running on Government funds with facilities like government schools, then you are wrong.

Some of the basic facilities available at APAR are
• State of the art infrastructure
• Air conditioned classrooms
• Highly qualified and Experienced faculty
• Class room teaching using LCD and Laptops
• Value added job oriented courses
• Industrial visits
• Foreign language and English conversation classes
• Seminars and Group discussions by industrial experts
• Role Plays and Presentations
• Personality Development Programs
• Ethics and Moral Values training programs
• Mock Interview sessions
• Industrial Training
• Campus Placement

All this is offered due to unconditional support given by philanthropists like Mr. R. K. Jain who wants to contribute back to society. Apar India’s Board of Directors have many distinguished names who are ready to provide support and guidance to Apar India to make its journey successful, leading India to next century.

Apar Weblink:http://www.aparindiacollege.com/index.htm

Apar India -An Institution Of Excellence In Business Education

Apar India- An Institution Of Excellence In Business Education

The founder of Apar India, Mr. Raj Kumar Jain has started a new age Gurukul namely “Apar India College of Management and Technology” , at Dwarka & Rohini with the purpose of providing quality education to aspiring youngsters. The aim of the College is to educate & train future managers by providing free professional education to all those who are not able to take admission in renowned private & government institutions due to exorbitant fees & limited seats. This pioneering initiative of setting up a college working in a unique manner has been done with a sole intention of developing the capabilities of Management & Entrepreneurship among aspirants so that they can achieve their corporate goals, and thus set a target for others to emulate. While sharing views with CNN, Mr. Raj Kumar Jain highlighted his views on education and circulated the idea of providing valuable professional education at low cost but on high values. The college has an alumni base of more than 5000 students working in various Government & Multi National Companies.


Apar India
offers professional courses in the field of Management, Information Technology, and Journalism like MBA, BBA, MCA, BCA, BSc.IT, MAJM, BAJM through Sikkim Manipal University which is a State University recognized by UGC, Ministry of HRD, Govt. of India. The college conducts regular classes without charging any tuition fees. The working professionals can pursue their higher studies without taking long breaks from their work by attending classes on Sundays. Apar India has focused on training management aspirants to make them future managers of multinational companies coming in various sectors. Students from Bombay, Bangalore, Chandigarh, Agra, Bihar, Ranchi, Kerala, Kashmir, Nagaland, Assam, Nepal, Bhutan, Abu Dhabi etc have enrolled themselves in various courses.

Why Apar India?
• Regular and Weekend classes
• State of the art infrastructure
• Air conditioned classrooms
• Highly qualified and Experienced faculty
• Class room teaching using LCD and Laptops
• Value added job oriented courses
• Industrial visits
• Seminars and Group discussions by industrial experts
• Role Plays and Presentations
• Mock Interview sessions
• Industrial Training
• Campus Placements
The effectiveness of an Institution depends on their ability to provide the students with the conducive environment for learning. Apar India has a good infrastructure equipped with air-conditioned lecture theatres, classrooms, seminar halls, an auditorium along with audio/video facilities, LCD projector, vast Computer labs, well-stocked library with a rich collection of reference books of various subjects.

The placement cell conducts various training programs in soft skills, Group Discussions, Interview skills, Campus Interviews to develop students personality and awareness as per industry requirement. Some of the aspirants are in demand at various big companies like GAIL, Mother Dairy, Indian Oil Corporation Limited, IBM, Birla Soft, MTNL, HDFC Bank Ltd., Indian Air Force, Eureka Forbes and Seimens etc.

Apar India has achieved a desirable reputation in the field of Management & Technology education. The mission of the College is to groom Management aspirants by setting up new standards of excellence in business education

Apar Weblink:http://www.aparindiacollege.com/index.htm

B-schools see 40% jump in job offers from FMCG firms

B-schools see 40% jump in job offers from FMCG firms

The booming recruitment environment that B-schools experienced in 2007 could be back on the campuses next year as the fast moving consumer goods (FMCG) sector is planning around 40 per cent increase in the number of pre-placement offers (PPOs).
The Indian FMCG companies, especially those expanding their portfolio at a rather fast pace, like Godrej India, are bullish about PPOs this year and claim to be targeting an increase of 40-50 per cent in recruitment.
“We prefer the PPO route as the quality of understanding of the employee is far more as they spend two months in the summer just understanding the company. We are also able to tell whether a student will be suited to the job profile. Besides, the final placement time in the colleges is quite chaotic,” said Sumit Mitra, executive vice-President (HR), Godrej Consumer Products Limited (GCPL).
Companies like Cadbury has already made a Rs 1-lakh offer for a two-month internship to a management graduate from Mumbai-based National Institute of Industrial Engineering. Management students are at present undergoing summer internship at various companies. Post the internship, these companies make job offers to the students, which are called PPOs.
“There will be an increase of more than 20 per cent of the number of offers we plan to give out this year to students from all the Indian Institutes of Management (IIMs), Symbiosis, SP Jain, among others. PPOs to us are important in order to create a talent pipeline,” added Mitra.
FMCG majors say though there had been a slight slowdown in the number of students who opted for a placement in their sector due to the entry of various other options, including global financial consultancies, the number of students employed in the consumer market was still strong.
Industry experts say this year’s pre-placements are important as these PPOs would be given out post a relatively recession-free economy. Also, with more than 15 per cent of the students from the top 20 B-schools being employed in the FMCG sector, it became a tough situation when recruitment was on a downturn. “The consumer sector by and large has been a key recruiter for B-schools for a while now and it certainly creates headroom for more employment opportunities,” said a senior sector analyst.
Besides, it is not just the Indian players who are reaping benefits of recruitment in FMCG. International players such as PepsiCo have a lot to be happy about this year. “Our India sales have seen an upturn in the past few years and as a result we will increase our PPOs by 50 per cent as compared to the past few years. This year alone though, we are looking at an increase in PPOs offered by 20 per cent. The reason for this increase is high expected growth in the coming years,” said Nagina Singh, head-staffing, PepsiCo India.
For starters, the Indian Institutes of Management (IIMs) are seeing the old campus favourites like ITC, Kelloggs, PepsiCo, Marico, Amul and Britannia back on summer recruitment drive. “Most FMCG firms are preferring the PPO route this year as they seem satisfied with it in the past,” said Chirantan Shah, placement coordinator, IIM–Kozhikode.
Sector analysts believe with more positive economic sentiment, the end of this year may see the booming recruitment environment that was experienced in 2007.


Source Link: http://www.business-standard.com/india/news/b-schools-see-40-jump-in-job-offersfmcg-firms/391864/

Apar Weblink:http://www.aparindiacollege.com/index.htm

Sibal in New Zealand to broaden collaboration in education

Sibal in New Zealand to broaden collaboration in education


India's Human Resource Development minister Kapil Sibal arrived in New Zealand on Sunday on a three-day visit aimed at strengthening bilateral cooperation in the education sector. Sibal is looking at tranforming the Indian education system and is expected to broaden collaboration with New Zealand in the education sector, including cooperation in research, technical and vocational education, teachers' education and open and distance learning.

Sibal's visit was important for the New Zealand education service sector as a rapidly rising number of Indian students has been coming to New Zealand with the number increasing by 42 percent in the last year alone.
India's vast human capital and sound educational system will be of interest to New Zealand as well. India and New Zealand governments, academicians and administrators can look at reforms and entrepreneurs can look for opportunities in the educational sector.

It has been reported that New Zealand Education Minister Anne Tolley and Sibal signed the agreement to strengthen and broaden New Zealand's education engagement with India.Sibal said that collaborative projects and activities are planned in the areas of technical and vocational education, open and distance learning, research cooperation and higher education.

New Zealand and India have also agreed to encourage institutional networking and exchange of officials and personnel.Sibal suggested that New Zealand can look at the area of teachers training programme as India needs thousands of teachers and there is an opportunity for business investors from both countries in this sector.

Source Link: http://www.minglebox.com/article/mba/Sibal-in-New-Zealand-to-broaden-collaboration-in-education-/data-0001-fdbffe7e27f2086a0127f58feca27046

Apar Weblink:http://www.aparindiacollege.com/index.htm

Role Of Management Education In Shaping Future Managers And Entrepreneurs

Role Of Management Education In Shaping Future Managers And Entrepreneurs

When we talk of management education, we are basically referring to shaping up the students, aimed towards developing their competency and capability either as a manager fit to join an organization and help it to grow or as entrepreneur, to establish and grow one's own business. This capability does not come from possessing a management diploma or degree, but also requires developing in the students the will and skill to contribute for self sustenance and nation building. Presently it is seen, that there is a wide gap existing between the type of management education imparted in mba colleges and what is there in real life management in business organizations. In order to make management education more realistic and useful for the industry, certain key areas need to be identified. These could be:-

• Benchmarking quality management education to create an enduring quality managers and entrepreneurs.
• Bring in professionalism in management education.
• Adequacy of qualified and competent faculty members, proper infrastructure, support facilities and regular updating of curriculum.

Benchmarking Quality Management Education
Benchmarking with the top management colleges inspires an institute to produce quality managers. Management education needs to include knowledge, skills and abilities (KSA) that are needed today and that will be needed tomorrow by the industry. The mission of management education should be to become innovative and creative. The objectives of benchmarking should be to:-
• Make own students employable in industry.
• Moving the institute from academic mode to corporate mode.

To achieve these objectives the agenda should be:-
(a) To identify the industry expectations of the skill sets required of students.
(b) To identify the areas of Total Quality Management (TQM) in management education.
(c) To identify the changes required in teachers imparting management education.

Professionalism in MBA/PGDM Education

There are many reasons for the wide differences in the quality of management education in different institutes in India. The main reason is the absence of a body that can ensure that the standards set are practiced and retained by all management institutes, like AACSB in USA. We do have an apex body – the All India Council for Technical Education (AICTE), that is responsible for setting the basic framework, guidelines and standards for quality of business education, there are however many problems when it comes implementation of these standard by mba colleges and institutes and these problems undermine the effectiveness of these standards. In order install quality in management education in India, the AICTE and mba colleges / universities in the country should focus on the following issues:-
• Quality of faculty
• Infrastructure development
• Accountability of management institutes
• Values and ethics
• Role of professional bodies (aima, ISTD, etc).

Adequacy of Qualified and Competent Faculty members, Infrastructural Facilities and Updating of Curriculum
• The institutes running MBA / PGDM courses must have core faculty in main areas of management. Faculty must meet at least one of the three criteria requirements, namely – consultancy experience, research experience in management or knowledge of the latest management trends in terms socio-technical systems and managerial techniques in the industry. The other aspects considered are:-
• Infrastructure and facilities: These must include class rooms with multimedia and projection facilities, computers and peripherals and a good library with collection of books on all management subjects.
• Updating the Curriculum: The management courses and programmes being conducted in the institutes must be in line with the current requirements of the corporate world and other organizations.


Source Link: http://www.minglebox.com/article/mba/Role-Of-Management-Education-In-Shaping-Future-Managers-And-Entrepreneurs-By-Asia-Pacific-Institute-of-Management/data-0001-fdbffe7e27d351ba0127e30613ec5153



Apar Weblink:http://www.aparindiacollege.com/index.htm

Doing an MBA has its benefits, and risks too

Doing an MBA has its benefits, and risks too

In the recent past, leading business schools in India have announced that they are raising their fees by almost 10%. This begs the question, if an MBA is worth it.

In true MBA style, let's do a cost-benefit analysis of what it means to get an MBA. However, this is not just about looking at what you spend on tuition - and boarding and lodging - and how quickly after graduation you can expect to earn this money back through a high salary.

Source Link: http://economictimes.indiatimes.com/quickiearticleshow/5776399.cms

Apar Weblink:http://www.aparindiacollege.com/index.htm

Fall in quality upsets Mumbai University senate

Fall in quality upsets Mumbai University senate

Mumbai: Mumbai University senate members have urged governor K Sankaranarayanan to initiate action to tackle the various issues affecting the quality of academics and administration in the university.
A letter submitted to the governor points out several anomalies, including the delay in renewing accreditation by the university and some of its affiliated colleges, irregularities and illegalities in the exam section and serious lapses in Veermata Jijabai Technological Institute (VJTI).
Saying that ineligible people were recruited for teaching positions, the letter also claims that there are 461 vacancies in non-teaching posts. Interestingly, each point in the letter has been backed by official documents.
Senate member Vaibhav Narawade said the governor has assured them that he would look into each aspect. “So many issues have been pending. Several committees have been formed and they have submitted their observations. But the university has failed to take any action,” said Narawade.
For instance, said Narawade, while several committees have pointed out financial irregularities, falling academic standards and administrative irregularities at VJTI, no action has been taken against erring officials.
The senate members have also asked the governor to appoint a committee to review and reform the amendments made by the state government for selection of senate members. In September 2009, the state passed an ordinance that the members of governing bodies, such as the senate, management and academic council, who take decisions on vital matters of the university and colleges, must have a PhD. But senate members want the government to withdraw the ordinance.
“We hope that the governor looks into all the matters and takes action to save the university from the degradation of academic, administrative standards,” said senate member Dilip Karande.

Source Link: http://www.dnaindia.com/mumbai/report_fall-in-quality-upsets-mumbai-university-senate_1369144

Apar Weblink:http://www.aparindiacollege.com/index.htm

Thursday, April 15, 2010

No fund for Right to Education: Mayawati

No fund for Right to Education: Mayawati

Lucknow: In the midst of a raging row over over her government's spending money for Dalit memorials, Uttar Pradesh Chief Minister Mayawati today said it would not be possible for the state administration to fund implementation of the Right to Education and asked the Centre to give money for the scheme.
She accused the Centre of overlooking practical aspects of implementing the Right to Education Act by not arranging money for its implementation.
Mayawati alleged the Centre was not serious in implementing the Act. "This was the reason Centre did not look into practical aspects while implementing the Act and a nominal provision was made in the budget," she said in a letter to Prime Minister Manmohan Singh.
"If the Centre is really willing to implement the Right to Education Act to benefit the people, it should bear the financial burden to be created on the state for implementation of the Act," Mayawati said.
She said that to implement the Act in Uttar Pradesh, Rs 18,000 crore would be needed in one year, of which 45 per cent--Rs 8,000 crore--have to be arranged by the state.
It would be difficult for the state to arrange Rs 8,000 crore considering its present financial condition, she said.
Mayawati said if the Centre seriously wanted to implement the Right to Education Act, it should provide required funds to UP.
"The state had in a letter sent to the Centre in November last year already requested for required funds," she said.

Source Link: http://ibnlive.in.com/news/no-fund-for-right-to-education-mayawati/112637-3.html

Apar Weblink:http://www.aparindiacollege.com/index.htm

US ambassador awards English learning scholarships to MCD School

US ambassador awards English learning scholarships to MCD School

New Delhi: US Ambassador Timothy J. Roemer on Wednesday awarded certificates to 100 new micro-scholarship recipients in the English Access Micro-scholarship Programme at the MCD Primary School in Nizamuddin Basti in the capital.

Roemer said: "Access to education is an important commitment and value the people of the United States of America share with India. English is the common language that unites the citizens of both our countries. This programme gives students, who might otherwise not have the opportunity, the chance to acquire basic English language skills that lead to jobs!

"These students will also have opportunities for future educational opportunities and exchange programmes in the US, further strengthening the robust exchange of ideas and people-to-people ties that are the hallmark and catalyst of our countries' bold partnership."

This two-year Access program is an initiative of the US embassy in cooperation with the Aga Khan Foundation which has been working in India for over 15 years on improving schools andeducational opportunities for poor and marginalized groups.

The US embassy funds the programme and awards micro-scholarships for a foundation course on English language skills to talented 14-18-year olds from economically-disadvantaged sectors. IANS

Source Link: http://www.indiaedunews.net/Delhi/US_ambassador_awards_English_learning_scholarships_to_MCD_School_11316/

Apar Weblink:http://www.aparindiacollege.com/index.htm

Pranab for more private initiatives in higher education

Pranab for more private initiatives in higher education

Union Finance Minister Pranab Mukherjee here on Wednesday said the government did not have adequate resources to expand higher education on its own, making it necessary for private players to take on a bigger role in future.
Mr. Mukherjee was speaking at the 11th convocation ceremony of the Bharati Vidyapeeth Deemed University here, which also conferred on him a D.Litt. (Honoris Causa) degree.
“With limited resources that the government has, it would not be possible for the government alone to achieve the target of increasing gross enrolment ratio up to 30 per cent. It would, therefore, be necessary to promote private initiative in higher education further,” he said.
The Minister expressed disappointment at the fact that the general enrolment in higher education remained “much lower than expected.” The government would continue to work towards structural transformation in the education sector to ensure expansion, as it considered education as not only a vehicle of growth but also an instrument to ensure social justice.
Liberating force
“Education acts as a liberating force to fight against poverty and hindrances to growth.” The government served as a driver for economic growth in the form of knowledge or “intellectual capital.” It took the initiative to establish the National Knowledge Network based on the recommendation of the National Knowledge Commission to interconnect all knowledge institutions through high-speed communication networks.
At the same time, it was necessary to go in for a skill-acquiring system fro a degree-seeking system. For this, the Prime Minister's council on National Skill Development had set itself a target of creating 50 crore skilled people by 2022. A beginning was made with the approval of three projects by the National Skill Development Corporation, a public-private sector initiative to create 10 lakh skilled manpower at the rate of 1 lakh per annum.
“Exciting phase”
Speaking about the state of the Indian economy, Mr. Mukherjee said, “Our growth story is going through an exciting phase. We have weathered the global economic crisis well and the economy now is in a better position than it was a year ago. India has emerged from an unprecedented global slowdown faster than any other nation.”
The government was seeking to quickly revert to the high Gross Domestic Product growth path of 9 per cent and then find the means to cross the double-digit growth barrier. An important challenge of economic growth was to make development more inclusive. “Economic growth has to be an instrument for development and not an end in itself.”
Food security
The Minister said there was need to strengthen food security, improve education opportunities and provide health facilities at the level of households, both in rural and urban areas.
If there was one factor that could hold back India's potential, it was the bottlenecks of the public delivery mechanisms, he added.

Source Link: http://beta.thehindu.com/education/article390960.ece

Apar Weblink:http://www.aparindiacollege.com/index.htm

Paucity of funds, teachers impacting higher education: CAG

Paucity of funds, teachers impacting higher education: CAG


Allocation of inadequate funds and dearth of teaching staff have impacted higher education in Tripura, a report by the Comptroller and Auditor General of India (CAG) said.
In its latest report, the CAG said that an absence of an effective monitoring mechanism also prevented ensuring quality education to students in the northeastern state.
'The University Grants Commission (UGC) has prescribed a norm of 1:20 for teacher-student ratio in general colleges. The number of teachers in position in 15 government colleges in Tripura was only 415 against the sanctioned strength of 661 indicating a teacher-student ratio of 1:63.'
'The combined intake capacity in general and technical education in Tripura was 19,613 in 2008-09 and that was more than the number of students (12,084) passing out at the higher secondary level in that year,' the report said.
However, on an average 13 percent students passing higher secondary examinations from the Tripura board have been migrating outside the state to pursue higher education, the CAG report said adding that this percentage would be higher, if students passing out from the CBSE (Central Board of Secondary Education) and ICSE (Indian Council of Secondary Education) courses are also considered.
According to the union ministry of human resource development, the percentage of Gross Enrolment Ratio (GER) for higher education in Tripura ranged from 6.16 percent to 6.83 percent during the period from 2004-05 to 2006-07 as against the national average of 11.30 percent during the corresponding period.
'Despite the Tripura government's assurance to the centre, the state's higher education department neither formulated an action plan nor did it incorporate any policy in the annual action plans to raise GER for higher education up to the national average.'
'The Tripura government had given Rs.52,500,000 to Bharatiya Vidya Bhavan, a private organisation, for setting up a college of science and technology. The entire funds were placed with the private college without specifying any terms and conditions,' it said.
A photograph of the incomplete Bhavan's buildings (as of September 2009) was also depicted in the CAG report, signed by the CAG of India on Feb 16 this year.
The CAG has suggested obtaining inputs from the educational institutions before planning its activities and formulating its budget. The Tripura higher education department should take effective action for recruitment of teaching staff in line with UGC norms to ensure quality education, it added.
The 218-page CAG report has asked the Tripura government to formulate a well defined PPP (Public Private Partnership) policy considering the overall interest of the state.
'Documentation on PPP projects should be transparent and widely publicized to ensure accountability and public scrutiny.'
Tripura government officials have refused to comment on the CAG report.

Source Link: http://sify.com/news/paucity-of-funds-teachers-impacting-higher-education-cag-news-education-kefpEddhafg.html


Apar Weblink:http://www.aparindiacollege.com/index.htm

India joins list of 135 countries in making education a right

India joins list of 135 countries in making education a right

With the Right to Education Act coming into force, India has joined the league of over 130 countries which have legal guarantees to provide free and compulsory education to children.
According to the UNESCO’s ‘Education for All Global Monitoring Report 2010’, about 135 countries have constitutional provisions for free and non-discriminatory education for all.
However, the report says that despite the legal guarantee of free education, primary school fees continue to be charged in some countries.
It also cited a 2005 World Bank survey, which stated only 13 countries impart primary education totally free of cost. In majority of countries, some direct costs have been reported though no tuition fees are charged.
“In reality, free primary schooling still remains the exception rather than the rule,” says the report.
Chile tops the list of countries in providing free education for a period of 15 years to a child. It gives free and compulsory education to children in the age group of six to 21 years.
The Latin American country, where elementary education was among the worst two decades ago, had implemented a special education programme in 1990 which recorded a significant improvement among primary and upper primary students.
There are seven countries such as Germany, Belgium, Italy and Norway that have provisions of free compulsory education to children covering their entire schooling period.
Countries like Britain and New Zealand have made education compulsory and free for children for a period of 11 years.
Spain, France, Norway and Canada are among the 19 nations where education is free of cost for a duration of 10 years, ranging from the age of five to 15 or six to 16 years.
There are 34 countries, including Japan, Finland, Russia and Sweden where a child gets nine years of compulsory education, according to the report.
In India, the Right to Education law, providing free and compulsory schooling to children in the 6—14 year age bracket, came into force yesterday.
With the new education act now operational, India has joined some 20 other countries including Afghanistan, China and Switzerland which have laws guaranteeing free and compulsory education for eight years of elementary education.
India’s neighbours such as Sri Lanka and Pakistan do not have any law providing free education, where as Bangladesh and Myanmar have such provisions for a four-year-period while Nepal has five years of compulsory schooling.
According to the report, there are seven countries, including Romania and Brazil whose laws define seven years of compulsory education for a child, while five countries, including the Philippines and Georgia give children legal right to education for a period of six years.
Saudi Arabia, UAE, Iraq and eight other countries have the provision of five years of free education for children.
However, there are over 50 countries, including the US, South Africa, Malaysia and a majority of Sub-Saharan African countries which do not have any constitutional provision to provide free and compulsory education to children.
The UNESCO report, however, does not have data about certain countries on whether they have any constitutional provision of providing free education.
The report also states that some countries have achieved extraordinary progress in their education system and the number of children dropping out from schools has declined by 33 million worldwide since 1999.

Source Link : http://beta.thehindu.com/news/national/article365232.ece

Apar Weblink:http://www.aparindiacollege.com/index.htm

Empowerment of Women in India

Empowerment of Women in India


India today is at the cusp of a paradigm change in its growth and its position in the world. We (both men and women) must act decisively to capture this opportunity. We need to think big and scale up rapidly in each and every area, be it education, infrastructure, industry, financial services or equality of both genders. For around two centuries, social reformers and missionaries in India have endeavoured to bring women out of confines in which centuries of traditions had kept them. According to the 2001 Census, the percentage of female literacy in the country is 54%, up from 9% in 1951.
But we should not forget that history is a witness to the women who have in the past demonstrated unique leadership capabilities. Razia Sultana, Rani of jhansi, Sarojini Naidu and Indira Gandhi are motivating examples' of women empowerment. Earlier, most women were able to demonstrate the leadership qualities only on their home fronts, as in Indian society man has always acted as the master of the scene and the decision regarding the issue of empowering women has always been taken by him. God has gifted women with compassion, tender-heartedness, caring nature, concern for others. These are very positive signs which imply that women can be leaders. Though some women have shown their mettte yet a large number of them have to sharpen their leadership qualities in various ways. In order to help women to be in limelight, they need to be empowered. Therefore, empowerment of women is the prerequisite to transform a developing country into a developed country. I would like to peep into tbe past when the stature of women was destroyed. They were treated as chattel in the early Roman society. In France, they were termed as half-soul creatures responsible for the destruction of society. The Chinese considered them as devil's soul. Japanese men preferred to live unmarried lives. Before the advent of Islam, Arabs buried their daughters alive considering them as a sign of disgrace. In this way, they deprived women of their due place. Most men view themselves as being the superior life-form in society. They justify this belief by saying that they are stronger and more capable; thus, making them more qualified for the more important roles in society. They place themselves on pedestals and force women to believe in their own inferiority to men and their incapability to excel educationally, politically, economically and domestically. But the truth is that women have advanced in all those areas.

In Shakespeare's works, many female characters are portrayed as being manipulated, if not controlled outright by the men in their lives as fathers, uncles, suitors, husbands. Therefore, Shakespeare's works appear to send mixed signals regarding the notion of female empowerment. Empowerment has multiple, interrelated and interdependent dirnensions-economic, social, cultural and political. It can be understood in relation to resources, perceptions, relationship and power. But what does women empowerment mean? Women empowerment generally has five components: firstly, women's sense of self worth; secondly, their right to have and determine choices; thirdly, their right to have access to opportunltles and resources; fourthly, their right to have the power to control their own lives, both within and outside home; and lastly, their ability to influence the direction of social change to create a just social and economic order- nationally, internationally and universally.

Educational attainment and economic participation are the key constituents in ensuring the empowerment of women. Educational attainment is essential for empowering women in all spheres of society, for without education of comparable quality and content given to boys and men, updated with existing knowledge and relevant to current needs, women will be able to have access to well-paid formal sector jobs and advance with men. The economic empowerment of women is a vital element of strong economic growth in any country.
Empowering women enhances their ability to influence changes and to create a better society.

Other than educational and economic empowerment, changes in women's mobility ant! social interaction and changes in intra-household decision-making are necessary. Slight improvement in women's involvement in household decision-making in male-headed household, on such issues as credit, the disposal of household assets, children's education and family healthcare can work wonders. Traditionally, gender-based divisions persisted in intra-household decision-making. Women basically decide on food preparation and men make the financial decision. Women are one of the greatest assets in our society. They are equal to men in all aspects. Women are more perfectionists in all spheres. 'A woman is the full circle. Within her is the power to create, nurture and transform.' Today, women are emerging as leaders in a growing range of fields. Be it aeronautics, medicine, space, engineering, law, politics, education, business ... you just name the profession and they are there, all that needed in today's world is their empowerment.

In India, the empowerment process has already begun. We are now witnessing a steady improvement in the enrolment of women in schools, colleges and even in professional institutes. Their health status is better as compared to earlier decades. In this decade, women are entering into the job market in increasing numbers. They are showing their skills even in non-traditional sectors like police, defense, administration, media and research fields. Twenty-six laws have been enacted so far to protect women from various crimes. The recent law on the 'protection of women against domestic violence' satisfies the long pending demand of the women activists.
In the political field, the reservation for women is a significant step forward towards their political empowerment. When thirty-three percent reservation for women in Parliament becomes a reality, women's voice will be heard in the highest forum of democracy. That day, women of India will reach zenith in their empowerment. But a lot of work has to be done as there is a category of women (who consider themselves highly educated) that proudly accepts that they don't have digital literacy even though they own a computer, they cannot even operate bank accounts or make travel arrangements for family or handle hospital admissions even during emergencies. Even for a simple task like social visits or shopping generally they need the company of their husbands.
Women in India feel proud to display that they are well protected and pampered by their husbands without realising that they are making themselves helpless. Such women's economic literacy is so low that they cannot play any role in family's decision regarding family's budget, savings and investments. To such women, the national budget discussion is for men only and soap operas are for them. Such women suffer a lot if something untoward happens to their husbands. This type of extreme dependency is not good for the development of women. Women should remember that they are also rational, intelligent and thinking human beings. Dependant women are not empowered women. If modern women think that they are empowered, it's a myth for them. Empowerment means to inspire women with the courage to break free from the chains of limiting beliefs, patterns and societal or religious conditions that have traditionally kept women suppressed and unable to realise their true beauty and power.

Some qualities to be acquired by women to become truly empowered are awareness about risks prevailing at home, in work place, in travelling and staying outside home. They should have political, legal, economic and health awareness. They should have knowledge about support groups and positive attitudes towards life. They should set goals "for future and strive to achieve them with courage. The best gift parents today can give to their daughters is education. If women choose to be ignorant then all the efforts taken by the government and women activists will go in vain. Even in twenty-fifth century, they will remain backward and will be paying a heavy price for their dependence. So, it is a wake-up call for women to awake from their deep slumber and understand the true meaning of their empowerment. In the end I would like to conclude with the following words, "Women as the motherhood of the nation should be strong, aware and alert".


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An education reforms bill to ban unfair practices in institutions of technical and medical education is expected to come up before the Union cabinet.

An education reforms bill to ban unfair practices in institutions of technical and medical education is expected to come up before the Union cabinet. Will such a law help to curb malpractices in educational institutions?


As per the Prohibition of Unfair Practices in Technical, Medical Educational Institutions and Universities Bill, charging of capitation fee or failure to keep promises of quality education could attract imprisonment of up to three years for administrators and a fine of up to Rs50 lakh for the institute.

The bill will treat such malpractices as criminal or civil offences depending on the nature of the crime. For instance, making promises in the prospectus and not delivering on them, or charging capitation fees from students, would be treated as criminal offences and prosecuted in a court of law. The civil offences will be tried in educational tribunals, which will be set up once the bill becomes law.

The bill is expected to come up before the Union cabinet soon. Will the introduction of such a law help to curtail malpractices in educational institutions?

Source: http://www.dnaindia.com/academy/message-board_an-education-reforms-bill-to-ban-unfair-practices-in-institutions-of-technical-and-medical-education-is-expected-to-come-up-before-the-union-cabinet-will-such-a-law-help-to-curb-malpractices-in-educational-institutions_1360972


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Unnoticed copying among students taking a toll on academic performance

Unnoticed copying among students taking a toll on academic performance

Washington, DC: With the advent of lecture-hall laptops and online coursework, there has been an upsurge in unnoticed cheating among students, which, according to researchers, is a significant cause of course failure.
A researcher from the University of Kansas has teamed up with colleagues from the Massachusetts Institute of Technology to get a better handle on copying in college in the 21st century.
Young-Jin Lee, assistant professor of educational technology at KU, and the Research in Learning, Assessing and Tutoring Effectively group at MIT spent four years seeing how many copied answers MIT students submitted to MasteringPhysics, an online homework tutoring system.
"MIT freshmen are required to take physics. Homework was given through a Web-based tutor that our group had developed. We analyzed when they logged in, when they logged out, what kind of problems they solved and what kinds of hints they used," said Lee.
Lee said that it was easy to spot students who had obtained answers from classmates before completing the homework.
"We ran into very interesting students who could solve the problems - very hard problems - in less than one minute, without making any mistakes," said Lee.
Students also were asked to complete an anonymous survey about the frequency of their homework copying.
The researchers found that students who procrastinated also copied more often. Those who started their homework three days ahead of deadline copied less than 10% of their problems, while those who dragged their feet until the last minute were repetitive copiers.
The students who copied frequently had about three times the chance of failing the course.
Results of the survey show that students are twice as likely to copy on written homework than on online homework.
The study showed that doing all the homework assigned is "a surer route to exam success" than a pre-existing aptitude for physics.
"People believe that students copy because of their poor academic skills. But we found that repetitive copiers - students who copy over 30% of their homework problems - had enough knowledge, at least at the beginning of the semester. But they didn't put enough effort in. They didn't start their homework long enough ahead of time, as compared to no copiers," said Lee.
The study has been published in Physical Review Special Topics: Physics Education Research.

Source Link: http://www.dnaindia.com/lifestyle/report_unnoticed-copying-among-students-taking-a-toll-on-academic-performance_1361050

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UK announces a steep hike in student visa fee

UK announces a steep hike in student visa fee

The Great Britain has announced a steep hike of 54 pounds in the student visa fee and introduced a new category of 'dependent relative' visa as a part of its effort to attract those migrants and visitors who can make a valued contribution. The fees for the students' visa was raised from 145 pounds to 199 pounds while the dependent relative visa would be charged 1680 pounds. The increased fees will come into from 6 April,2010.
The new visa category of dependent relative will allow the grandparents, parents, aunts and uncles and siblings over the age of 18 to join family members settled in the UK or being admitted for the purpose of settlement. The hike also takes into account the cost of processing visa applications. The fees for short term visit visa has been marginally increased from 67 pounds to 68 pounds.
The Tier 1 General, Investor, Entrepreneur visa fees has been increased from 675 pounds to 690 pounds while Tier 2 visa for skilled workers will charged 270 pounds from 265 pounds. The 5-year multiple entry visa fees increased from 400 pounds to 429 pounds while charges for 10-year visa increased from 500 pounds to 610 pounds. The Tier 4 student visa fee increased from 145 pounds to 199 pounds. The settlement visa fee will be 585 pounds to 644 pounds.
In most visa categories the maximum fee increase is 2.5 per cent. Some fees continue to be set at a level lower than the actual processing cost because it is considered to be in the interests of the UK to do so. Instances of subsidised visa categories include tourist visas and also the Tier 4 student visa which reflects the contribution made by international students to the UK economy and education.

Source Link: http://www.minglebox.com/article/studyabroad/UK-announces-a-steep-hike-in-student-visa-fee/data-0001-fdbffe7427bf2b660127c97bd91d27d4



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Times of education

Times of education

Newspapers are publishing educational supplements that offer career-related guidance and information. Newspapers are also turning to the Internet to reach out to the youth by offering a forum to put their career-related queries to experts.

IN A bid to woo young readers, newspapers are publishing educational supplements that offer career-related guidance and information. Newspapers are also turning to the Internet to reach out to the youth by offering a forum to put their career-related queries to experts.
These supplements include features such as ‘Ask CBSE (Central Board of Secondary Education)’, in which readers can submit their questions to the Board's official, news on educational institutes and career advice.
‘Padipura’ is the education supplement of leading Malayalam newspaper. This supplement discusses for the benefit of students the curriculum of Class X and XII and also carries model question papers.


Source Link: http://www.merinews.com/article/times-of-education/15802221.shtml

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Management As A Career

Management As A Career

"The conventional definition of management is getting work done through people, but real management is developing people through work".

An individual grows up till his early teens with the comforts of his home and tutelage of the parents and teachers. The student is directed or guided at these stages and does not have any academic choices to make. The student may have preferences or aptitudes for some subjects, but he or she cannot do away with any of the "not-so-preferred" subjects, at least up to class X. The real challenge starts when the student has to make a choice after passing out from secondary school. At present, the student has many options to choose from-engineering, medicine, pharmacy, technology, research, pure sciences, commerce, advertising, tourism, law, management and so on. And within each category, in engineering for example, there are branches such as mechanical, chemical, electronics and communication, information technology, bio-technology, fashion technology, visual communications, and the list goes on. What the students choose at this stage, is driven by the dreams of their parent(s), influences by the friends and neighbours and very less by the aptitude of the students though there has been a change in the trend, of late. This course decision almost decides the career path.

Choosing a career is one of the most important milestones in anyone's life. Therefore, it becomes all the more necessary to be very diligent while taking a decision of the career path. Management as a course is one of the many good options 1vailable to students. There are several questions when one zeroes in on a course in management. Some of these questions are: What is management? Why should one choose management programme? Who can choose a management course? When can one choose this option? Which course in management IS to be chosen? Where the course needs to be done? What are the prospects for a student of management? All these questions which come in every student's mind are now answered, one by one.

Management is the art of managing things, events and people to achieve the desired objective. It is not only an art but also a science in as much as it has a structured and logical basis with a theoretical framework.

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Indian graduates in America up

Indian graduates in America up

NEW YORK: After a decline, applications from Indian students to universities in the US for graduate studies have stabilized, according to a new report.

India, China and South Korea are the three largest countries of origin for international graduate students in the US, said the Council of Graduate Schools (CGS) in the report.

"Applications from India and South Korea appear to have stabilized after significant declines last year: there was a 2 per cent decline from India and no change from South Korea this year," the report said.

"The continued recovery in international graduate applications has been a positive trend," CGS President Debra W Stewart said.

"However, we must not be overconfident. The lack of growth from India and South Korea is an ongoing concern, and as we saw in 2009, an increase in applications does not necessarily result in equivalent enrollment growth," she said.

Overall, CGS found that the number of applications from prospective international students to US graduate schools in 2010 increased for the fifth consecutive year.

The seven per cent growth is the largest since a nine per cent gain in 2007.

"The initial snapshot of graduate applications for fall 2010, released today, shows a fifth successive year of double-digit growth in applications from China, up 19 per cent, after a 14 per cent gain in 2009," it said.

Applications increased in the three most popular fields for international students: engineering, physical and earth sciences, and business, which collectively enroll 62 per cent of all international graduate students.

In addition to the growth in China, applications from prospective graduate students from the Middle East and Turkey also rose by double-digits for the fifth consecutive year, by 18 per cent.

Source Link: http://economictimes.indiatimes.com/news/news-by-industry/services/education/Indian-graduates-in-America-up/articleshow/5770077.cms



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Education and poverty in West Bengal

Education and poverty in West Bengal

THE LITERACY rate of India is just above 50 per cent, while in West Bengal it is 68 per cent. In West Bengal particularly, many half-baked governmental initiatives that were taken up to push education proved to be failures since the rate of literacy remains more or less stagnant, if the amplification of figures by the authorities is not taken into consideration.

There are instances when a person, who is only able to write his name meets the criteria of literacy. Though this is the trend, it is not acceptable. There is a geometrical way, wherein any illiterate is able to ‘sign’ his/her name just like line drawing. If that is done, one starts to be classified as literate. Abysmal but true!

Gender difference is an issue that demands notice of the government. Education for children is one sector where no kind of inequality is acceptable. Statistically speaking, there is a reasonable amount of disparity in terms of the male literacy rate vis-à-vis that of female literacy rate. A sizeable amount of fund goes into elementary education.

Considering that, more is expected in terms of educational progress, since the latter is the backbone of any society which tries to advance. The compulsory education up to 14 years of age is a national step ahead towards literacy. The RTE, which is supposed to commence from April 1, is indeed a breakthrough. In addition, the mid-day meal scheme has attracted students comparatively.

However, the major concerns in East India which persist are absence rates of both, the teachers and the students, class inequality and dependence on tuitions. The major recruitment drive for primary education teachers was a good stride forward but given the present situation grilling of the applicants is an obvious requirement where commitment to the cause should be a greater prerequisite than aptitude.

Tuitions, as remarked by global economist, Amartya Sen, does no good to the poor section, since affordability is a concern along with the fact that the endeavor of providing education to all itself is hampered if tuitions come to benefit and not the initiative. Plus, tuitions and their effectiveness is a myth in India that needs to be curbed. Parents and students equally are responsible in providing a business to unwarranted coaching centers.

A mention of the many Christian missionaries which have reached out to the poor children is pertinent in this context. Very commendable work has been done by free schools run by them to provide education, shelter and food to the poor kids. Also, the ‘elementary education for all’ that had been included as a fundamental right under the 86th amendment to the constitution, once accomplished, should be expanded in the sense that free education should be provided up to the age of eighteen, or tenth standard.


Source: http://www.merinews.com/article/education-and-poverty-in-west-bengal/15801607.shtml

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West Bengal to give scholarships to girl students

West Bengal to give scholarships to girl students

Kolkata: The West Bengal government will provide scholarships to girl students who continue to study after Class 8 in a bid to reduce the drop-out rate among girls, Chief Minister Buddhadeb Bhattacharjee said here recently.

"Most of the girls are not able to continue their studies after Class 8 due to lack of financial support. So, we have decided to providescholarships to girl students who continue their studies after class 8," Bhattacharjee said on the closing day of the Vidyasagar fair.

"It will not only help the girls to continue their studies but will also help parents as the financial burden will be reduced. We want girls of Bengal to get educated and continue their studies. We are with them," Bhattacharjee added. IANS

Source: http://indiaedunews.net/West_Bengal/West_Bengal_to_give_scholarships_to_girl_students_10382/

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Quality education is the need of the hour - AMU professor

Quality education is the need of the hour - AMU professor


Aligarh: The concluding session of the 110th Orientation Programme of the University Grants Commission (UGC) Academic Staff College, Aligarh Muslim University (AMU) was held recently with Professor C.P.S. Chauhan, Dean Faculty of Social Sciences presiding over the function.

In his presidential address, Professor Chauhan, while outlining the higher education scenario in the country emphasized the need for quality education.

He said that in the age of internet, hard information or subject knowledge alone cannot make one a good teacher. Rather, University/ college teachers should hone their teaching skills and serve as mentors for their students.

The Orientation Programme commenced on March 10, 2010 and 43 participants from Uttar Pradesh, Assam, Maharashtra, Arunachal Pradesh, Mizoram, Jharkhand, West Bengal, Delhi and Madhya Pradesh attended the course.

Professor A.R. Kidwai, Director, UGC Academic Staff College felicitated the course participants and urged them to gain multiple skills and broaden their mental horizon.

He exhorted them to imbibe and promote the abiding message of social justice, communal harmony and peaceful co-existence as professed and practiced by Sir Syed Ahmad Khan, founder of the AMU and other architects of modern India.

Professor C. P. S. Chauhan gave away certificates to the course participants. The certificates and prizes for good performance in the Essay Writing Competition on "Communal Harmony" were also distributed on this occasion.

Source Link: http://www.indiaedunews.net/Uttar_Pradesh/Quality_education_is_the_need_of_the_hour_-_AMU_professor_11224/


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Kapil Sibal plans user-friendly education

Kapil Sibal plans user-friendly education

New Delhi: If you are sure you want to be in animation, graphic design or hospitality, and don’t get the point why you need to slog through maths, biology or economics in classes 11 and 12 to get there, here is good news for you.
Union minister for human resource development Kapil Sibal is planning to introduce vocational studies as a stream in senior secondary classes for all educational boards. The stream will be on a par with the science, commerce and arts streams.
The Centre is discussing the matter with state and all-India boards, a ministry official said, adding most states have accepted the proposal. Once the Council of Boards of School Education in India approves the stream, it will be mandatory for all government, aided and private schools in the country to introduce it, he said.
The vocational studies stream is already part of the Central Board of School Education, which introduced it in 2007.
Sibal said the move is keeping in mind the job market’s requirement of skilled human resource. “Not all children want to do BA, BSc or BCom. There is no point forcing them to go for higher education in traditional subjects if they are not keen on them,” he said. “A large number of students want to acquire ordinary skills that can enable them to secure employment.
“There is also great demand for skilled human resource by the industry. Introducing vocational training will help it deal with skills shortage and make youngsters employable even as they pass school.”
Students taking up the stream will be given a “certificate” degree, equivalent to that from the industrial training institutes. They can also pursue graduation like students from the traditional streams.
“Vocational education will be in collaboration with industry, starting with course design, teaching and work experience,” the ministry official said.
The government will also start 100 model vocational schools, many of which will run on the public-private partnership model.

Source Link: http://www.dnaindia.com/india/report_kapil-sibal-plans-user-friendly-education_1368303


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Ensuring quality education

Ensuring quality education

THE HINDUINCENTIVE: The decision to do away with tuition fee for PG courses in government colleges will encourage more students to opt for higher education. Photo: S. Siva Saravanan
The government's focus on affordability of higher education is laudable, but steps need to be taken to ensure quality as well, say academicians.
The Tamil Nadu government's 2009-10 policy note for higher education states: “Expanding the access to higher education to all at affordable cost and ensuring the quality of education are the aims of this government.” The government has been implementing various schemes for expanding access. Shift system was introduced in government arts and science colleges from 2006-07, leading to a considerable increase in student intake.
No tuition fee
All self-supporting courses in government colleges were converted into regular courses, enabling students from poorer sections to pursue higher education in large numbers. All students studying in undergraduate courses in government and government-aided colleges were exempted from payment of tuition fee from 2007-08. More than three lakh students benefit from the scheme every year. And from 2010-11, the government's decision to exempt tuition fee for postgraduate courses in government arts and science colleges will benefit thousands of students in the 60 government arts and science colleges.
Teachers' organisations including the Tamil Nadu Government Collegiate Teachers' Association (TNGCTA) and the Association of University Teachers (AUT) have welcomed the decision wholeheartedly. Now that the momentum for improving access to higher education has been generated, principals of arts and science colleges expect that steps should be taken to ensure quality.
Inadequate progress
Acknowledging that the government has filled teaching vacancies in conventional courses to a considerable extent and has made allocations for construction of additional classrooms and strengthening laboratories, a former principal of a government college said the pace of progress was not adequate. For instance, at Periyar E.V.R. College in Tiruchi, the classrooms are grossly insufficient due to which the shift system is adopted for running certain courses in the first shift and the rest in the second shift. The second shift was primarily envisaged for repeating the first-shift courses, pointed out Raja Mutthirulandi, a former professor at the college.
Library
In most government arts and science colleges, the conditions of libraries are pathetic, he observed. An institution without a good library does not mean much for students, more so for postgraduate students. Most libraries in government arts and science colleges subscribe only to a few newspapers, Prof. Mutthirulandi said, emphasising that the government must look into this aspect and make a beginning by filling the post of librarians. There is a shortage of teachers for applied courses that were started in the government colleges a few years ago when they functioned for certain duration as constituent units of their respective universities.
Faculty development
Principals who are finding it difficult to manage the situation with guest lecturers are keen to know if regular postings would be made for such courses. A principal said some of the job-oriented applied courses had to be discontinued for want of teachers. The situation in government-aided arts and science colleges is only slightly better. “Mere enrolment of students without sanctioning teaching posts for regular vacancies may not lead the higher education system anywhere,” said a principal of a reputed aided college where 48 regular vacancies remained unfilled.
Vacancies
The college management utilises the services of guest lecturers for conducting even the regular programmes and pay their salaries from revenue generated from self-financing courses.
At another aided college where 22 regular vacancies have been left unfilled, some periods in a week are marked free, despite the appointment of nine guest lecturers to address the situation.
“It is not possible for aided colleges to over-burden the limited number of teachers in certain departments with additional class hours,” the college Head reasoned out.
“While the government's steps to fill vacancies in government arts and science colleges and waiving tuition fees for improving access and quality is commendable, a quick decision is necessary for filling the 2,600 regular vacancies in government-aided colleges,” P. Jaya Gandhi, AUT State president, said, calling for a mechanism to fill arising vacancies in future without delay.

Source Link: http://beta.thehindu.com/education/article389474.ece

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Uttarakhand records nearly 100% student enrollment

Uttarakhand records nearly 100% student enrollment

Dehradun: Uttarakhand has achieved nearly 100% enrollment of students in schools this year and the drop out percentage has come down to mere 0.31% from 15% in 2000-01.
Of the 18.06 lakh children in the age group of 6-14 years in the state, 17.97 lakh (99.50%) have been enrolled in various schools, Uttarakhand Government officials said here.
"The drop out percentage has come down from 15% as per 2000-2001 census to 0.31% at present," they said. In the last three years, 613 new schools and 594 upper primary schools have been set up under Sarva Shiksha Abhiyan (SSA) in the hill state, the officials said.
The government has been implementing several innovative schemes like 'Sapno ki Udan', 'Pahal' and 'Muskan' under the Centre's flagship programme to improve the quality and reach of education in the State.
The salient features of 'Sapno ki Udan' include organising 'Mobile Schools' to reach out to the children and their parents, to identify and mainstream 'Out-of-School' children, hosting community and educational fairs and conducting regular health camps, Radhika Jha, the State Project Director of SSA, told a visiting team of journalists.
"The Mobile Schools/Multi Purpose Vehicle are equipped with projector, computer library, learning material and other necessary tools. These vehicles are used to provide mobile schooling as well as to extend awareness and motivational campaigns among the masses," she said.
"SSA helped our school in a big way. All the children of our school belong to BPL families. We did not have basic infrastructure earlier. Now we have chairs, benches and other basic things," Deepa Semwal, in-charge Head Mistress of the
Primary School at a slum in Dehradun, said.
"Health camps are also conducted at our school. We also tell the children and their parents about the need to maintain good hygiene at home," she said.
'Pahal' is an initiative under PPP (public private partnership) mode for providing school education to 'never- enrolled' and drop-out children in the age-group of 6-14 years belonging to vulnerable sections like rag-pickers, beggars and scavengers.
The programme has benefited nearly 763 children in Udham Singh Nagar, Nainital and Haridwar districts, officials said.
'Muskaan' is another successful programme that aims at ensuring education of children of migrant labourers from states like UP, Bihar, Jharkhand and Chhattisgarh. The programme, which had won appreciation from the Centre, was initially implemented in Nainital under SSA.
A certificate mentioning the ability of the student is given when the parents migrate to another place so that the child can be admitted to a school there.
As many as 3,191 children, studying at 39 centres in Nainital, Udham Singh Nagar, Haridwar and Dehradun are benefiting from the 'Muskan' programme, the officials said.
The schools in Uttarakhand have management committees the members of which meet the parents, generally from the underprivileged sections of the society, and convince them to send their children to the school.
"The parents of the children are extremely poor. They are involved in things like rag-picking. We tell them to send the children to school. We follow up with the parents to see that their children attend classes regularly," Brij Mohan Sharma,
president of the management committee of a primary school at Ajabpur in the state capital said.
As many as 17,783 women belonging to BPL families have been appointed as 'Bhojan Mata' (women who prepare food) under the mid-day meal scheme.
The scheme, under which free lunch is provided to students on all working days, was also instrumental in increasing the enrollment in the primary schools, the officials added.
Source Link: http://www.dnaindia.com/india/report_uttarakhand-records-nearly-100pct-student-enrollment_1366888


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The Globalisation of Indian Economy

The Globalisation of Indian Economy

India is the seventh largest and the second most populous country in the world. A new spirit of economic freedom is now stirring in the country, bringing sweeping changes in its wake. A series of ambitious economic reforms aimed at deregulating the Indian economy and stimulating foreign investment have moved India firmly into the front ranks of the rapidly growing Asia-Pacific region and unleashed the latent strengths of a complex and rapidly changing nation. The opportunities generated consequently are immense and the leading MNCs have been typically quick on the uptake. GE Capital terms the Indian economy unique, PepsiCo finds it one of the fastest growing and Motorola is sure it will turn into a major sourcing centre. Indian operations have occupied centre stage in these giants' global networks. India's process of economic reform is firmly rooted in a political consensus that spans her diverse political parties. The country's democracy is a known and stable factor, which has taken deep roots over nearly half a century. Importantly, India has no fundamental •conflict between its political and economic systems. Its political institutions have fostered an open society with strong collective and individual rights and an environment supportive of free economic enterprise.

India's time-tested institutions offer foreign investors a transparent environment that guarantees the security of their long-term investments. These include a free and vibrant press, a judiciary that can and does overrule the government, a sophisticated legal and accounting system, and a user-friendly intellectual infrastructure. Post 1991, India's dynamic and highly competitive private sector has been the backbone of its economic activity. It accounts for over 75 percent of its Gross Domestic Product and offers considerable scope for joint ventures and collaborations. Today, India is one of the most exciting emerging markets in the world. Skilled managerial and technical manpower that match the best in the world and a vibrant middle class whose size exceeds the population of the USA or the European Union, provide India with a distinct cutting edge in global competition.

Indian economy had experienced major policy changes in the early 1990s. The new economic reform, popularly known as Liberalisation, Privatisation and Globalisation (LPG model) aimed at making the Indian economy globally competitive and ensuring faster growth. The series of reforms undertaken with respect to industrial sector, trade as well as fmancial sector have been aimed at making the economyy more efficient. With the onset of reforms to liberalise the Indian economy in July 1991, a new chapter has dawned for India and her billion plus population. This period of economic transition has had a tremendous impact on the overall economic development of almost all major sectors of the economy, and its effects over the last decade can hardly be overlooked. Besides, it also marks the real integration of the Indian economy with the global economy. ThiS" era of reforms has also ushered in a remarkable change in the Indian mindset, as it deviates from the traditional values upheld since Independence in 1947, such as self-reliance and socialistic policies of economic development, which mainly due to the inward looking restrictive form of governance, resulted in the isolation, overall backwardness and inefficiency of the economy. This situation had been prevailing despite the fact that India has always had the potential to be on the fast track to prosperity.

Now that India is in the process of restructuring her economy, with aspirations of elevating herself from her present precarious position in the world, the need to speed up her economic development has become even more pronounced. And having witnessed the positive role that Foreign Direct Investment (FDI) has played in -the rapid economic growth of most of the South East Asian countries and most notably China, India has embarked on an ambitious plan to emulate the success of her neighbours to the east and is trying to sell herself as a safe and profitable FDI destination. Globalisation has many meanings depending on the context and on the person who is talking about it. Though the precise definition of globalisation is still unavailable, a few definitions are worth viewing. Guy Brainbant says that the process of globalisation not only includes opening up of world trade, development of advanced means of communication, internationalisation of financial markets, growing importance of MNCs, population migrations and more generally increased mobility of persons, goods, capital, data and ideas but also infections, diseases and pollution. The term globalisation refers to the integration of economies of the world through uninhibited trade and financial flows, as also through mutual exchange of technology and knowledge. Ideally, it also includes free inter-country movement of labour. In the Indian context, this implies opening up the economy to foreign direct investment by providing facilities to foreign companies to invest in different fields of economic activity in India, removing constraints and obstacles to the entry of MNCs in India, allowing Indian companies to enter into foreign collaborations and also encouraging them to set up joint ventures abroad; carrying out massive import liberalisation programmes by switching over from quantitative restrictions to reduction of tariffs and import duties, etc. Therefore globalisation has been identified with the policy reforms of 1991 in India.

In the year 1492, Columbus had set sail to discover an India rich in spices and treasure. In the 21st century the world has set sail .for India for finding that treasure, as the trend shows. A large number of global multinational brands such as Coca-Cola, Google, Micro-soft and Mercedes-Benz have been successfully operating in India. Indian brands which were operating locally in India earlier have started competing internationally. From New Delhi to New York brands have become global. The pattern of consumption in India has also changed. Level of spending on private consumption has been rising significantly. Young consumers in India are regarded as the most powerful consumers. In an era of globalised environment, the country has become a major player in the socio-economic field from being merely a third world country not very long ago. Many studies and reports have forecasted India to be the third largest economy in the world by 2040. Globalisation in India has transformed the country's system. Presently India is regarded as an economy-dominated country rather than a politics-driven one, as it was earlier. Political dominance has declined significantly these days. Adoption of Globalisation in India and liberalisation principles have widened the horizon of the country's consumers worldwide. Consumers in India have become more conscious. Market information in India has become clear. Liberalised policies have led the industrial sector to grow at a faster pace. BPO, IT, ITES, Retail and Insurance sectors have performed well. Both male and female have got equal opportunity in that sector. A substantial success in this regard is the reduction in gender inequality in India. Moreover, progress in education and awareness, a gift of globalisation, has elevated the country to a higher pedestal in the community of nations.



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Management education-An edge over the others

Management education-An edge over the others

Today people look up to management education as a panacea for success in corporate and professional life. Those with MBA are considered to be serious about their career growth.

TODAY, MOST people look up to management education as a panacea for success in corporate and professional life. Let us examine why management education holds such significance even in today’s world! Firstly, corporate structures are changing: startups, mergers and acquisitions are now an expected part of the corporate life-cycle.

Secondly, the new corporate environment is in process of shifting from the familiar competitive model to a more collaborative model that values performance of teams as much as individual contribution. Finally, an understanding of technology and information systems, including the internet and other communications advances, is extremely vital to be successful. Management programme (or the MBA) covers these areas thoroughly. Hence, management education can contribute to a successful career.

MBA degree can give you an edge over other employees or candidates for managerial positions. In fact, some companies would require managerial candidates to get a management degree to qualify for a management position. Some would argue that management education is a waste of time and money, and that one can succeed without a MBA tag in one’s curriculum vitae. Although a management degree is just one of many contributing factors in career success, graduate degrees such as an MBA have their own merits, and would prove to be an advantage when one is vying for a managerial position.

The following are some of the other reasons why management education would make good ‘business’ sense:

• Young urban professionals with MBA degrees or pursuing management education are viewed to have more potential for promotion to leadership or managerial positions than other candidates, which can easily be translated to savings and profits on the cost of staff hiring and training.

•People holding a management degree are considered as forward-looking professionals who step ahead of their peers, and are innovative, creative, and visionaries. Management professionals are considered as good and well-informed business decision makers, who value statistics, careful studies, and planning while taking calculated risks. Those with management education are found to be aggressive and tenacious in any undertakings. Getting an MBA is a result of hard work and perseverance in itself because of stringent requirements than a bachelor’s degree.

Those with MBA are considered to be serious about their career growth.

Source Link: http://www.merinews.com/article/management-education-an-edge-over-the-others/15802249.shtml


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India's growing education market excites US universities

India's growing education market excites US universities

WASHINGTON: American universities are excited by prospects of expanding their presence in India's growing education market but some prestigious

Ivy league institutions like Yale University don't expect to open a campus in the country any time soon.

Vivek Wadhwa, an Indian American entrepreneur turned academic, associated with Duke, Harvard and Berkeley, all with strong interest in India, described the Indian cabinet's approval of a bill allowing foreign varsities to set up campuses in India as a "win-win".

The legislation expected to be introduced in parliament next month for a vote would potentially open a huge market to international educational institutions. "For them, this provides an ability to expand their programmes and make their students and faculty more globally aware," Wadhwa said.

"They will probably end up doing some of their research in India also for the same reasons that major corporations are doing R&D in India - it is much cheaper and brings them closer to growth markets."

But Wadhwa wished "the government hadn't put unnecessary restrictions into the bill, like the requirement that universities not repatriate profits and requiring an $11million minimum investment.

"Tens of billions are already flowing out of the country. So what if some universities make a profit?
This is win-win," he quipped.


Yale University, which is currently in discussions with the Ministry of Human Resource Development to advise the government on its plans to set up 14 new national universities in the next few years, however, had a different take.

"We have no intention or plan to open a campus in India at present," said George Joseph, assistant secretary for international affairs at Yale University. "Our focus is on building research collaborations, partnerships, as well as student exchanges."


Source Link: http://economictimes.indiatimes.com/news/news-by-industry/services/education/Indias-growing-education-market-excites-US-universities
/articleshow/5734876.cms


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Education system in pathetic condition at Indian campuses

Education system in pathetic condition at Indian campuses

National Fire Service College (NFSC) campus, its most prestigious course- Bachelor of Engineering (Fire Engineering) designed to meet the demand for specially trained technical experts in fire fighting has been non-functional since last four years.

INDIA MAY move towards hosting campuses of foreign universities, which the government described as a milestone that will enhance choices, increase competition and benchmark quality. But it failed to see what is the system and faculty in Indian campus education.

It is a shame that some national colleges have still a pathetic condition despite there names being registered among Asia’s best universities.

In Kolkata, fire exposed the need for trained personnel, while Nagpur fire engineering course lies suspended for four years. National Fire Service College (NFSC) campus, its most prestigious course- Bachelor of Engineering (Fire Engineering) designed to meet the demand for specially trained technical experts in fire fighting has been non-functional since last four years.

It has come to a standstill because of lack of infrastructure, one of the world’s first specially devised courses in fire fighting. The college runs by Union Ministry of Home Affairs and a Rs 200 crore plan to fund its own infrastructure and teaching faculty has been gathering dust. This college depends on some local institution for teaching some subjects as also for laboratory training. This is second time the course has seen a break since its inception in 1956.

It is best college of its kind in Asia, any science graduate with Physics, Chemistry and Mathematics can appear for the entrance test for the course, which assures 100 per cent job guarantee through campus interviews. However, today, it is in such a condition that no one likes to go to this college due to lack of a world-class material testing laboratory, teachers, management etc.

It is high time that government should bring a proper infrastructure in place for running such colleges otherwise they will turn into mere monuments or memorial.

Source Link: http://www.merinews.com/article/education-system-in-pathetic-condition-at-indian-campuses/15802462.shtml

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UK varsities warned against treating Indians as 'cash cows'

UK varsities warned against treating Indians as 'cash cows'

LONDON: Indian students and others from outside the European Union will turn away from British universities if they are treated merely as "cash

cows", the chief executive of the British Council has warned.

Every year, thousands of students are recruited in India by agents of British universities.

While most of them enjoy and benefit from the experience of studying in the UK, many are disappointed at the lack of attention and low quality of education at some universities.

Indian students pay at least three times the fee applicable to British students, which means that if a British student pays 3000 pounds for a one-year Masters course, an Indian student will pay at least 9,000 pounds for the same course.

British Council chief executive Martin Davidson said: "International students have more study options today than ever before, and in an internet-connected world word quickly spreads when it appears a university regards them as little more than 'cash cows'".

He added: "In today's rapidly evolving marketplace, overseas governments will react against foreign universities that are clearly only interested in recruiting students from their country and giving nothing in return."


Source Link: http://economictimes.indiatimes.com/news/news-by-industry/services/education/UK-varsities-warned-against-treating-Indians-as-cash-cows/articleshow/5727122.cms

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Sibal meets Smith, discusses safety of Indian students

Sibal meets Smith, discusses safety of Indian students

Concerned over the safety of Indian students here, Human Resource Development Minister Kapil Sibal has reviewed with Foreign Minister Stephen Smith the steps taken by the Australian government here to ensure their safety and security.
Mr. Sibal, who is in Australia on a visit, met Mr. Smith yesterday at Perth and held talks on the educational links between the two countries.
“We discussed the ongoing steps that Australian governments are taking to ensure that Indian students in Australia remain safe and return home with a first class education and a great Australian experience,” the Australian Foreign Minister said.
“We also looked to the future of the Australia-India education relationship, which presents enormous opportunities to deepen collaboration across all sectors from vocational education and training to higher education and postgraduate studies,” he added.
The visit assumes significance in the wake of over 100 incidents of assaults against Indian students being reported in Australia.
“As Australia’s gateway to the Indian Ocean region, Western Australians understand that our economic strength reflects our willingness and success in engaging with the fast-growing economies and major markets to our west. India is an essential part of that,” he said.
Mr. Smith said Mr. Sibal has been a strong advocate of the Australia-India Strategic Partnership, agreed by Prime Minister Rudd and Indian Prime Minister Manmohan Singh in New Delhi in November 2009.
Under Mr. Sibal, Australia and India launched the Strategic Research Fund (AISRF) which commenced with an initial commitment of $20 million by Australia and India over 5 years in 2006, he said.
“The AISRF has been since its inception Australia’s largest bilateral fund for research with any country. The competitive grant scheme has been heavily oversubscribed,” he said.
Mr. Sibal will also meet Deputy Prime Minister and Minister for Education Julia Gillard and hold the annual Australia-India Ministerial Dialogue of Education Cooperation in Melbourne later this week.
He will also meet representatives of Australian universities and education providers, State government representatives, members of the Indian community and business leaders.
Mr. Sibal and Mr. Smith had met last month in New Delhi and also attended the Australia-India Friendship Hockey Match, part of the Hockey World Cup.

Source Link:http://beta.thehindu.com/news/article390439.ece


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Now, go for direct re-evaluation

Now, go for direct re-evaluation

Mumbai: Mumbai University has at last rationalised its re-evaluation process. In a landmark decision, both graduate and post-graduate students can now go for direct reassessment, which means students can now apply for re-evaluation directly and simultaneously apply for photocopy of their answer sheets.
Several lakh students take university exams and on an average, 30,00-odd apply for re-evaluation, but many thousand don’t because of the cumbersome process.
While the old system had several complexities, the new ‘rules and regulations for photocopy and re-evaluation’ aim to reduce the process by half. For instance, if earlier, the whole process took three months, now it will be done in 45 days. “It’ll drastically cut down the waiting period for thousands of students,” said acting vice-chancellor Chandra Krishnamurthy.
In the earlier system, there have been instances of students losing academic years because of the delay in the re-evaluation process. “Students had to first apply for and obtain a photocopy of theiranswer sheet before applying for reassessment,” said Vilas Shinde, university controller of examinations. “The process often took a month or even longer. The new system makes both processes independent of each other and will expedite 70% of the work.”
The new rules are applicable to theory papers. “The regulations will be applicable for exams from the first half of 2010. We will send a circular to colleges in April. The rules will also be placed before the academic and management councils to convert them into an ordinance,” said Shinde.
Yet another feature that will speed up the process is scrapping of the redressal and grievance committee. Earlier, the committee would recommend whether a particularanswer sheet should be sent for re-evaluation or not. “But this committee has now been abolished enabling students to apply directly,” said Shinde.
Another reason to cheer is the fact that students waiting for their re-evaluation results can take provisional admission, subject to availability of seats in the college. This will ensure students do not lose out on a year. “If the student is declared pass in the requisite number of the subjects on re-evaluation, which would entitle him/her to take admission in the next class, provisional admission will be regularised,” the directive says. But if the student fails, the admission will automatically stand cancelled.
Among other rules, re-evaluation will be done through the university’s Central Assessment Programme (CAP) and it will be mandatory for colleges to relieve examinees from their college for the same.
Results of a particular subject/examination will also be declared at one go now. To apply for re-evaluation, students will have to secure 20% of the total marks or 40% of the marks required for passing in a subject.

Source Link: http://www.dnaindia.com/mumbai/report_now-go-for-direct-re-evaluation_1365536

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Job offers at Indian School of Business better than '09

Job offers at Indian School of Business better than '09


The Indian School of Business said placements this year were better compared to the 2009 batch.
Although the premier institute has not got 100 per cent placements for its students, companies participating in the recruitment process increased by about 30 per cent. “The number of offers also increased by 30 per cent,” said ISB dean Ajit Rangnekar.
Addressing the students at the ninth graduation day on Saturday, he said the school would extend the deadline for recruitments beyond March 31. “ISB follows rolling placement. It is not possible to accommodate all students and companies by March 31,” he said.
“The positive changes in the economy reflected in the placement results and all major recruiters have hired in large numbers.”
The rolling placements would give the students and the companies more time for decision making, he added.

Source Link: http://www.business-standard.com/india/news/job-offers-at-indian-schoolbusiness-better-than-%5C09/390723/


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Have we Become Slaves Of Technology

Have we Become Slaves Of Technology


Imagine the scenario, wherein on a particular day, every piece of technology that we so conveniently depend on for our day-to-day existence fails to work. You wake up in the morning and after brushing, turn on the gas for a cup of hot tea, only to find the gas supply has exhausted. You turn on the heater and a nasty shock awaits you -the electricity supply is down and the inverter is not working. You are frustrated and as you are already running late for office, you decide to skip any idea of tea or breakfast and rush to bathe. And then you remember that there is no electricity. So, there is no way whatsoever of getting hot water. You make do with near freezing water and rush out. You just want to be doubly sure that you are not too late after all. So, you turn to your watch to check the time only to find that the watch has run down and ditto with your mobile. Seething with anger and irritation, you switch on the car ignition and the car refuses to budge. You decide to take the trusted rail route to work and the greatest shock comes in the form of a road and rail strike. Tired, hungry and frustrated, you return home and slump into bed.

This situation is not entirely hypothetical and is quite possible in real life as well. What happens then? Would we be able to run through such a day like any other day or would it actually affect us? Majority of us would say it obviously would affect us and that too, in a big way: We would be left totally paralysed, and our schedule would go haywire. Does this indicate that we have become slaves of technology?
Let us analyse what exactly technology means before arriving at an answer to this question.
Technology, though always associated with modernisation, is actually nothing new or modern, but is a constantly evolving process that had begun in the remote antiquity. It is definitely not something which has materialised overnight. It is the result of a continuous evolution of thought processes, triggered by man's constant and ever increasing needs for a better and more comfortable way of living. Man's need to improve the manner in which a certain thing was being done would trigger some ideas in the relevant direction. This would lead to the conception of a technique or invention of a tool to do the same work with less effort. These inventions and constant evolutions have been happening continuously from time immemorial.

The ancient man's need to keep himself warm, protect himself from wild animals, etc., led to the discovery of fIre. His need for cutting down trees for shelter, skinning animals for flesh and developing weapons for self¬defence led to the invention of the axe and the knife. Somewhere down the line, man felt the need of a faster and easier method of mobility. This led to the invention of the wheel. Things like the fIre, the knife and the wheel have become so much a part of our day-to¬day life today that we fInd it tough to digest the fact that there was a time when man did survive on the earth without using any of these things.
These discoveries and inventions by the prehistoric man could also be described as part of the process of technological evolution.
In comparatively much recent time, Alexander Graham Bell was probably just thinking of a means to make possible long distance communication, when he was working on the invention of the telephone. He definitely wouldn't have anticipated the gradual metamorphosis of the telephone into a cell phone, which has, of late, become kind of a lifeline for a majority of people, especially the younger generation. If we look at the uses of a telephone keeping in mind the intention with which it was invented, the transformation is mind blowing. The world without the telephone must have been so very different from what it is today. To deliver news-however urgent or important-people had to go personally to• the recipient to deliver it or fInd some alternative option for doing the same. The invention of the telephone enabled the same news to be delivered immediately. No doubt, it revolutionised people's lives and made life much more easier. But, what about today's situation? Youngsters are hooked to the cell ph~nes, to such an extent that they behave as if their very lives depend on talking over the phone. Now, one can't help but call this an absolute dependence on technology, to the extent of becoming slaves to it.
Benjamin Franklin wondered at the power of lightning and after lots of research and experiments, discovered electricity. Electricity, the basis of all modern inventions, was no doubt a very useful invention. For example, Thomas Alva Edison made use of electricity and invented the electric bulb. Edison must have just been thinking of a way to light up people's homes when he was working on the invention of the same. It no doubt added comfort to people's lives. But today, can we think of electricity and bulbs as just a means of adding comfort to our lives? Absolutely not. They have rather become absolute necessities in our day¬ to-day life. As discussed in the imaginary situation at the beginning, without electricity, our life goes for a toss. People in areas facing load shedding in our country can vouch for it. But, weren't people living equally or much more happily and peacefully before these inventions? They obviously were. So, why do we depend on these so much today? It is because we are so used to enjoying these comforts that rather than being just a comfort, they have become absolute necessities, thus making us their slaves.

Charles Babbage's obsession with tidiness and precision in mathematical calculations led him to go for one invention after another and finally led to the conception of the computer, the device which has taken over man's life at a much faster pace and a more incredible way than any other device ever invented. The computer, though invented purely with the aim of faster and more precise mathematical calculations, led to a series of inventions of computer languages as well as of related technologies like the Internet and got a huge grasp over people's lives today. Here again, the computer, with its original intention did make people's lives easier, and clumsy and cumbersome calculations faster, but it would have been good if it had stopped at that. But today, people have become entirely dependent on it.

The basic aim behind the invention of any piece of technology was to ease people's lives, save quality time by quickening otherwise time-consuming processes, add some comfort and enrich the overall quality of life. But now, rather than using technology to quicken processes and get some quality time to do some other useful work, people tend to use technology throughout and are left with a lot of time, with which they know not what to do. Rather than using technology just in places where otherwise manual slogging would be required to the extent of adversely affecting health, today people use technology so much that there is no room for. physical exercise and then complain about a whole lot of health problems. The problem basically lies in technology being used as an end in itself, and not as a means to an end.

At the same time, we can't generalise this opinion as well. There are many rural areas still where technology has not creeped in and~ taken control of people's lives. And people in those areas are also going about their lives and-so are others, who are dependent on technology. But, it is obvious that those who have got the taste' of technology are fast falling prey to its lure and becoming its slaves.
It would be better before it is too late, if we understand that technology was invented by man and is meant to be controlled by man and not vice¬ versa. If used prudently and wisely, it would enrich our lives as never before and if used excessively, it would degrade us equally. The ball is in our court and it is for us to decide how to use it to our maximum advantage.


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