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UNIVERSITY NEWSVol. 59 March 22-28, No. 12 2021Price Rs. 30.00

A Weekly Journal of Higher Education Published by the Association of Indian Universities

In This IssueItems PageArticlesSeven Strategies to Develop Students’

Critical Thinking Skills 3Spotlight on Central Universities in the

Context of National Institutional Ranking Framework 5.0# 5

National Education Policy–2020: An Appraisal of Innovations, Merits and Challenges 12

Navigating the Pandemic COVID-19 with Emotional Intelligence : A Theoretical Consideration 19

ConvocationE-Convocation of ICFAI University,

Sikkim 24Campus News 26Theses of the Month 30

(Humanities)Advertisement 33

Seven Strategies to Develop Students’ Critical Thinking Skills

A Joseph Dorairaj*

* Dean, School of English & FL, Gandhigram Rural Institute (Deemed to be University)Gandhigram 624 302, Tamil Nadu. E-mail: [email protected]

While a typical American/British/European classroom is largely dialogical, most of our classrooms are reduced to monologues with very little student participation. While their examination system tests students’ critical thinking skills, our system focuses on rote memory. While their students are encouraged to articulate their individual points of view on a given topic, our students are trained to echo their masters’ voices faithfully. In short, Indian students, both at the secondary and tertiary levels, lack robust critical thinking skills.

As academicians, what steps should we take to develop our students’ critical thinking skills at the tertiary level? Before we strategize, we should clarify that these are skills and, therefore, like any other skill such as communication skills or IT skills, critical thinking skills too can be diligently cultivated over a period of time. It is true that the home environment, especially the conversations surrounding the dining table, plays a decisive role in inculcating and developing an individual’s critical thinking skills. But we shall focus on the role of classrooms in developing these skills.

The first strategy is to consciously transition into a dialogical model where there will be meaningful conversations between teachers and students. Instead of a one-way system where classrooms are reduced to drab monologues, the two-way system provides the space for Q&A, debates and discussions and even disagreement without getting acrimonious. The traditional system reduces students to passive consumers and the examination system too promotes only those pedagogies that promote rote learning.

The Socratic or Maieutic method of education, as opposed to the banking model of education critiqued by Freire in his celebrated The Pedagogy of the Oppressed, provides the key. While the banking model reduces students to objects into whose ‘empty’ minds are deposited scraps of information which are rarely processed and converted into knowledge, the Socratic model of education turns students into active learners whose minds bristle with questions. While the banking model does not promote any active learning, the maieutic method of education, where the teacher plays the role of a midwife just as Socrates did with the Athenian youth, assists in the discovery of knowledge by the students themselves. Therefore, the teacher should be periodically raising appropriate questions which would lead and guide the students towards knowledge. By asking the right questions, students could be helped to navigate and arrive at plausible answers and this would certainly promote their critical thinking skills.

Secondly, the educational system should inspire students to

4 UNIVERSITY NEWS, 59(12) mARCH 22-28, 2021

ask questions. It is a fact that many teachers do not encourage their students to ask questions for various reasons and one of them is that they are always in a tearing hurry ‘to finish the syllabus’ and cannot tolerate any delay that distracts them from reaching this goal. Students rarely ask questions and even those who risk asking questions earn the wrath of their teachers who tease them with words like ‘So, you think you know more than me’. Such an ecosystem is hardly conducive for any real learning which revolves around questions and discussions. In most classes even if the teacher invites questions, no student dares to ask any question largely out of fear that it may be dismissed as a silly question. Therefore, a good strategy would be to gently prod four or five students on any given day to raise a few questions so that by the end of the month every student would have raised at least one question on a given topic.

Thirdly, the examination system needs to be revamped if critical thinking skills are to be promoted. Currently, both secondary and tertiary education promote only rote learning where memory plays the cardinal role. Against this backdrop, there should be a conscious shift to problem-solving and application-oriented exercises. Bloom’s taxonomy talks of lower and higher order thinking skills. The question papers should include ‘recall/remember’ questions testing students’ memory as well as analytical and evaluative questions which will test their critical thinking skills. There should be space for open-ended questions too which will force them to think on their feet and come up with logically convincing answers. Once the assessment pattern changes, the pedagogy too will change. A few institutions have already adopted the outcome-based educational paradigm but this model needs to be implemented widely and imaginatively as well.

Fourthly, group discussions on select topics related to their courses and debates on general topics would certainly promote students’ critical thinking abilities. During such events, teachers should play the role of a catalyst motivating and encouraging students to articulate their points of view on a given topic and subject. During these discussions and debates, students learn how to negotiate other perspectives and also recognize and appreciate diverse points of view. Such exercises will inculcate in them the openness and even humility to listen to others’ views, sift them and take in whatever is backed by solid evidence.

Fifthly, dealing with primary, rather than secondary, data will help students of social sciences develop their critical thinking skills. Assignments in formulating hypotheses, deciding on appropriate data collection tools, collecting, sifting, analysing and interpreting data and arriving at logical conclusions will certainly strengthen their critical thinking skills. Rather than working with secondary data and bookish examples, going out into the field for an empirical study helps students not only in terms of research but also in honing their critical thinking skills. Therefore, all students of social sciences should be encouraged to take up field work culminating in scientifically-written project reports which will go a long way in promoting their critical thinking abilities.

Sixthly, as part of liberal education, an introductory course in Philosophy may be offered to promote students’ critical thinking skills. The benefits of dialoguing with Socrates, Plato, Aristotle, Descartes, Aquinas, Kant, Heidegger, Wittgenstein, Heidegger, Sartre and Habermas and Tagore, Sri Aurobindo and Gandhi are immense. Not only will students get acquainted with the concepts and theories of these philosophical giants, but will also get trained in critical thinking when engaging with these thinkers.

Lastly, learning has to be personalized or individualized. Instead of asking students to reproduce what books and authors have said on a particular phenomenon or topic, the teacher should facilitate a personalized approach to learning where the student’s stance on a particular topic/author would be valued. Questions like ‘What do you think on this particular topic? What is your take on this concept/phenomenon?’ will motivate students to critique even established views and perspectives on a given topic/phenomenon and come up with their own responses. Such personalized learning will not only strengthen students’ critical thinking skills but will also lead to a deconstruction of the existing opinions/stances which will eventually promote originality.

If we have to produce another Amartya Sen or Venkatraman Ramakrishnan or Abhijit Banerjee or Sundar Pichai, we need a curriculum that will ardently promote critical thinking skills. An outcome-based education that ensures valid and relevant content, appropriate and robust pedagogies, and valid and reliable assessment systems that will test students’ memory as well as critical thinking skills will certainly produce amazing results.


Quality higher education has proved to be the major tool for socio-economic transformation. This is particularly true in case of developing nations. Since 20th Century quality assurance in higher education has become increasingly important. The quality of education depends on several intrinsic factors like curriculum, teaching learning, evaluation, infrastructure facilities etc. and innovative approach to cope with the emerging challenges. Similarly the growth and development of higher education depends upon a number of extraneous factors also. In India, quality assessment has taken a concrete shape only in the last decade of the last century, with the establishment of the National Assessment and Accreditation Council (NAAC) in 1994 and a few other quality assessment organizations (Roy, 2011). It has been observed that despite strong foundations HEIs in India could not perform satisfactorily in QS and TIMES global ranking over the years. With an ambition to prepare Indian HEIs to compete globally, MHRD has come up with a noble initiative of National Institutional Ranking Framework (NIRF) using country based parameters for both overall and discipline specific ranking methodology since 2016. The Indian higher education system is on the crossroad for transformation. This is being driven by economic and demographic change: by 2020, India will be the world’s third largest economy, with a correspondingly rapid growth in the size of its middle classes. Over 50 per cent of India’s population is under 25 years old; by 2020 India will outpace China as the country with the largest tertiary-age population (British Council, 2014).

The main objective of the present study is to analyse the performance of Central Universities in India in the five versions of NIRF reports 2016 to 2020 with disaggregated analysis of different parameters. The study is based on data collected from MHRD, NAAC and websites of concerned Universities. The analysis is based on the use of simple statistical tools like descriptive statistics and graphical presentations. The sample size consisted of 40 Central Universities (CUs) the list of which is available in MHRD website (refer Tables-1 to 3).

Niranjan Roy*

Spotlight on Central Universities in the Context of National Institutional Ranking Framework 5.0#

Genesis of Central Universities in IndiaDuring the British period the Lord Bentinck’s

Resolution of the 7th March, 1835 followed by the Policy of Filtration and Wood’s Despatch, 1854 paved the way for enactment of three University Acts of 1857 founded Universities at Calcutta, Madras and Bombay. This was followed by the establishment of Benaras Hindu University and University of Mysore in 1916, Patna University in 1917, Osmania University in 1918, Aligarh Muslim University and University of Lucknow in 1920 as a fallout of Government of India Resolution adopted in 1913. As part of policy of establishment of atleast one University in each province Universities of Delhi (1922), Nagpur (1923), Andhra (1926), Agra (1927) and Annamalai (1929) were established. Rabindranath Tagore established Visva Bharati in 1921 in Santiniketan. Jamia Milia Islamia started in 1920 at Aligarh with humble beginning. Thus the Central Universities of Aligarh, Benaras, Delhi, Visva Bharati and Jamia Milia Islamia have the legacy of history of its beginning during British period.

The University Education Commission was constituted in 1948 under the Chairmanship of Dr S Raddhakrishnan and on the basis of its recommendation University Grants Commission (UGC) was established in 1956 as a regulator of academic standards and a provider of finance. The 42nd Constitution Amendment Act in 1976 transferred Education from State list to Concurrent list for assuming greater control on it by the Centre. The Central Government through UGC mainly emphasized on Quality, Access and Expansion of higher education in the country. Up to 1960 there were 5 Central Universities and since 1970 phenomenal expansion took place in respect of establishment of rest of the Central Universities under present study. The categories of Universities in India are broadly four types, viz, Central, State, Private and Deemed. However based on the function, the Universities further categorized as Institution of Eminence, Unitary, Affiliating, Subject and Open. The Central Universities are established by Act of Parliament and the Union Government is responsible for arranging financial resources

#Reprinted from University News, Vol 58 (30) July 27- August 02, 2020.*Professor, Department of Economics, Former Director, IQAC, Assam University, Silchar-788011. E-mail: [email protected]


NIRF Parameters and 5.0 Outcomes The NIRF outlines broad methodology to rank

institutions across the country. The parameters broadly cover ‘Teaching, Learning and Resources’, ‘Research and Professional Practices’, ‘Graduation Outcomes’, ‘Outreach and Inclusivity’ and ‘Perception’ with a general weight relegated to it. Each of the parameter is divided into a set of sub-parameters, based on which the overall parameter score is calculated (refer Table-1).1

Though the basic framework remains the same but methodology has been tuned continuously to modify metrics such as in 2017 and 2019 to ensure quality performance over the years. The 5th version of NIRF was declared recently for overall and discipline wise category of institutions. Out of 40 Central Universities, 12 could occupy places among 100 best Universities in the country (refer Table-2)1. Another 16 could find places in Rank-Band 101-150 and 151-200 (refer Table-3). A list of 12 Central Universities are outside the rank and rank-

band in NIRF 2020 (refer Table-4). While the NIRF is a yearly ranking framework with relative score, NAAC grade refers to five year comprehensive assessment and accreditation. There is absence of strong correlation between NAAC grade and NIRF ranking as highly graded institutions found to be slipped in their yearly performance in NIRF. However since the NAAC grading methodology based on robust and holistic criterion and key indicators, it is expected that an institution with good grading possess some strong points in its teaching, learning, research, physical infrastructure etc. which gives them edge over other institutions relatively in prospective performances.

An analysis of NAAC grade status of the sample 40 Universities found that about 50 per cent of Universities possessed A grade and rest are in B grade with little variations in intra grade categories say, A+, A++, B+, B++ etc. Out of left out 28 Universities outside NIRF ranks 10 Universities i.e 36 per cent obtained A grade followed by B for others.

Table- 1: Parameters and Weights of NIRF

Sl. No Parameters Marks Weightage1 Teaching and Learning Resources (TLR) 100 0.30

Student Strength including Doctoral Students 20Faculty-student ratio with emphasis on permanent faculty 30Combined metric for Faculty with PhD (or equivalent) and Experience 20Financial Resources and their Utilisation 30

2 Research and Professional Practice (RPP) 100 0.30Combined metric for Publications 35Combined metric for Quality of Publications 35IPR and Patents: Published and Granted 15Footprint of Projects and Professional Practice 15

3 Graduation Outcomes (GO) 100 0.20Metric for University Examinations(GUE) 60Metric for Number of Ph.D. Students Graduated 40

4 Outreach and Inclusivity (OI) 100 0.10Percentage of Students from Other States/Countries 30Percentage of Women 30Economically and Socially Challenged Students 20Facilities for Physically Challenged Students 20

5 Perception (PR) 100 0.10Peer Perception: Academic Peers and Employers 100


Table-2 Central Universities within 100th Rank in NIRF, 2020

Sl. No Name of University Year of Establishment NIRFRank

NAAC Grade

1. Jawaharlal Nehru University 1969 2 A++2. Banaras Hindu University 1916 3 A*3. University of Hyderabad 1974 6 A4. Jamia Millia Islamia 1920 (1988) 10 A*5. University of Delhi 1922 11 A+6. Aligarh Muslim University 1920 17 A*7. Tezpur University 1994 39 A8. North Eastern Hill University 1973 49 A9. Visva Bharati 1921 (1951) 50 B10. Pondicherry University 1995 58 A11. Mizoram University 2001 67 A12. Central University of Punjab 2009 87 A

*validity period over, the grade mentioned indicates immediate previous status as on 11/03/2020. Figure in the parentheses refers to conversion to central University status.Source: MHRD, NAAC and websites of concerned Universities

Table-3 Central Universities within Rank- Band 101-150 and 151-200 in NIRF, 2020

Sl. No

Name of University Year of Establishment

NIRFBand

NAAC Grade

1. Assam University 1994 101-150 B*2. Central University of Kerala 2009 101-150 B++3. Central University of Rajasthan 2009 101-150 A4. Central University of Tamil Nadu 2009 101-150 B++5. The English and Foreign Languages University 1958 (2006) 101-150 A6. Manipur University 1980 (2005) 101-150 A7. Nagaland University 1994 101-150 B8. Rajiv Gandhi University 1985 (2007) 101-150 B9. Sikkim University 2007 101-150 B10. Central University of Gujarat 2009 151-200 B++11. Central University of Kashmir 2009 151-200 B++12. Central University of South Bihar 2009 151-200 A13. Dr. Harisingh Gaur Vishwa Vidyalaya 1946(2009) 151-200 A14. Maulana Azad National Urdu University 1998 151-200 A15. Indira Gandhi National Tribal University 2009 151-200 B16. Tripura University 1987(2007) 151-200 B


A detailed account of NAAC grade status of 40 Universities is shown in Chart-1 and Chart-2 depicted the status of 28 Universities outside rank and rank-band of NIRF.

Variations in Parameterwise Performance of CUsOut of 12 Universities which could obtain ranks

in NIRF 5th version 2020, 11 of these consistently

performed in terms of obtaining ranks in all the 5 versions. Of these, 10 Universities obtained A grades (for some of CUs the validity period is over) and one possessed grade B. It has been observed that the score obtained in NIRF by these Universities over the years is more heterogeneous across parameters indicating wide possibility of improvement by others in respect of benchmark Universities like JNU, BHU etc. The


estimated variance of NIRF score as depicted in chart 03 indicates that there is a sharp convergence in score

obtained by CUs from 2016 to 2017, but it showed divergent in the next year. However, the variable again started converging afterwards. The parameter wise analysis has given a clear pattern of performance among the Universities.

Table-4 Central Universities outside Rank and Band in NIRF, 2020

Sl. No Name of University Year of Establishment

NAAC Grade

1. Babasaheb Bhimrao Ambedkar University, Lucknow 1996 A2. Central University of Haryana 2009 A3. Central University of Himachal Pradesh 2010 B++4. Central University of Jammu 2011 B++5. Central University of Jharkhand 2009 B6. Central University of Karnataka 2009 B++7. Central University of Orissa 2009 B+8. Guru Ghasidas Vishwavidyalaya 1983 (2009) B+9. Hemvati Nandan Bahuguna Garhwal University 1973(2009) A10. Mahatma Gandhi Antarrashtriya Hindi Vishwavidyalaya 1997 A11. Mahatma Gandhi Central University, Bihar 2014 NA12. University of Allahabad 1887(2005) B++


Page | 5

A++

A+

A

B++

B+

B

Not Accredited

A

B++

B+

B

Not Accredtd

Page | 5

A++

A+

A

B++

B+

B

Not Accredited

A

B++

B+

B

Not Accredtd

Chart 1: NAAC Grade of 40 CUs

Chart 2: NAAC Grade status of Universities outside 100th Rank of NIRF

Page | 6

020406080

100120140

Score

Chart 3: Estimated Varinace of Performance in Score

The estimated variance of different parameters for all the 11 Universities across all the versions of NIRF shows that there is sharp convergence in TLR from 2016 to 2017 but remained stable after wards across the period. The values representing RPC remained almost stable over the period. Interestingly there is divergence in GO over the years indicating room for intervention in respect of this metric representing examination results and Ph.D outcomes to be improved in forthcoming years which has weightage of 0.30 in calculating the score. The details for TLR, RPC and GO are depicted in chart-4.


The parameters OI having weightage of 0.10 in the calculation of score shows almost stagnant over the period. The value of Perception shows sharp convergence during 2016 to 2018 and remained stable afterwards (for details refer chart-5).

Satisfactory Achiever Universities From the disaggregated analysis of data in

Table-2 it has been observed that 16 Universities got their places in two rank-bands (101-50 and 151-200) which indicates their relative performances. From data in Table-3, 16 Universities are found to be included in Rank-Band in NIRF 5th version 2020, 9 of them could occupy ranks in earlier versions of NIRF atleast by one occasion. The inclusion of these Universities in Rank- Band in NIRF 2020 is considered to be satisfactory in terms of relative performance (for details refer Table-5). From further analysis of NIRF of all the five versions it has been observed that 3 Universities could perform relatively better than others in respect of occupying ranks. In this category the performance of Assam University, Central University of Punjab and Rajiv Gandhi University are found to be noteworthy. In the following section an attempt has been made for disaggregated parameterwise analysis of these three Universities.

Assam University The Assam University was established in 1994

in Silchar, Assam along with Tezpur University. The establishment of this University fulfills the long cherished demand of the people of south Assam. Though in the last two cycles of NAAC assessment

Table-5 Status of Universities included in Rank-Band in NIRF 5.0Universities 2016 2017 2018 2019 2020

Within 100 indicated by shaded markAssam UniversityCentral University of PunjabRajiv Gandhi UniversityCentral University of KeralaCentral University of RajasthanCentral University of Tamil NaduEnglish and Foreign Languages universityManipur UniversityNagaland UniversitySikkim UniversityCentral University of GujaratCentral University of KashmirCentral University of South BiharDr. Harisingh Gaur VishwavidyalayaMaulana Azad National Urdu UniversityIndira Gandhi National Tribal UniversityTripura University

Source: NIRF, MHRD

Chart 4: Estimated variance of performance in parameters TLR, RPC and GO

Page | 7

050

100150200250300350

TLR

RPC

GO

0200400600800

1000

2016 2017 2018 2019 2020

OI

Perception

Page | 7

050

100150200250300350

TLR

RPC

GO

0200400600800

1000

2016 2017 2018 2019 2020

OI

Perception

Chart 5: Estimated variance of Performance in parameters OI and Perception


its grading remains B with little increase in CGPA in second cycle, it consistently performed better in occupying ranks in 4 versions of the NIRF out of 5. The slipping of its rank in NIRF 5.0 raised apprehensions about total quality management in the University. Since the score of 2020 for the University is not available due to its exclusion in rank list, it is decided to use the benchmark score for 2020 at 100th rank institution to find the relative shortfall in performance of respective parameter.

It is observed that during the period 2019 and 2020 the performance of all the parameters except TLR have been relatively improved. Compared to 2016 the University could not perform better in parameters TLR and RPC relatively with benchmark institution for 2017 and 2018 and its own score in other years. However the consistent performance on two consecutive occasions in NIRF is considered to be very promising.

Rajiv Gandhi UniversityOriginally established as state University in

Arunachal Pradesh the Arunachal University was renamed as Rajiv Gandhi University and converted into Central University in 2007. It is committed for the development of indigenous people located in one of the largest state in the Himalayan region. The University could occupy its rank on two occasions in 5 versions of NIRF. The disaggregated parameter wise analysis is shown in Chart-8.

Page | 9

2020

2019

2018 (benchmark)

2017 (benchmark)

2016

Page | 9

2020

2019

2018 (benchmark)

2017 (benchmark)

2016

Chart 6: Parameter wise Performance of Assam University

Chart 7: Parameterwise performance of Central University of Punjab

From the analysis of Chart-6 the performance of the University in the parameters TLR, OI and perception in 2020 is relatively not encouraging compared to the benchmark institution at 100th rank. Further the performance of the parameters TLR and RPC in 2019 compared to 2018 was comparatively less. Thus there is wide opportunity to improve the performance relatively to the benchmark institutions in coming years.

Central University of PunjabThe Central University of Punjab was established

as per the Act of 2009 in Bhatinda as part of the policy under XII plan of the Government of India for expansion of Central Universities across all the states in the country. The University could find its place within 100 ranks in 3 occasions out of 5 versions of NIRF. The parameter wise disaggregated analysis is shown in Chart -7.

Chart 8: Pameterwise Performance of Rajiv Gandhi University

Page | 10

The analysis of parameters across 5 versions in NIRF indicated that in respect of TLR and RPC the relative performance of the University in 2020 with benchmark institution as compared to 2019 is not satisfactory. Again in 2019 compared to 2017 the performance in TLR and GO was better compared to RPC and OI. There is a wide variation in the achievements in different parameters which indicates scope for further improvement relatively to others.

Conclusions

It has been observed that 11 CUs out of 40 performed consistently in the 5 versions of NIRF. This category consisted of some Universities like BHU, Aligarh, University of Delhi, Visva Bharati and Jamia Milia Islamia having legacy of history of establishment prior to independence and some are quite old like


JNU, Hyderabad and NEHU. Interestingly some young Universities which were established during 1990s and later like Pondicherry, Tezpur and Mizoram also figured in this category. Their achievement becomes a benchmark for other younger Universities established across the country.

For sustaining quality improvement and assurance in HEIs top management plays a very important role (Deming, 1986; Juran, 1989). It is the responsibility of the management to analyse SWOC (Strength, Weakness, Opportunities and Challenges) and act accordingly for perspective planning in respect of programme and curriculum design. It has been observed that though some Universities awarded with very good NAAC grade but fails to be accommodated even in the Rank-Bands over the years in 5 versions of NIRF relative to others. These facts raised doubt about the quality assurance and sustenance mechanism in these HEIs comparatively to other performers.

The Central Universities has the mandate of quality assurance, access and equity backed by financial allocations by the Union government. They need to focus on strengthening the culture of consortium mode and strive for more linkages among themselves in terms of students and faculty exchange, academic enrichment programme, dual degree and more academic

collaborations for mutual benefits. The uniform pattern of governance structure among these Universities gives more scope for better academic co-ordination and co-operation. With the objective to achieve HEIs competencies and capacity to face global competition in international ranking framework a mission mode approach may be adhered to for achieving the goal. As quality is only a journey and not a destination, the HEIs should focus on total quality management approach with the involvement of all stakeholders with strong leadership at the front in this journey towards excellence.

Note1 Available at MHRD website https://nirfcdn.azureedge.

net/2019/framework/Overall.pdfReferences1. British Council (2014), Understanding India: The Future

of Higher Education and Opportunities for International Cooperation.

2. Deming, W.Edwards (1986), Out of the Crisis, Cambridge, Cambridge University Press.

3. Juran, J. (1989), Leadership for Quality: An Executive Handbook, New York: Free Press

4. Roy, Niranjan (2011), Academic Growth in Accredited Colleges under Assam University: Quality Assurance Perspective, University News, Vol.49, No.06, February, 07-13.

Association of Indian UniversitiesCompliments

The Member Universities, Staff Members, Higher Education Partners

and

Readers of the University News

on the Occasion of its

95th FOUNDATION DAY(23rd March)


* Research Scholar, Indira Gandhi National Open University, Maidan Garhi-110068. Email Id: [email protected]** Associate Professor, Directorate of Distance Education, University of Jammu-180006. E-mail: [email protected]

India is one of the fast developing countries of the world and to achieve stable and sustainable growth, it needs a futuristic and flexible system of education that can meet its manpower requirements by bridging the demand-supply gap in different sectors of the economy. Education has been globally recognised as the only instrument that can improve the human lives in terms of life expectancy, living standards and overall well being. Education, therefore, is imperative not only for an individual but for the progress of a nation and success of its democratic set up as well. Today we belong to an information society where knowledge management is crucial. Due to the impact of globalization, the world educational scenario is changing so that only a system of education which is dynamic, futuristic and adjusting to the demands of time will exist and compete in the global market. The learner of the present century, in order to meet the challenges ahead needs a new set of competencies which includes not only ICT skills, but also such soft skills as problem solving, critical thinking, analytical skills, group learning, working in a team based environment and effective communication. Fostering such skills requires an education system that is futuristic, flexible, up-to-date and of World class quality. Unfortunately, the Indian system of education has been propelled by the directions and recommendations of more than three decade old policies which have gone redundant in this technologically revolutionised era. The impact is that the knowledge, skills and competencies of its human resources are in dire need of upgradation . The National Education Policy 2020 has been introduced at the right time, to complement the process and vision of creating quality institutions, a culture of innovation, and a highly skilled workforce to compete the global market.

India has been waiting for educational policy since long as it has been continuing mainly on the

recommendations of NPE (1986) and the system of education is becoming redundant and obsolete day by day because of the fast changing global educational scenario. Thus the New Education Policy (2020) is a most awaited historic and positive step forward. The New Policy has come after thirty-four years and provides a comprehensive framework to guide the development of education in the country.

The National Education Policy–2020 (NEP–2020) envisions ‘an India-centric education system that contributes directly to transforming our nation sustainably into an equitable and vibrant knowledge society by providing high-quality education to all. The NEP 2020 replaces the national policy of Education 1986 and is made after threadbare discussions through focus groups, consultations and reports of the committee working for the purpose. In fact the work started way back in 2015, when a committee under the chairmanship of T.S.R Subramanian initiated the consultation process, for seeking inputs for the new education policy and submitted its report in June 2017. Finally, based on the committee report, the draft NEP was submitted in 2019, by a panel under former Indian Space Research Organisation (ISRO) Chief, Padma Vibhushan Prof Krishnaswamy Kasturirangan. The Draft National Education Policy (DNEP) 2019 was later released by Ministry of Human Resource Development, followed by a number of public consultations. The Ministry undertook a rigorous consultation process in formulating the draft policy: “Over two lakh suggestions from 2.5 lakh gram panchayats, 6,600 blocks, 6,000 Urban Local Bodies (ULBs), 676 districts were received. The main objective of the National Education Policy–2020 (NEP–2020) is to provide a multidisciplinary and interdisciplinary liberal education to every aspirant to raise the current gross enrolment ratio (GER) to 50% by 2035.

Highlights of NEP–2020

School Education

The policy proposed many changes in the entire structure of education as:

National Education Policy–2020: An Appraisal of Innovations, Merits and Challenges

Sunita K Sharma* and Jaspal Singh Warwal**


1. Proposes to increase state expenditure on education from around 4% to 6% of the GDP as soon as possible

2. Change in the entire pattern and structure of School education from 10+2 to ‘5+3+3+4’

3. Importance to mother-tongue and other regional languages

4. Division of school education under four stages/Phases, with each phase corresponding to a particular age range following ‘5+3+3+4’ pattern.10+2 Structure to be modified to 5+3+3+4. Ages 3 to 8 will fall under foundational stage, 8 to 11 under preparatory stage, 11 to 14 under middle stage, and 14 to 18 under secondary stage as shown below:

l Foundational Stage: This is further subdivided into two parts: 3 years of Pre-school or Anganwadi followed by classes 1 and 2 in primary school. This will cover children of ages 3-8 years. The focus of studies will be on activity-based learning.

l Preparatory Stage: Classes 3 to 5, it will cover the ages of 8-11 years. It will gradually introduce skills and subjects like speaking, reading, writing, physical education, languages, art, science and mathematics.

l Middle Stage: Classes 6 to 8, it will cover children between the ages 11 and 14. It will introduce students to the more abstract concepts in subjects of mathematics, sciences, social sciences, arts and humanities.

l Secondary Stage: Classes 9 to 12, covering the ages of 14-19 years. These 4 years of study are intended to inculcate multidisciplinary study, coupled with depth and critical thinking. Multiple options of subjects will be provided. This stage is again subdivided into two parts: classes 9 and 10 covering the first phase while classes 11 and 12 covering the second phase.

Higher Education

The New Education policy proposes a 4-year multi-disciplinary bachelor’s degree in an undergraduate programme with multiple exit options to students, including professional and vocational areas and will be implemented in the following manner:

A cer • tificate after completing 1 year of study

A diploma after completing 2 years of study •

A Bachelor's degree after completion of a 3-year •programme

A 4-year multidisciplinary Bachelor's degree (the •preferred option).

Thus, a student will not face any loss here even if he discontinues in between and will be rewarded for each complete year accordingly.

Teacher Education

The NEP–2020 puts forward many policy changes when it comes to teachers and teacher education. To become a teacher, a 4-year Bachelor of Education will be the minimum requirement needed by 2030. The teacher recruitment process will also be strengthened and made transparent. The National Council for Teacher Education will frame a National Curriculum Framework for Teacher Education by 2021 and a National Professional Standards for Teachers by 2022 .The NEP aims to ensure that all students at all levels of school education are taught by passionate, motivated, highly qualified, professionally trained, and well equipped teachers.

Important Provisions of NEP–2020

Following are some of the important provisions of NEP–2020:

1. This policy aims at reducing the curriculum load of students and allowing them to be more ‘inter-disciplinary’ and ‘multi-lingual’.

2. Promotion of multilingualism and regional languages. Medium of instruction shall have to be mother tongue / home language, until class V. Indian Arts of all kinds to be offered to students at all levels.

3. School examinations to be held only for Grade 3, 5, 8 to track progress of education throughout schooling, which will be seen by an appropriate authority, ‘PARAKH’.

4. Board examination shall continue to be held for classes 10th and 12th but to be redesigned to be easier, testing primary competencies, along with the option of taking re-examination for improvement in board examination.


5. Report cards will be “holistic”, offering information about the student’s skills.

6. Coding will be introduced from class 6 and experiential learning will be adopted.

7. The Mid-Day Meal will be extended to include breakfasts. More focus will be given to students’ health, particularly mental health, through the deployment of counsellors and social workers.

8. An undergraduate degree shall be awarded with 3 or 4 year duration, with multiple exit options and appropriate certifications.

9. There will be no hard demarcation amongst curricular, extracurricular, co-curricular, amongst arts, humanities and sciences, or amongst vocational and academic streams.

10. It will be mandatory for all Higher Education Institutions (HEIs) to become multidisciplinary by 2040.

11. Students to be given increased flexibility in the choice of subjects they wish to study, in the secondary stage.

12. Large number of merit based scholarships/ incentives for studying quality four year B-Ed program in order to attract best talent to teaching profession.

13. Teacher Eligibility Tests to be strengthened, to include better test materials, to reflect a score that will be taken into consideration during recruitment.

14. Teachers to be offered local, regional, state, national, and international workshops, to help develop their skills and knowledge. A minimum of 50 hours of participation in such programmes is required in a year.

15. Teacher Education to be moved to multidisciplinary universities by 2030.

16. There will be ‘National Higher Education Regulatory Council (NHERC) to function as single regulator for higher education sector, including teacher education, but medical and legal education shall be out of its ambit.

17. Regulatory system for higher education to be distinct for regulation, accreditation, funding and academic standard setting, under Higher Education Commission of India or HECI.

18. System of graded autonomy shall be followed based on accreditation of colleges.

19. High performing Indian universities may set up their campuses in other countries.

20. Selected universities among the top 100 in the world may operate in India.

21. The NEP proposes that higher education institutes like the IITs to make changes with regard to the diversity of learning.

22. The fees of both private and public universities will be fixed.

23. The National Testing Agency will now be given the additional responsibility of conducting entrance examinations for admissions to universities across the country, in addition to the JEE Main and NEET.

New Bodies and Schemes Proposed in the Policy

Under NEP–2020, numerous new educational institutions, bodies and concepts have been given legislative permission to be formed. These include:

National Education Commission, headed by the •Prime Minister of India.

Academic Bank of Credit, a digital storage of •credits earned to help resume education by utilising credits for further education.

National Research Foundation, to improve research •and innovation.

Special Education Zones, to focus on the education •of underrepresented group in disadvantaged regions.

Gender Inclusion Fund, for assisting the nation in •the education of female and transgender children

National Educational Technology Forum, a platform •to facilitate exchange of ideas on technology usage to improve learning.

The policy proposes new language institutions •such as the Indian Institute of Translation and Interpretation and the National Institute/ Institutes for Pali, Persian and Prakrit. Other bodies proposed include the National Mission for Mentoring, National Book Promotion Policy, National Mission on Foundational Literacy and Numeracy.


Innovative Initiatives Proposed in the NEP–2020

All students to be encouraged to take SWAYAM •online courses at least two courses per semester.

Every classroom shall have access to the latest •educational technology that enables better learning experiences. This will raise the level of achievement of the students even in the govt. schools in remote areas an urgent step for access and equity.

Inclusion of research and internship components at •the undergraduate curriculum as a very essential component.

100 top Indian Universities can get a chance & •encouragement to operate in foreign countries.

100 top Foreign Universities will be allowed and •supported to operate in India. No transfer policy will provide stability to the faculty, appointed institution and students as well.

Freedom to faculty members to take decision •in case of curriculum and pedagogy within an approved framework.

Fixing of faculty accountability on academic and •research performance.

Focus on achieving sustainable Education •Development Goal and GER of 50% by 2035.

All Ph.D. registered students to take one subject •related to teaching/curriculum development and accept teaching for enhancing teaching skills.

Strengthening Vocational education (VE) to reach •at least 50% of the student population.

Some of the Merits of NEP–2020 over NPE–1986

Student- Centric Model of Teaching-Learning

The NEP 2020 proposed student- centric model over the current teacher centric model where the teachers decide the subjects, curriculum, evaluation, etc will be replaced by student centric model where student gets right to decide the subject he has to study from the institution, SWYAM MOOC, and from ODL and he can appear for competency based evaluation at his own pace.

Competency-based Continuous Evaluation System

As against choice-based credit system, competency-based credit system has advantages of evaluating skill sets of a student along with knowledge

and experience. Competency leads to confidence and objective of higher education system irrespective of subjects and areas of study is building confidence to identify new challenges and converting them into opportunities to solve problems in the society. The credit bank system further lends flexibility to the evaluation process and choice of student to entry and exit at any stage without any loss.

Research & Innovation Centric

The objective of higher education is to create new knowledge or to make a new interpretation of existing knowledge through systematic research and add to the existing treasure of knowledge. The NEP–2020, has this provision and it transforms the Higher Education system from information centric to new knowledge and innovation centric hubs.

New Model of Curriculum

To be specific, higher education for all-round development of students is given more importance. It is scientifically proved that they should be exposed to art & design thinking to improve their creativity in solving problems along with science, technology, engineering, and mathematics. This new model called STEAM is considered as better than STEM model in higher education at a bachelor’s degree level.

Research Contribution for Faculty Productivity

Every faculty member will be accountable to make research contribution in Higher Education. Research is an integral part of the higher education system. The faculty members who are guiding quality research should have research interest and experience so that they can be role models for their students. The new education policy focus on merit-based promotions which depends on faculty members annual performance indicator scores with major portion depends on their performance in research and publications or patent to contribute to the IPR of the organization and hence of the country.

Autonomy at all Levels

Higher education institutions which have the autonomy to do innovations in deciding the courses, curriculum, pedagogy, examination and evaluation could be able to improve the quality of educations offered by them. In earlier university affiliation system, affiliated institutions have no autonomy


in teaching-learning and evaluation systems. This adversely affects the quality and motivation of both students and faculty members.

Merit-based Student Admissions, Faculty Selection & Promotion

NEP–2020 stresses on the importance of merit for student’s admission by giving importance to social justice. It also comments that the quality of higher education and research can be improved only if all faculty selections and promotions are merit based.

Leaders in Education must be Role-Models

For leaders in education, their self-contribution to research and innovation is important as this will motivate the followers too. New researchers get inspiration by seeing the contribution of leaders to perform better. HEIs should promote this culture and ethos in the higher education institutions. All such role models’ practices could be emulated by the budding scholars.

Integrated Controlling & Monitoring System

A well thought of strategic plan is proposed for implementation process in phase wise manner. As per policy, the first 10 years from 2021 to 2030 is the implementation period and the next 10 years from 2030 to 2040 is the operational period. The implementation process is divided into seven stages- a)Implementation of spirit and intent of the policy b) Implementation of policy initiatives in a phased manner c) Prioritization and ordering of policy points d) Comprehensive full-fledged implementation to achieve the desired objectives e) Collaborative planning f) monitoring, and implementation by both Centre and States g)Timely supply of required resources by both Centre and States. Careful analysis and review of multiple linkages to ensure effective dovetailing of all initiatives Effective use of technology to monitor and control each stage is essential for the expected progress of implementation.

Promotion to Online Training

Use of Information and Communication Technologies including Education technology, Internet technology, Artificial intelligence, Virtual platforms etc are very essential in effective implementation of education in the 21st century. NEP–2020 has all

the provisions for it. Besides, it supports classroom based education system by adding more research components in Education.

Management & Control of Quality through Biennial Accreditation Process

Currently, the National Assessment and Accreditation Council (NAAC) monitors the quality of education and awards the graded accreditations to HEIs. This accreditation time frame is five years. Instead, to make accreditation status more serious and effective for continuous improvement, NEP-2020 has simplified it and made it mandatory as a biennial accreditation process.

Increasing GER through Autonomy to Private Sector

As per NEP–2020, the private sector should give 20% free seats, 30% half fee scholarships so that many poor but merit-based students get free or discounted fee study opportunities. Such free education at higher education level will boost GER of higher education in the country. Gradually leading to the achievement of target envisioned in the policy.

Some Reflections on NEP–2020

The NEP–2020 has incorporated many new initiatives to revamp education system in the country. It is predicted that India will be the third largest economy in the world by 2030-2032 with estimated GDP of ten trillion dollars. It is evident that the ten trillion economy can only be driven by knowledge resources and not by the natural resources of the country which are depleting so fast. To boost the growth of education sector, the government of India decided to revamp it by introducing a comprehensive National Education Policy–2020 with more flexibility and multi-disciplinary as well as inter-disciplinary approach. This is in line with the Prime Minister’s recent call on leveraging the Fourth Industrial Revolution to take India to new heights.

The first national education policy after independence was announced in the year 1968 and the second national education policy which was improved version of the first was announced in the year 1986. The National Education Policy–2020 has been announced after a long gap of 34 years and has many suggestions and initiatives to improve the quality of


the education system in India. With the launching of New Education Policy–2020 India is all set to witness much needed reforms in education, that will revamp the education system to make it more relevant to the needs of the learners of the twenty first century. The current system being run for 34 years without any change or reforms has often been criticised to be rigid and redundant being not able to provide the requisite set of updated skills to the learners, focusing more on content and results, will now pave the way for NEP (2020) that aims to encourage cognition, critical thinking and creativity. With its multidisciplinary approach, students will have the opportunities to innovate and adapt, allowing them to swiftly move between different interests and fields, enabling constant up-gradation of skills. The policy doesn’t just change education for students, but the boards and facilitators too, thus restructuring the entire system to be more learner centred, based on access, equity, quality, affordability, and accountability. All the merits of NEP 2020 show that if implemented properly, the system of Education in India will become one of the best systems in the world.

Perceived Challenges in the Implementation of the NEP–2020

Content, Curriculum & Pedagogy

There are three areas i.e. content to be selected, curriculum to be framed as per the age and stage and finally the pedagogy to be used to transact or deliver this content to the learners. The National Education Policy (2020) has proposed to change the entire structure and pattern of education by dividing into four stages corresponding to different age groups. Therefore, changes will have to be effected at each stage as per the age level of the learners in all the three basic components of teaching-learning process. So, to implement the changes at each level a thorough restructuring of the curriculum, pedagogy and the content needs to be done as per the NCF (National Curriculum Framework) and accordingly content matter needs to be selected so as to modify the textbooks for each stage and age group.

Blending of Technology with the Teaching and Learning Process

As per NEP (2020), National Educational Alliance for Technology (NEAT) a regulatory body

will be created to use technology for better learning outcomes. NEAT aims to use artificial Intelligence to make learning more personalized and customized as per the learner’s requirement. A proper blend of technology and other resources like men & material will facilitate the process of learning. Because multimedia approach to education is always effective. Here, NEAT proposes to go a step farther. It even proposes to create national alliance with EdTech companies for a better learning experience. But a big challenge perceived here, is establishing a robust digital infrastructure that can cater to the needs of even the remote areas.

Assessment

The NEP has proposed to set up PARAKH for assessment. The proposal to set up a national assessment centre, the PARAKH (Performance Assessment, Review, and Analysis of Knowledge for Holistic Development) is to keep a regular check on the education system. NEP–2020 recognises the need to evaluate “higher-order skills, such as analysis, critical thinking and conceptual clarity,” and hence shifting the focus of assessments from marks based to competency based.

Teachers Training and Availability

To implement the policies at each level / stage of education, trained teachers with desired competencies shall be required. The NEP–2020 talks about creating higher performance standards for teachers clearly stating out the role of the teacher at different levels of expertise/stage and competencies required for that stage. Teachers will also have to be digitally trained to blend into the digital learning processes.

Successful Implementation of the Policy

To implement NEP 2020 successfully at all levels of education across the nation, the government will have to create awareness among all the stakeholders from different strata of the society. In addition to this, as proposed by some other experts government needs to create stakeholder incentives so that the implementation is smooth and uniform. Besides, some legal, policy regulatory interventions / mechanisms must be put in place for accountability.

Conclusion

Education has been globally recognised as the


only instrument that can improve the human lives in terms of life expectancy, living standards and overall well being. Education, therefore, is imperative not only for an individual but for the progress of a nation and success of its democratic set up as well. The importance of education as a potent tool of empowerment & collaboration has been globally recognised. In this regard, UNESCO’s Constitution makes extensive reference to education and its importance in contributing to ‘peace and security by promoting collaboration among the nations’. Therefore a well defined and futuristic education policy is essential for a country due to the reason that education leads to economic and social progress.

The NEP –2020 is a landmark document in the Indian education history which is very comprehensive and holistic. It has taken the system of education under a broader lens using holistic and multi-disciplinary approach. The policy made an attempt to address most of the short comings and grievances of the education system of the country which have never been addressed since past many decades. Right from Pre-schooling to restructuring education at plus two level to higher education to gender disparity in various sectors to revamping teacher education, to encouraging research and innovation , digitalization and exploitation of technology to environmental concerns–all have been explored and dealt with in a well thought of way. keeping education and knowledge of different skills and trades at the core; using multidisciplinary approach, it has connected the education and life skills in a holistic way, thereby placing knowledge and life skills at the centre stage of education with due consideration to flexibility and frontline approach to different components of education system. Setting up of national professional standards, no transfer policy and digital management of hiring and vacancies in schools across the country are some of the striking features

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Ministry of Human Resource Development, Government of India

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* Assistant Professor, Department of Education, West Bengal State University, Barasat, Kolkata–700126, West Bengal, E-mail; [email protected]

Corona virus disease 2019 (COVID -19), an infectious disease caused by a newly discovered corona virus has affected educational systems worldwide, leading to the widespread closure of schools, colleges and universities. The COVID-19 pandemic is also having a dramatic impact on societies and economies around the world. Persons not only have to deal with consequences of infection but also have to deal with measures taken to contain the infection like quarantines, social distancing and lockdowns. Individuals face issues related to health, finances and security concerns and these can impact their mental health and their relationships. During Covid-19, everyone has been facing many challenges in the society either at home or at workplace regardless of age, education, occupation and status. Under these circumstances, it becomes important to develop our emotional intelligence (EI) on a large scale during this pandemic. A positive attitude towards life and high level of emotional intelligence provides a new way to understand and assess people’s behavior, management, styles, attitudes and interpersonal skills, potentials and optimum levels of stress. And this will help a person to cope with his/her personal and professional life, which result in good performance in her/his job. This paper provides some insights on the role of emotional intelligence and its competencies to mitigate stress in everyday life and on confronting the existing crisis of COVID-19.

Pandemics like COVID-19 make significant impact on individuals, families and countries. Persons not only have to deal with consequences of infection but also have to deal with measures taken to contain the infection like quarantines, social distancing and lockdowns. Individuals face issues related to health, finances and security concerns and these can impact their mental health and their relationships (Desai & Chandra, 2020, p. 63). During COVID-19, everyone is facing many challenges in the society either at home or at workplace regardless of age, education, occupation and status. A positive attitude towards life

and high level of emotional intelligence provides a new way to understand and assess people’s behavior, management, styles, attitudes and interpersonal skills, potentials and optimum levels of stress. And this will help a person to cope with his/her personal and professional life, which result in good performance in her/his job. Now let’s deal with the implications of emotional intelligence particularly in the times of COVID-19.With various measures of lockdowns and social distancing in place, it becomes important to develop our emotional intelligence (EI) on a large scale during this pandemic. Emotional Intelligence plays a vital role in human beings to lead a well-balanced life in the society.

Conceptualizing Emotional Intelligence

Emotional Intelligence is grounded primarily in psycho-biology and modern neuroscience. Emotional Intelligence is the capability of individuals to recognize their own and other people’s emotions. Emotional Intelligence can be defined as the ability to monitor one’s own and other’s feelings and emotions, to discriminate among them and to use this information to guide one’s thinking and actions. Emotional Intelligence plays a vital role in behavior of human beings to lead a well-balanced life in the society. In fact, emotional intelligence is a type of social intelligence that helps to control one’s own as well as others emotions; make a choice between them and the ability of using these emotions to set one’s life. Therefore, this skill is really required to make our performances very effective.

When examining the meaning of EI, it is necessary to differentiate between emotions and EI. Emotions are developed in our environment, resulting from circumstances and knowledge. Emotion may be described as a natural instinctive state of mind that derives from our current and past experiences and situations. Our feelings and things that we experience affect our emotions. On the other hand, emotional intelligence refers to one’s ability. It is having the awareness, and skill, in order to know, recognize, and understand feelings, moods, and emotions and use them in an adaptive way.

Navigating the Pandemic COVID-19 with Emotional Intelligence : A Theoretical Consideration

Ajit Mondal*


What is meant when we refer to emotional intelligence? Intelligence refers to the unique human mental ability to handle and reason about information (Mayer, Roberts & Barsade, 2008). Thus, emotional intelligence (EI) “concerns the ability to carry out accurate reasoning about emotions and the ability to use emotions and emotional knowledge to enhance thought,” (Mayer et al., 2008, p. 511). Emotional intelligence (EI) results from the interaction of intelligence and emotion (Mayer, Salovey & Caruso, 2004). EI refers to an individual’s capacity to understand and manage emotions.

One of the most popular definitions is “Emotional intelligence is the capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships” (Goleman, 1998). This definition emphasizes that knowledge about emotions can be used to make sense of our internal and social worlds and arrive at decisions accordingly. Salovey & Mayer (1990) initially defined emotional intelligence as a sub-set of social intelligence - “the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them and to use this information to guide one’s thinking and actions”. Later, this definition was revised to make it more comprehensive. Mayer, Salovey & Caruso (2004) define it as “the capacity to reason about emotions, and of emotions to enhance thinking. It includes the abilities to accurately perceive emotions, to access and generate emotions so as to assist thought, to understand emotions and emotional knowledge, and to reflectively regulate emotions so as to promote emotional and intellectual growth.” Thus, emotional intelligence refers to the non-cognitive abilities of a person that includes the ability to be aware of the emotions of one and others and also to be able to manage these emotions. Hence, getting aware of the emotions, and knowing proper ways to express emotions are crucial for success in life. In simple terms, emotional intelligence refers to the ability to process emotional information accurately and efficiently. The notion of emotional intelligence broadens the concept of intelligence beyond the intellectual sphere/domain and considers that intelligence includes emotions. Emotional intelligence is a set of skills that underlie accurate appraisal, expression, and regulation of emotions. It is the feeling side of intelligence.

The Five Components of the EI

Daniel Goleman’s model (1998) focuses on EI as a wide array of competencies and skills that drive

leadership performance, and consists of five areas: Self-Awareness, Self-Regulation, Self-Motivation, Empathy and Social Skills.

1) Self-awareness can be defined as the ability to recognize and understand your own emotions. It is the foundational building block of emotional intelligence since regulating ourselves, having empathy for others; and so on all rely on identifying and understanding emotion in us.

2) Self-regulation is one step further—to have high EI, we must not only be able to recognize our own emotions, but we must also be able to appropriately express, regulate, and manage them.

3) People who have high EI also generally possess more intrinsic motivation. In other words, people high in EI are motivated for internal reasons rather than external rewards like gaining wealth, respect, or fame. Those with high EIs are motivated for their own personal reasons and work toward their own goals.

4) Empathy can be defined as the ability to understand how other people are feeling and recognize, on an intimate level, how you would feel if you were in their position. It does not mean you sympathize with, validate, or accept their behavior just that you can see things from their perspective and feel what they feel.

5) Finally, Social Skills are what allow people to interact socially with one another and to successfully navigate social situations. Those with high EI generally have higher-than average social skills and are able to effectively pursue their goals and get the outcomes they want when interacting with others.

Characteristics of Emotionally Intelligent Persons

The characteristics of persons who are high on emotional intelligence have been cited below for better understanding:

1) Perception and sensitivity of one’s own feelings and emotions.

2) Perception and sensitivity to various types of emotions in others by noting their body language, voice and tone, and facial expressions.

3) Capable of relate emotions to thoughts while solving problems and taking decisions.


4) Understanding of the powerful influence of the nature and intensity of emotions.

5) Ability to control and regulate emotions and their expressions while dealing with self and others to achieve harmony and peace.

Increased Risk of Violence, Abuse and Exploitation during the COVID-19

1) High stress in family due to social isolation, economic hardship and loss of livelihood increase risks of domestic violence and child abuse, including spanking or beating children, or using harsh language.

2) School closures and movement restrictions means children are forced to spend much more time at home with adults and caregivers who are already stressed and worried.

3) Sexual abuse can happen to any child or adolescent at any time or place. The chances are more during this phase for obvious reasons.

4) Children spend more of their time online – and face the risk of exposure to online sexual abuse and grooming for sexual exploitation, cyber bullying and other online threats.

5) Children in quarantine or isolation may be away from adult supervision, which may also increase protection risks.

Implications of Emotional Intelligence in the Times of COVID-19

COVID-19 is an infectious condition, which means it can be spread, directly or indirectly, from one person to another. It is caused by the newly discovered corona virus, called as novel corona virus, first identified in Wuhan, China, in December 2019. The lack of verified facts and floating rumors are to be blamed for the so much panic.

Nowadays, everyone is facing many challenges in the society which is causing struggle and conflicts, whether at home or at workplace regardless of age, education, occupation and status. A positive attitude towards life and high level of Emotional Intelligence provides a new way to understand and assess people’s behavior, management, styles, attitudes and interpersonal skills. Potentials and optimum levels of stress will help a person to cope with personal and professional life, which result in good performance in her/his job. People are not only physically vulnerable to crises, but psychologically vulnerable too.

As a by-product of the COVID-19 pandemic, we are confronted with a battle against untamed emotions. The National Commission of Women has reported a rise in domestic and gender-based violence since the imposition of the countrywide lockdown. Financial hardship, risk of unemployment, worry of pay-cuts and the fear of contracting the disease are all affecting our collective mental well-being. This scale of negativity can have devastating impacts on the physical and mental health of individuals, and the community as a whole (Mumtaz, 2020). At times of crises like this, showing empathy, self-regulation and positive relationships is much needed to maintain a healthy environment in our homes, workplaces, and the public sphere. Thus, it is imperative for policymakers to appreciate, advocate and channelize the power of emotional intelligence (EI) to overcome this hardship.

The virus brought about many changes in our daily lives. Hand washing, no face touching, gloves and masks, self – isolation, social distancing measures, shut down of public life may have negative effects on both mental and physical health of people. Many of these negative effects can last much longer than the existence of the virus. Concurrent anxiety about the virus and its spread will increase stress levels and any other physical or mental disorders. The abrupt and complete change of daily life comes to trigger the whole difficult and strange situation.

An emotionally intelligent individual will recognize stress or other negative feelings, will not panic, will handle these emotions because he/she has self-control and self-management and as a consequence he/she will detect stress and anxiety to other individuals and due to social management will provide the necessary help because the final target is common· to be optimistic, to be resilient, and to overcome a difficult situation whether it is called a virus or something else. EI is also a crucial skill. Extensive research shows that EI significantly influences our decision making and our actions. Mastering the emotional brain is a matter of accepting, understanding, and regulating one’s feelings.

While social distancing and washing hands are effective means to fight this contagious virus, emotional intelligence is the weapon to overcome emotional turmoil. The world must unite to overcome the disturbing and overwhelming consequences of this pandemic with a positive spirit and an empathetic


attitude, key traits of emotionally intelligent minds. As we prepare for life after lockdown, work towards avoiding recurring waves of infection, and consider how to revive the economy, we must all use our emotions wisely, because after all, emotions are contagious too.

At workplaces, organizations must help employees cope with anxiety and fear. Listening to and understanding what an employee is feeling, showing empathy, and delivering constructive criticism are of prime importance. Well-being surveys can also help in understanding the general mood of the employees and identify people who need more support to get over the impact of the pandemic.

Emotional Intelligence affects decision-making. High emotional intelligence improves decision-making abilities. Those who have a good understanding of themselves and those around them are more likely to be efficient at decision making. Emotional intelligence is also closely related to communication skills; people with high EI tend to be efficient in their communication skills.

People who are high in EI are generally able to pick themselves up when they fall as we now in pandemic crisis as corona virus. So emotional intelligence is directly related to resilience and, through that connection, it’s related to achievement and achievement motivation.

Navigating the Pandemic COVID-19 with Emotional Intelligence – The Ways and Means

1) Sharing the official and accurate facts about COVID-19 and understanding the risk to oneself and people can make an outbreak less stressful.

2) Parents and caregivers deal with the COVID-19 calmly and confidently, they provide the best support for their children. Parents can be more reassuring to their children, if they are better prepared.

3) Giving enough time to talk with the children about the COVID-19. Answering questions and sharing facts in a way they can understand.

4) Reassuring family membrs that they are safe. Letting them know it is ok if they feel anxious. Teaching him how can deal with their own stress so that they can cope with it.

5) Decreasing exposure to news coverage of the crisis, including social media. Children may

misinterpret what they hear and becoming frightened about something they do not understand.

6) Keeping up with protective measures from infections. If schools are closed, training to create a schedule for learning and other activities.

7) Parents must be role models in creating discipline. They should take breaks, get sufficient sleep, exercise, and eating well, and connect with their friends and family through chats and multimedia coverage.

8) Identifying the source of anxiety and knowing ones feeling as a part of EI can remove the source of anxiety.

9) Accepting: emotional like anxiety, fear, anger or frustration is absolutely normal and is a good sign that our body’s trying to protective us.

10) Considering the received information: we may find it useful to restrict our input to sources of information or consciously seek out information only from trusted sources.

11) Taking self-care: we can learn ways to calm ourselves down and fulfilling our time with useful projects

12) Practicing self-compassion: not to be hard on oneself as fear is a normal human emotion to protect us.

13) Thinking about the effects on others: consider how others feel about this threat at the moment. This might be those who are currently suffering.

14) Connecting and connecting: It’s essential to stay in communication with family, friends, neighbors and other resources by media.

15) Avoiding shaming and blaming: doing best efforts by following up the official instructions from government.

16) Focusing on what could be controlled: writing all emotion’s what can control it and what cannot? And sharing it with loved ones.

17) Focusing on the present moment: focus on what is happening right here and right now.

18) Preparing for the worst: precautionary measures must be done and making a brain storming in the futures to making alternative plans if its worst.


Concluding RemarksIn the current context of lockdown and restriction

of movements, children have constrained access to socialization, play, and even physical contact, critical for their psychosocial wellbeing and development. School closures are preventing children from access to learning and limiting their interactions with peers. Children may feel confused and at loss with the current situation, leading to frustration and anxiety, which will only increase with the overexposure to mass and social media, specially among adolescents. Some adults may struggle to find ways to explain and communicate with children about the current situation in a way that is understandable by this age group, which will add frustration and disquietude. COVID-19 is also bringing new stressors on parent and caregivers. This can hamper their capacity to provide care and remain engaged with their children. Being very keen observers of people and environments, children will notice, absorb and react to the stress in their caregivers and community members, which unavoidably will affect their well-being.

In such a critical situation that humanity is experiencing today, the need for emotional intelligence is imperative. A person with high emotional intelligence will be helpful for people who have been overwhelmed by stress and other negative emotions since social awareness, social skills and empathy, superior characteristics of an emotionally intelligent person, will work in a supportive way towards others. High EI is thought to promote the adaptive regulation of distressing emotions and affect the successful management of daily stresses and challenges. People in the face of a crisis tend to stand together and cooperate. They understand that the risk is shared and are worried not only about themselves but also for others. Similar research shows the mediating role of emotional intelligence in reducing stress

levels in students. Emotional intelligence will help students to manage stress in educational processes, in interpersonal/intrapersonal relationships, improve self-awareness and will contribute to their physical and mental well-being.

References1) Baba, M. M. (2020). Navigating COVID-19 with emotional

intelligence. International Journal of Social Psychiatry, 66 (8), 810-820. https://doi.org/10.1177/0020764020934519

2) Desai, G. & Chandra, P. S. (2020). Handling Domestic Violence during Pandemics. In NIMHANS (Ed.). Mental Health in the times of COVID-19 Pandemic. Bengaluru, India: National Institute of Mental Health & Neurosciences (NIMHANS), pp. 63-65.

3) Goleman, D. (1998). Working with emotional intelligence. New York: Bantam Books.

4) Goleman, D. (2006). Emotional Intelligence. New York: Bantam Books.

5) Goleman, Daniel (1995). Emotional Intelligence, Why it can matter more than IQ. New York: Bantam Books.

6) Levenson, R.W. (1994). Human emotion: A functional view. In Ekman P, Davidson RJ, (Ed). The nature of emotion: Fundamental questions. New York: Oxford.

7) Mayer, J. D., Roberts, R. D., & Barsades, S. G. (2008). Human abilities: emotional intelligence. Annual Review of Psychology, 59, 507 – 536. https://doi.org/10.1146/annurev.psych.59.103006.093646

8) Mayer, J. D., Salovey, P., & Caruso, D. R. (2004). Emotional intelligence: Theory, findings, and implications. Psychological Inquiry, 60, 197–215.

9) Mumtaz, F. (2020). Battling Emotions during Covid-19. New Delhi: NITI Aayog, Government of India. Retrieved from https://niti.gov.in/battling-emotions-during-covid-19

10) Salovey, P. & Mayer, J.D. (1990). Emotional intelligence. Imagination, cognition and personality, 9, 185- 211.


M Venkaiah Naidu, Hon’ble Vice President of India delivered the Convocation Address at the 13th E-Convocation of ICFAI University, Sikkim on 26th November, 2020. He said, “You will be expected to use the skills that you have learned and acquired during your study. It is more than just the degree you got—the fast-changing world requires you to think critically and adapt quickly to the new situation. You need to be pro-active, anticipate the future and be prepared to meet the challenge. Universities, on their part need to prepare students to effectively deal with real-world challenges.” Excerpts

“I am delighted to participate in the 13th e-convocation of ICFAI University, Sikkim. I am sure the students would have preferred an actual convocation rather than a virtual one. But due to the COVID-19 pandemic, this has become the new normal. In this regard, I must appreciate the efforts of ICFAI Sikkim in organizing this e-convocation. On this momentous occasion, I would like to begin by congratulating the students for acquiring their coveted degrees and awards. This is indeed your day, and you should feel proud about it! I also congratulate the professors and gurus, who nurtured and mentored the young minds. Lastly, I must also congratulate the parents, who are the first gurus of their wards. This is their success too!

Dear young friends, today is the culmination of your all hard work and academic efforts. But, today also marks a new beginning for all of you. You will be now facing the real world, a new world. Whatever you might choose to become—some might prefer to pursue higher studies, others might take up jobs while some might try their hand to be entrepreneurs, be confident, develop a positive outlook, set clear targets and work with sincerity, discipline and dedication towards realizing your goals.

You will be expected to use the skills that you have learned and acquired during your study. It is more than just the degree you got—the fast-changing world requires you to think critically and adapt quickly to the new situation. You need to be pro-active, anticipate the future and be prepared to meet the challenge. Universities, on their part need to prepare students to effectively deal with real-world challenges.

Let us take the example of the COVID-19 pandemic. All the nations, even the most advanced ones,

were caught off-guard and were totally unprepared in tackling the serious health crisis it has triggered. We have to learn lessons from this pandemic and experts from all domains–from epidemiologists to environmentalists—need to come together and come up with solutions to meet such threats in the future. Dear youngsters,

The COVID-19 pandemic is the first great adversity in front of you. It has disrupted supply chains, changed social interactions and affected economies. As bright minds, you should look to create opportunities instead of looking at it as a crisis. Like always, technology will be a critical factor and you should leverage it in making your mark and thriving in the new normal.

For those of you seeking to become job creators, there cannot be a better place to implement your business ideas than India right now as we are following our Prime Minister’s vision of ‘Atmanirbhar Bharat’.

My Dear Brothers and sisters, Educational institutions and universities are expected to produce well-rounded and compassionate human beings and not mere degree holders. They should bring out the best in each individual with great foundational values. Often, this aspect gets ignored or sidelined in the race for paychecks. Education without values is no education at all. As Gurudev Rabindranath Tagore put it and I quote “The highest education is that which does not merely give us information but makes our life in harmony with all existence”

Take climate change for instance; it is already here, impacting us. We certainly need to equip our engineers and technologists to create new defences and come up with innovative out-of-box solutions

Complete Education is to Nurture Humanistic Values in Students


to meet the challenges posed by extreme weather events. No human intervention can totally withstand nature’s fury but we have to minimize its impact. The holistic solution to combat climate change should include a value-based education that respects nature. A complete education also nurtures humanistic values in students.

It should be remembered that a basis in life values had always been emphasized in our ancient systems. We were taught to live in harmony with nature. Our vedas and upanishads mandate our duties towards self, family, society and nature. Education was thus complete in all respects in our ancient times and the Gurukul system was known for it. This is what gave us our title of Vishwa Guru.

The New Education Policy also envisages these ideals and I commend the vision of the government in bringing it out. It aims at making India a “Vishwa Guru” once again and promises a paradigm shift in our education. It tries to do away with a segregated approach to education and replaces it with an integrated approach.

Quite rightly, the NEP focuses on multi-disciplinary method. It also seeks to reorient the research and the regulatory systems. Thus, there will be a much-needed, fundamental re-look at the education system in India under the NEP.

Friends, Value-based education with proper synergy with technology is the need of the hour to produce professionals who are not only adept at adopting the latest technology, but are also empathetic and understanding.

In other words, education founded in life values can ensure a long and prosperous career. People with such values will have high emotional intelligence and resilience to fight adversities in life. Let us not forget what Mahatma Gandhi understood by true education. “By education, I mean an all-round drawing of the best in child and man in body, mind and spirit”. Hence, friends, it is my sincere recommendation

to universities and educators in the country: Take inspiration from our holistic Vedic education, understand the vision behind our New Education Policy, and re-evaluate our education system to make it more value-based, holistic and complete.

Young Friends, the very fact that you are a part of this congregation today is a testimony to the acquisition of your knowledge and skills through hard work. You are among the fortunate few who have had access to University Level education. Now you have a duty towards your family, society and the country at large. Always place the interests of the country above everything else. Even 73 years after attaining Independence, we are still saddled with many challenges. We need to totally eliminate poverty, make India 100 per cent literate, put an end to all kinds of discrimination, ensure women’s empowerment, eliminate corruption, remove urban-rural divide and build a prosperous New India.

Dear Students, youngsters like you need to be at the forefront in eliminating social and other evils that hinder the growth and development of the nation on various fronts.

Once again, I congratulate the students, parents and educators on this achievement. ICFAI University has been serving the educational needs of this region and I would like to compliment the founder of ICFAI group late N.J. Yasaswy, who was a visionary and wanted to provide quality education to north east India.

My Dear Young Friends, my best wishes to all of you for your future endeavors! May you have the courage to explore uncharted territories and the ability to successfully navigate through difficult times to reach greater heights!

Let me conclude by recalling the famous words of Swami Vivekananda: “Arise, awake and stop not till the goal is reached”.

Thank you.Jai Hind!”


CAMPUS NEWS

Webinar on 75 Years of India’s Independence

The Rajiv Gandhi University, Doimukh, Arunachal Pradesh celebrated the ‘Country’s 75 Years of Independence –Azadi ka Amrit Mahotsav’. The Ministry of Education, Ministry of Information and Broadcasting and University Grants Commission, New Delhi decided to launch 75 weeks long programme which was started on March 12, 2021.

During Inaugural Session, Prof. Kesang Degi, Head, Department of Education welcomed the guests, speakers and participants and outlined the purpose of the webinar. She informed the virtual gathering that five broad themes have been decided for the event i.e. (i) Freedom Struggle (ii) Idea at 75, (iii) Achievements at 75, (iv) Action at 75, and (v) Our Resolve at 75.

Dr. N T Rikam, Registrar, Rajiv Gandhi University, Doimukh on the occasion summarised the events of Dandi March lead by Gandhiji, that how in just three weeks time, entire nation was galvanized against the Britishers, Salt was made as the symbol of protest, and youths were called upon to eradicate them from the country. Dr. Rikam urged the coming generations to be a responsible citizen, and to inculcate sincerity, dedication and quality work habits.

Pro Vice Chancellor, Prof. Amitava Mitra, Rajiv Gandhi University shared his words of wisdom and threw light on the freedom fighters of North- East India and went on explaining how they contributed in the freedom struggle, even without getting much recognition thereafter in the history. He further mentioned the significance of retrospection and introspection on the occasion of 75 years of India’s Independence. He stressed on the need to retrospect on the ways India fought for freedom, and the need to honour and remember the sacrifices of the freedom fighters. He referred India’s struggle as a mass struggle, and talked about the tales of struggles and sacrifices of North-east India’s freedom fighters which were not even mentioned in the History books. He opined that we need to introspect on what India has achieved after Independence and how it can be maintained and taken forward to new heights to include all in its fold.

Group Captain (Retd.) Mohonto Panging, Vayu Sena Medal, the very first person from North-east India to command a Sukhoi-30MKI Squadron, presently an entrepreneur, columnist and social worker in his talk argued and lamented that even after seven decades of Independence, and looking at the current plight of the country, such as terrorism, poverty, employment, corruption, literacy rate, anti-national activities, border issues and Jammu and Kashmir issue etc., questioned, ‘are we independent in true sense’. Through this question, he brainstormed the minds of the participants and talked about the perception of independence to each and every individual. He uttered about the affairs of North-east States, specifically Arunachal Pradesh and its related shortcomings in terms of production of goods and services in the light of economic independence. He opined that Arunachal Pradesh is still dependent on other states despite having available resources, and emphasized on the schemes like Aatma-Nirbhar Bharat, Vocal for local for the country in general and for Arunachal Pradesh in particular, and elaborated the scope for the youths to come forward, take part in the affairs at their helm in order to achieve these ideals and goals. He opined that NE States require another Dandi March to convey peace and stability and youths need to lead it. He congratulated Rajiv Gandhi University for topping and being the centre for excellence in Higher education.

Prof. Pritish Chandra Acharya, Professor of History, Regional Institute of Education, Bhubaneshwar elaborated the legacy of Indian National Movement. He summarised the various movements that occurred between 1857-1947 and mentioned about the three main mass movements which was participated by youths and women also resulting into huge changes in the patriarchal society. He also mentioned that freedom struggle was a coordinated and collective movement wherein many sections participated and contributed to.

Prof. Saket Khushwaha, Vice Chancellor, Rajiv Gandhi University paid tribute to the martyrs and freedom fighters, and appreciated the sacrifices they made for the nation. He expressed that every individual should know the importance of celebrating the ‘Azadi


ka Amrut Mahotsav’, in order to inculcate the values and essence of the beauty of democracy required for peaceful life. Convener, Prof. T Lhungdim, Department of Education appreciated the efforts of Chief Patrons, Coordinators, Colleagues, Principals of different educational institutions and participants. Dr. Tunung, IDE, RGU conducted the sessions on Google meet platform.

National Workshop on Towards Nurturing a Healthy Generation

One-day National Workshop on ‘Towards Nurturing a Healthy Generation’ was jointly organized by the C P Patel and F H Shah Commerce College and Swarnim Gujarat Sports University, Gandhinagar under the aegis of ‘Fit India Movement’. About 298 participants registered for the event. The Chief Guest of the event was Dr Arujnsinh Rana, Vice Chancellor, Swarnim Gujarat Sports University, Gandhinagar, Gujarat. Other dignitaries present were the Guest of Honour, Major Kavita Ramdevputa, Dr Sudhirbhai Sharma, Seminar Director, Principal of the College, Dr R D Modi, and Organizing Secretary and In-charge Physical Instructor of the college, Mr. R C Vankar.

Principal, Dr R D Modi delivered his welcome address and introduced the guests of the event while Mr. Riteshbhai Vankar briefed the participants about the event followed by the address by Chief Guest and Guest of Honour. Mr. B N Patel delivered the presidential Address and Vote of Thanks was proposed by Mr. Riteshbhai Vankar.

There were four parallel sessions i.e. Self defence-I am fearless; Yoga: A Journey of the Self, through the Self and to the Self; Meditation: Mindfulness Mantra; and Women’s Health - Women’s Spiritual Health–Thinking it through.

Shifu Guru Renshi Master Shri Chetanbhai Fumakiya spoke on ‘Self – Defence -I’m Fearless’ where he shared his expertise with the participants. Indeed, it was pleasure to get trained in self defence skills by such a skillful master. Dr. M T khan introduced the speaker and Dr M I Parmar felicitated the speaker and offered vote of thanks.

Mr. Pratapshinh Sindha was the speaker of the next parallel technical session on ‘Yoga: A Journey of the Self, Through the Self, To the Self’. Mr. Pratapsinh Sindha offered all new dimensions of yoga and taught

us how we can make this life more productive and peaceful with yoga. Dr Kalpesh Gohil introduced the speaker and Dr Varsha Tandel welcomed the speaker and offered a Vote of Thanks.

Mr. Mayurbhai Rao spoke on Meditation– Mindfulness Mantra. Mr. Mayurbhai Rao demonstrated to the participants that how meditation, if done in the right way, can transform our lives. Prof Bhumika Patel introduced the speaker and Dr S M Pillai welcomed the speaker and proposed Vote of Thanks.

Dr Mukeshbhai Patel spoke on ‘Women’s Spiritual Health–Thinking it Through’. Needless to say, his insights into the topic compelled the women to mull over their idea of spiritual health and fitness. Dr Imran Pathan introduced the speaker and Prof S V Pinto welcomed the speaker and propose the Vote of Thanks.

The first parallel technical session was on the topic–‘Self–Defence’–I’m fearless. Shifu Guru Renshi Master, Shri Chentanbhai Fumakiya was the speaker of the session. He very well explained the need of self defence in these modern times, and he demonstrated self defence techniques. Dr Brijesh Valand introduced the guest and Prof Nittal Soni proposed the Vote of Thanks.

Mr. Pratapsinh Sindha was the speaker for session where he spoke on the topic of ‘Yoga’. He resumed his readings, understanding and practice of yoga which he started in the first technical session. Indeed, it was pleasure to learn yoga from him. Dr Divyang Vyas introduced the guest and Dr Nayan Patel proposed the Vote of Thanks.

The next parallel session was on ‘Meditation– Health! Conjunction of Mind, Body and Soul’. Dr Alpesh Shah was the speaker of the session. Dr Alpesh Shah expertly explained the strong connection between meditation and holistic health, and how one should meditate to find the better possibilities of his or her existence. Prof Lata Ved introduced the topic and Dr Chirayu Shashtri proposed the Vote of Thanks.

Brahma Kumari Falguniben Bhatt was the speaker of session on ‘Women’s Health–Awakening of Women with Man Shakti’. Prof Nilam Parmar introduced the guest and Dr Hina Padiya proposed the Vote of Thanks of the session.


During the Valedictory Session, the dignitaries present were Mr. B N Patel, Prof. Arjunsinhji Rana, Maj. Kavita and Dr R D Modi. The report of the event was presented by Dr Kalpesh Gohil and the Vote of Thanks was proposed by Mr. Riteshbhai Vankar.

Online Short Term Course on Introduction to R Programming and Data Analytics

A sixteen-day Online Short Term Course on ‘Introduction to R Programming and Data Analytics’ is being organized by the Vinod Gupta School of Management, Indian Institute of Technology Kharagpur (IITK), Kharagpur (West Bengal) during May 01-16, 2021. The students, teachers, scientific officers, instructors, technical assistants and persons from industries may participate in the event.

With the advancement of computational technology, analytics has become an inevitable part of business. For gaining competitive advantage through data driven decision making, managers should be able to marry raw data with business acumen. The program is targeted to create data analysts and introductory data scientists with focus on managerial applications of analytics. The Course Content of the course are:

Introduction to Data Analytics. •

Data Handling. •

More Data Handling. •

Introduction to Probability and Statistics, •Distributions.

Hypothesis Testing with R Programing. •

Regression with R. •

For further details, contact Coordinator, Dr. Swagato Chatterjee, Assistant Professor (Marketing), Vinod Gupta School of Management, Indian Institute of Technology Kharagpur Kharagpur-712302 (West Bengal), Phone: 03222-283870, Mobile: 09343931795, E-mail: [email protected]. For updates, log on to: http://www.iitkgp.ac.in/

International Conference on Secure Cyber Computing and Communications

A three-day International Conference on ‘Secure Cyber Computing and Communications’ is being organised by Department of Computer Science and Engineering at Dr B R Ambedkar National Institute

of Technology Jalandhar, Punjab during May 21-23, 2021. The area of computing and communication has grown evidently since the past two decades with wide ranging aspects. Computing includes designing, developing and building hardware and software systems; processing, structuring, and managing various kinds of information; doing scientific research on and with computers; making computer systems behave intelligently; and creating and using communications and entertainment media. The field of computing includes computer engineering, software engineering, computer science, information systems, information technology and the list is virtually endless, and the possibilities are vast. Communication means to share, it is the act of conveying intended meanings from one entity or group to another through the use of mutually understood signs and semiotic rules. It also has wide ranging applied areas which includes Network communication, Security, etc. Through this conference, authors are solicited to contribute by submitting their original articles that illustrate research results, projects, surveying works and industrial experiences that describe significant advances in the areas of Engineering and Technology. The Topics of the event are:

Cyber Security

Cyber Rights, Policy, Laws and Ethics. •Security Standardization. •Threats in Cyberspace. •Software Testing and Quality Assurance. •Network Traffic Analysis. •Cryptography. •Trust Management. •Cyber Harmony. •Secure Web-based Applications. •

Secure Software Systems

Cyber Rights, Policy, Laws and Ethics. •Security Standardization. •Threats in Cyberspace. •Software Testing and Quality Assurance. •Network Traffic Analysis. •Cryptography. •Trust Management. •Cyber Harmony. •Secure Web-based Applications. •


Machine Intelligence

Deep Learning. •Meta Learning and Algorithm Selection. •Time Series Prediction and Forecasting. •High Reliability and Error Tolerance in AI. •Cognitive Computing. •

Audio/ Video Recognition. •Machine Learning / AI intersection. •Recommender Systems, Computational Advertis- •ing, Multimedia, Finance, Bioinformatics.

Computer Networks and Security

Software Defined Network Protocols. •SDN Security and Privacy. •IoT Based Data Acquisition, Knowledge •Management and Semantics.Data models, Tiny/Small Databases for IoT •Devices.Wireless Networks for IoT and Cloud. •Intelligent Resource Virtualization. •Machine-to-Machine (M2M) Communication. •IoT Security and Trust Management. •Vehicle-to- Everything (V2X) Communications. •

Gree • n Vehicular Communications and Networking. Cloud and Data Analytics •Cloud Security. •Intelligent Service Level Agreement and Quality •Assurance.Cloud at the Edges and Mobile Cloud. •Data Privacy. •Spatial Mobility, Geo-location and Management. •Hybrid Cloud Infrastructure for IoT. •Security in IoT and Edge Cutting Technologies. •Optimization of Data Traffic, Latencies and •Reliability of Cloud.Analyzing Scientific and Business Data. •Mining Sequences, Streams, Text, Web, Graphs, •Rules, Patterns, Logs Data, Spatio- Temporal Data, Biological Data.

For further details, contact Organising Secretary, Dr. Geeta Sikka, Associate Professor and Associate Dean, Faculty Welfare, Dr B R Ambedkar National Institute of Technology Jalandhar-144011 (Punjab), Phone : 0181-2690301, Mobile: 09888582299, E-mail: [email protected]. For updates, log on to: https://www.nitj.ac.in/


THESES OF THE MONTH

HUMANITIES A List of doctoral theses accepted by Indian Universities

(Notifications received in AIU during the month of January-February, 2021)

Geography

1. Attar, Jamil Fatrusab. Latur Jilhyateel Muslim samajanchya loksankhechya abhyas. (Dr. Zodage S B and Dr. Mali Narendra G), Department of Geography, Swami Ramanand Teerth Marathwada University, Nanded.

2. Chaudhari, Vijay Dinanath. Tourism centres in Jalgaon District: A geographical analysis. (Dr. Ashture S B), Department of Geography, Swami Ramanand Teerth Marathwada University, Nanded.

3. Manoj Kumar. Poultry farming in Haryana: An enquiry into its spatial organization and socio-economic attributes. (Dr. M S Jaglan), Department of Geography, Kurukshetra University, Kurukshetra.

History

1. Dhammasara. Theravada Buddhism in Myanmar and environmental ethics (1752-1819). (Prof. S Victor Babu), Department of History, Babasaheb Bhim Rao Ambedkar University, Lucknow.

2. Pachauri, Vivek. Socio-political status of the transgender from the Vedic age to the Nuclear age. (Dr. Vandana Singh), Department of History, Dr. Ram Manohar Lohiya National Law University, Lucknow.

3. Roy, Varun Kumar. Studying urbanism: The spatial, physical and bodily manifestations in the administrative towns of Provincial Bengal 1757-c1857. (Prof. A G Ghosh), Department of History, University of North Bengal, Darjeeling.

4. Shailendra Kumar. Famine and the colonial state: Bihar in the late nineteenth century (1873-1897). (Dr. Krishna Kumar Mandal), Department of History, T M Bhagalpur University, Bhagalpur.

5. Suman, Pankaj Kumar. British kaleen Bengal aur Dewan Ram Komal Sen. (Dr. Rajiva Ranjan Mishra), Department of History, TM Bhagalpur University, Bhagalpur.

6. Suresh Kumar. Bangal ka Pal Rajvansh: Ek sanskritik adhyayan. (Dr. Bhagat Singh), Department of Ancient Indian History Cultural and Archaelogy, Kurukshetra University, Kurukshetra.

Languages & Literature

English

1. Agrawal, Tanvi. Myth and history in the selected novels of Raja Rao, Salman Rushdie and Amitav Ghosh. (Prof. Jyoti Kumar Verma), Department of English, Dayalbagh Educational Institute, Agra.

2. Ammani, S. Ethics in select novels of R K Narayan: A study. (Dr. Y Suneetha and Dr. V B Chithra), Department of English, Jawaharlal Nehru Technological University Anantapur,Ananthapuramu.

3. Bhatt, Rushita Nikhilesh. A critical assessment of contemporary Indian English children’s literature with reference to Sudha Murty, Paro Anand and Anushka Ravishankar. (Dr. I G Purohit), Department of English, Saurashtra University, Rajkot.

4. Bulla, Joshua Daniel. Indian Diaspora as forced Diaspora and cultural Diaspora with reference to Gaiutra Bahadur’s Coolie Woman, Peggy Mohan’s Jahajin, Manju Kapur’s The Immigrant and Bharti Mukherjee’s Desirable Daughters. (Dr. G Chenna Reddy), Department of English, Acharya Nagarjuna University, Nagarjuna Nagar.

5. Dass, Satuluri. Voicing subaltern aspects in the select novels of Amitav Ghosh. (Prof.K Ratna Shiela Mani), Department of English, Acharya Nagarjuna University, Nagarjuna Nagar.

6. Dhanani, Rahim Shaukatali. English teaching methods in universities of Saurashtra. (Dr. Neeharika Rawat), Department of English, Saurashtra University, Rajkot.

7. Gohil, Akshayraj Nathalal. Connectivity of Masochism and second wave feminism in select novels of Margaret Atwood: A study. (Dr. D D Bhatt), Department of English, Saurashtra University, Rajkot.

8. Hemlata. Transference of meaning: Studying Ramacharitmanasa in translation. (Dr. Asok Verma), Department of English, Bhagat Phool Singh Mahila Vishwavidyalaya, Khanpur Kalan.

9. Kubavat, Rajeshvariben Bhagvanbhai. Feministic discourse in the selected novels of Shashi Deshpande and Krishna Sobati: A comparative study. (Dr I G Purohit), Department of English, Saurashtra University, Rajkot.


10. Lashkari, Neha Vashantbhai. Portrayal of art and artist in the select works of Irving Stone. (Dr. R B Zala), Department of English, Saurashtra University, Rajkot.

11. Manjusha, Chennuboina V. Thomas Pynchon-The Virgin Author: An intellectual detour. (Prof. Rajasekhar Patteti), Department of English, Acharya Nagarjuna University, Nagarjuna Nagar.

12. Mohapatra, Malavika. Oral communication apprehension in the classroom: An interpretive phenomenological study of engineering students at SOA University. (Dr. Swayamprabha Satpathy), Department of English, Siksha O Anusandhan University, Bhubaneswar.

13. Panara, Nisha Mahendrakumar. Poetry as cultural performance and activism: A critical study of BOB Dylan’s select songs. (Dr. Ketan Vyas), Department of English, Saurashtra University, Rajkot.

14. Pilli, Sobha Rani. A polemical study of Bapsi Sidhwa’s fiction. (Prof. Rajasekhar Patteti), Department of English, Acharya Nagarjuna University, Nagarjuna Nagar.

15. Raval, Brijraj Yogeshchandra. The Shivapurana of Maharshi Ved Vyas and the Shiva trilogy of Amish Tripathi: A comparative study. (Dr. K G Rathod), Department of English, Saurashtra University, Rajkot.

16. Saiyed, Samirmiya Amirmiya. Sir William Jones and the Asiatic Society’s contribution to eighteenth century orientalism in India. (Dr. Nilesh Sathvara), Department of English, Gujarat University, Ahmedabad.

17. Sharma, Nandini. The theatre of the absurd and Indian street theatre: A study with reference to Maurice Merleau-Ponty’s phenomenological framework. (Prof. V Prem Lata), Department of English, Dayalbagh Educational Institute, Agra.

18. Shah, Tapankumar Pravinchandra. Mobile assisted English vocabulary acquisition: A study in commerce colleges affiliated to Gujarat University. (Dr. Jagdish Joshi), Department of English, Gujarat University, Ahmedabad.

19. Trivedi, Pooja Kiritkumar. A translation of select poems from Jhaverchand Meghani’s Sona Navdi from Gujarati into English with a critical introduction. (Dr. R B Zala), Department of English, Saurashtra University, Rajkot.

20. Vadher, Pinali Thakarsibhai. Use of authentic television material for language instruction. (Dr. J K Dodiya), Department of English, Saurashtra University, Rajkot.

Hindi

1. Bhagel, Kalpana. Udey Prakash ka kahani sahitye aur samajik yatharth. (Prof. Kamlesh Kumari Ravi), Department of Hindi, Dayalbagh Educational Institute, Agra.

2. Bhankhodiya, Hetal Gordhanbhai. Dwivedi yugin chuninda nibandhankaroan ke nibandhoan mein vyakat vichardhara. (Dr. P R Chauhan), Department of Hindi, Saurashtra University, Rajkot.

3. Chauhan, Tapasya. Nai peedi ke pramukh dalit rachnakaroan kee kahaniyoan mein adhunikta bodh (San 2005-2015 tak). (Prof. Kamlesh Kumari Ravi), Department of Hindi, Dayalbagh Educational Institute, Agra.

4. Chavda, Anita Thakarshibhai. Chitra Mudgal ke katha sahitye mein samaj darshan. (Dr. S B Makvana), Department of Hindi, Saurashtra University, Rajkot.

5. Deshmukh, Viresh Uttamrao. Rajendra Yadav ke katha sahitya mein adhunik nari ek vivechan. (Dr. Vijaysingh Thakur), Department of Hindi, Swami Ramanand Teerth Marathwada University, Nanded.

6. Gamit, Falguniben Gurjibhai. Samkaleen Hindi upanyasoan mein vyakat aadivasi jeevan sangharsh: 2000 se aab tak. (Dr. Govardhan Banjara), Department of Hindi, Gujarat University, Ahmedabad.

7. Khokhar, Kaushar Mahmadhanif. Amrita Pritam kekatha sahitye ka samajshastriye adhyayan. (Dr. P R Chauhan), Department of Hindi, Saurashtra University, Rajkot.

8. Kusum Kumari. Ikkisavin sadi kee aadivasi Hindi kavita ka vishleshnatamak adhyayan. (Dr. Sushma Kumari and Dr. Priti Rai), Department of Hindi, Mizoram University, Aizawl.

9. Preeti. Akhilesh ke katha sahitye mein pragatisheel chetna ka adhyayan. (Prof. Kamlesh Kumari Ravi), Department of Hindi, Dayalbagh Educational Institute, Agra.

10. Santosh Kumari. Haryana kee mahila rachnakaroan ka Hindi sahitya ko yogdan. (Dr. Baburam), Department of Hindi, Kurukshetra University, Kurukshetra.

11. Singh, Anuradha. Hindi dalit upanyasoan mein pratirodhi mulye chetna ka adhyayan. (Dr. Namasya), Department of Hindi, Dayalbagh Educational Institute, Agra.

12. Thakar, Devang Sureshkumar. Hindi bhasha evam sahitye kee prgati mein Isai Mishanriyon ka pradey: Ek adhyayan. (Dr. Geeta A Jagad), Department of Hindi, Saurashtra University, Rajkot.

13. Tomar, Astha. Pratinidhi mahila natakkaroan ke natkaoan ka rangmanch kee drishti se tulnatamak adhyayan. (Dr. Dayal Pyari Sinha), Department of Hindi, Dayalbagh Educational Institute, Agra.

14. Vaghela, Priti Dhirubhai. Hindi katha-sahitye mein nari samvedna: Mahadevi Verma Mannu Bhandari, Krishna Sobti evam Mrinal Pande ke vishesh sandarbh mein. (Dr. R H Vankar), Department of Hindi, Saurashtra University, Rajkot.


15. Yadav, Gur Pyari. Sanjeev ke upanyas aur sahityiak vimarsh. (Prof.Kamlesh Kumari Ravi), Department of Hindi, Dayalbagh Educational Institute, Agra.

Kannada

1. Rakshita, A P. Problems of learning Kannada in Dakshina Kannada area. (Dr. P Mahadevaiah), Department of Kannada Language Studies, Kannada University, Hampi, District Bellary.

2. Shivalingappa, K. The nature of fantasy in the children fiction of Kannada. (Dr. Rahamath Tarikere), Department of Studies in Kannada Literature, Kannada University, Hampi, District Bellary.

Panjabi

1. Garg, Kiran. Samkali Panjabi kahani da manovishleshnatmak adhyayan (Talwinder Singh, Lal Singh, Ajmer Sidhu, Jarnail Singh, Harpreet Sekha ate Farkhanda Lodhi de Vishesh sandarbh vich). (Dr. Harsimran Singh Randhawa), Department of Panjabi, Kurukshetra University, Kurukshetra.

2. Hardev Singh. Waryam mast de natak: Mool sarokaar ate vidhi-vidhan. (Dr. Harsimran Singh Randhawa), Department of Panjabi, Kurukshetra University, Kurukshetra.

3. Kulvinder Singh. Pali Bhupinder Singh, kewal dhaliwal ate Sawrajbeer de parmukh natakan da tulnatmak adhyayan. (Dr. Kuldeep Singh), Department of Panjabi, Kurukshetra University, Kurukshetra.

Sanskrit

1. Archana. 20vi shatabadi ke Ramkathashrit natkoan mein dharam-darshan evam samaj. (Dr. Anita), Department of Sanskrit, Dayalbagh Educational Institute, Agra.

2. Dhiraj Kumar. Vetnath virchit “Hanssandesh evam Rupgoswami virchit ,’Hansdutam’ ke tulnatamak adhyayan. (Dr. Nishith Gaur), Department of Sanskrit, Dayalbagh Educational Institute, Agra.

3. Gautam, Gaurav. Swatantryotar sanskrit natkakoan mein vyangey (1980 isvi se vartman tak). (Dr. Nishith Gaur), Department of Sanskrit, Dayalbagh Educational Institute, Agra.

4. Prakashkumar Vasudevbhai. A critical study of sun-related words of Vedasmhita and the spiritual importance as reflected on the bases of the same. (Dr. R A Chotalia), Department of Sanskrit, Saurashtra University, Rajkot.

5. Sondarava, Atul Babubhai. Shrikrushna Bhatt’s Epic Ishwarvilas: A poetic study. (Dr. C V Baldha), Department of Sanskrit, Saurashtra University, Rajkot.

Telugu

1. Mastanrao, Chigurupati. Pulicherla Subbarao charitraka navalalu-pariseelana. (Prof. N V Krishna Rao), Department of Telugu, Acharya Nagarjuna University, Nagarjuna

Nagar.

2. Murala, Ratna Leela Sankara Rao. Jonnavithula cinee saahithyam-pariseelana. (Dr. E Madhavi), Department of Telugu, Acharya Nagarjuna University, Nagarjuna Nagar.

Performing Arts

Fine Arts

1. Amarjeet Singh. Aesthetic vision of colour application in the context of advertising visuals; genesis & development. (Dr. Monica Gupta), Department of Fine Arts, Kurukshetra University, Kurukshetra.

2. Ravinder Singh. Narrative approaches in Indian contemporary painting: An analytical study. (Dr. Ram Viranjan), Department of Fine Arts, Kurukshetra University, Kurukshetra.

Music

1. Gupta, Jyoti. Vacnacharye sudhakalash krit sangeetoanpanishatsarodwar granth ka vaishishtey evam uski prasangikta. (Prof. Rashmi Srivastava), Department of Music, Dayalbagh Educational Institute, Agra.

2. Gurpreet Singh. Bhaarat ke pashchimottar kshetra mein isthit sarkari sansthaon ka shashtriya sangeet ke prachar-prasar hetu kiye ja rahe prayasoan ka mulyankan. (Dr. Shuchismita Sharma), Department of Music, Kurukshetra University, Kurukshetra.

3. Mamatha, M. Music of Hampi surrowndings-historical study. (Dr. Jyotilakshmi D P), Department of Music & Dance, Kannada University, Hampi, District Bellary.

4. Saxena, Sonam. Table ke swtantre-vadan kshetre mein badalte paridrishey ka adhyayan. (Prof. Neelu Sharma), Department of Music, Dayalbagh Educational Institute, Agra.

5. Timmanna, Bhhemaraya. Selected music of nomadic community of Hyderabad Karnataka: A study. (Dr. Jyotilakshmi D P), Department of Music & Dance, Kannada University, Hampi, District Bellary.

6. Tiwari, Kirti. Madhyamik istariye chatraoan mein drut khayal kee rachnatamak kshamta ke vikas ka adhyayan-sargam evam lakshan geetoan ke adhar par. (Prof. Sudha Sahgal), Department of Music, Dayalbagh Educational Institute, Agra.

Philosophy

1. Gulati, Vivek. Swami Vivekananda: A Philosopher in scientific perspective. (Dr. R K Deswal), Department of Philosophy, Kurukshetra University, Kurukshetra.

2. Kiran, Varsha. Swami Vivekananda evam Mahatma Jyotiba Phule ke samaj darshan ka ek tulnatamak adhyayan. (Dr. Arti Kumari), Department of Philosophy, T M Bhagalpur University, Bhagalpur.


Shri Tuljabhavani B.S.S. Vetalwadi’sShikshanshastra Mahavidhyalaya, MadhaMadha-Shetphal Road, Madha, Tal - Madha, Dist - Solapur

Website www.shrituljai.org Mail: [email protected]

(Approved by NCTE, New Delhi, Govt.of Maharashtra & Affiliated to PAHSU, Solapur)

Mobile No – 9421163555/9921845999

APPOINTMENT(Non-grantable)

Applications are invited from eligible candidates for Principal position.

Sr No Description Total Vacant Post Reservation

1 Principal 01 Open to all

Conditions:

1. Eligibility, Educational Qualification, Experience & Pay Scale as per NCTE New Delhi, Govt. of Maharashtra & Punysholk Ahilyadevi Holkar Solapur University, Solapur norms & modified from time to time

2. Those who are in service should apply through proper channel. 3. Reserved category candidates who are domiciled outside of

Maharashtra will be treated as open category candidates. 4. Incomplete application will not be entertained. 5. Apply giving full particulars within 30 days from the date of

publication of this advertisement to the undersigned.

Place: Madha Secretary

Dr. Babasaheb Ambedkar Open University(Established by Government of Gujarat)

‘Jyotirmay Parisar’Dr. Babasaheb Ambedkar Open University Marg,

Sarkhej - Gandhinagar Highway, Chharodi, Ahmedabad-382 481

Website: www.baou.edu.in

Recruitment Advertisement (Third Attempt)

Applications are invited in prescribed application form for following post in both online and hard copy. For online on or before Dt. 08/04/2021 up to 18:10 hrs and for hard copy on or before Dt. 15/04/2021 up to 18:10 hrs.

Teaching PostSr.No.

Name of Post No. of Post

Category Pay Scale As per the 7th Pay Rs.

1 Assistant Professor: Public Administration

1 ST Academic Level 10 Entry pay of Rs. 57,700/-

For detailed information, Application form, Fee, Education Qualifications and other terms and conditions, kindly visit university website www.baou.edu.in.University reserves all rights to make any kind of changes or modifications in the contents of this advertisements or otherwise.

Dt : 19/03/2021 I/c Registrar

Advt.: R/F.126/2021/3451 Date: 26.02.2021Recruitment Advertisement

Online Applications in the prescribed format are invited from eligible Indian Citizens for the posts of Finance Officer to be filled on direct recruitment/ deputation/ contract basis and Internal Audit Officer to be filled on deputation/ contract basis in the University. For online application, details of minimum eligibility, emoluments, age of Superannuation and other service conditions, please visit University website i.e. www.curaj.ac.in. The notification for any future amendment will be published on University website only.Application Fee: Rs. 1500/- (for Gen./ OBC/EWS

category), Rs. 750/- (for PWD/SC/ST category)

Last date for submission of online application: 31/03/2021 upto 5:00 PM.

Last date for submission of Hardcopy of Application: 07/04/2021 upto 5:00 PM.

CENTRAL UNIVERSITY OF RAJASTHANBandarsindri, NH-8, Tehsil Kishangarh, Ajmer (Raj.) 305817

(Established by an Act of Parliament)

Registrar


Krushival Shikshan Prasarak Mandal, IslampurRAJARAMBAPU COLLEGE OF SUGAR TECHNOLOGY,

ISLAMPUR, Tal-Walwa, Dist-Sangli, Pin Code-415409 (Maharashtra)

(Affilliated to Shivaji University, Kolhapur)(Permanently Non Grant Basis)

Contact No : Mob:7888010293/7021997571

W A N T E DApplication are invited from eligible candidates for the following posts.

Sr. No Designation & Subject

Vacant Posts

Unreserved (Open) Posts

A Principal 01 01

B Librarian 01 01

C Assistant Professor

1 Alcohol Technology 1FT 1

2 Microbiology 1FT 1 Note: For detailed Information about Qualification and other terms and conditions, please visit University/College Website:www.unishivaji.ac.in & www.sugartechnology.in

Place : Islampur PresidentDate : 19/03/2021 Krushival Shikshan Prasarak Mandal, Islampur

SREE SANKARA COLLEGESankar Nagar, Mattoor, Kalady P.O.

Ernakulam- 683574Ph: 0484-2466878

Email : [email protected](Affiliated to Mahatma Gandhi University,

Kottayam)

Applications are invited from eligible candidates for the permanent post of

Librarian (UGC) Open Merit-1

Age and qualification are as per Kerala Govt/UGC/MG University Rules. Apply within 30 days from the date of publication of this notification. Application forms can be had from the college office on payment of Rs. 2000/- (Rs. 2050 in case of MO by post) in favour of the Principal, Sree Sankara College, Kalady. The appointment will be subject to the approval by the University/Government.

20/03/2021 MANAGER

Shri Yashwant Shikshan Prasarak Mandal, Solapur Sanchalit Sharadachandra Pawar College of Arts, Commerce and Science, Solapur

Tal. Solapur (N), Dist. Solapur, Pin – 413001 [email protected]

(Affilated to Punyashlok Ahilyadevi Holkar Solapur University, Solapur)

W A N T E D(Permanent Non-grantable)

Applications are invited from eligible candidates for the following Permanent Non-grantable posts.

Sr. No. Subject/Designation Total Vacant Post Open Post Reserved Category Posts1. Principal 1 Full Time 1 Open Open to all

Conditions:-1) Educational Qualification, Experience, Pay Scale, etc. applicable for the post are as per norms specified by UGC, Govt. of Maharashtra and

PAHSUS, Solapur and as modified from time to time.2) Shortlisted candidates will be advised to qualify post of the Principal ARS (Academic Research Score) by the Committee constituted for the

said purpose by PAHS University, Solapur before interviews.3) Reserved Category candidates who are domiciled outside of Maharashtra state will be treated as open category candidates.4) Application received after the last date will not be considered. The college will not be responsible for postal delay, if any.5) Candidate to send a scanned copy of the application form (cover page) to [email protected] mentioning the subject “Name of the

College.”6) Those who are in service should be apply through proper channel.7) Incomplete application will not be entertained.8) T.A.D. A will not be paid for attending the interview.9) Apply giving full particulars within 30 days from the date of publication of this advertisement to the undersigned.

Manoharapnat Sapate President Shri Yashwant Shikshan Prasarka Mandal, Solapur


INTER UNIVERSITY CENTRE FOR TEACHER EDUCATION (IUCTE)(An Autonomous Organisation of UGC, Ministry of Education, GoI)

Dr. Shanti Swaroop Bhatnagar Guest House, Banaras Hindu University, Varanasi Contact No. 0542-2368825: www.iuctebhu.org: E-mail: [email protected]

Advertisement No. 01/2021 (Short Term Contract)Inter University Centre for Teacher Education (IUCTE), Varanasi, an Apex Autonomous Institution of Teacher Education under UGC, MoE, GoI, invites applications for Consultants on short term and contract on consolidated payment basis for Academic, Administrative and ICT functions of the FY 2021-2022. The details are placed on our website www.iuctebhu.org and www:iucte.ac.in. Interested and eligible candidates may apply by submitting Bio-data/CV with details of previous employment/engagement in chronological order latest by 5th April, 2021 by Speed Post/on desk in IUCTE Office, Room No. 2, Shanti Swaroop Bhatnagar Guest House, BHU on Monday to Friday from 10:30 am to 04:30 pm or send by e-mail: [email protected].

Category & Number of PostAcademic Consultant Sr. Academic Consultant 3Academic Consultant 2Research Associate 4Sr. Project Fellow 5Administrative & Technical ConsultantAssistant 1Web Designer 1Multi Media Producer 1

Note:01. Applicants who have applied vide our advertisement No. 03/2020 may not apply, however, they may send their updated Bio-data/CV.02. Only short listed candidates will be contacted for interaction/interview.03. Please clearly indicate the post for which applied on the Envelop as “Application for the post of _______________”.

Dated: 17th March, 2021 Sr. Administrative Officer


INDIAN INSTITUTE OF TECHNOLOGY MADRAS Chennai – 600 036

Admission to M. Tech Programme 2021-22

Applications are invited for admission to M.Tech programme for the Academic Year 2021-22 commencing from July 2021, as per the following schedule:

Programme Mode of Application

M.Tech Admission portal

opens

Portal closes on the given last

date

Website

M.Tech (Regular) Online 19.03.2021 30.04.2021(at 23.59 hrs.)

http://mtechadm.iitm.ac.in

M.Tech (Sponsored) https://mtechspons.iitm.ac.in

Seats are reserved for SC/ST/OBC (Non-creamy layer)/ PwD /EWS (Economically Weaker Section) as per Government of India rules. For online application, information brochure and other details, please visit the above websites.

Date: 14.03.2021 Deputy Registrar (Courses)

NIRMALA COLLEGE OF COMMERCERani Sati Municipal Bldg, Rani Sati Marg, Malad (East), Mumbai – 400 097

(MINORITY COLLEGE)APPLICATIONS ARE INVITED FOR THE FOLLOWING POSTS

FROM THE ACADEMIC YEAR 2020-21

UNAIDED

Sr. No. Cadre Subject Total No. of Posts Category1. Assistant Professor Business Economics 01 01 – OPEN2. Assistant Professor Commerce 01 01 – OPEN

The above posts are open to all, however, candidates from any category can apply for the post.Reservation for women will be as per University Circular No.BCC/16/74/1998 dated 10th March 1998. 4% reservation shall be for the persons with disability as per University Circular No. Special Cell/ICC/2019-20/05 dated 05th July, 2019.

Candidates having knowledge of Marathi will be preferred.“Qualification, Pay Scales and other requirement are as prescribed by the UGC Notification dated 18th July, 2018, Government of Maharashtra Resolution No. Misc-2018/C.R.56/18/UNI-1 dated 8th March, 2019 and University Circular No. TAAS/ (CT)/ICD/2018-19/1241 dated 26th March, 2019 and revised from time to time.”

The Government Resolution & Circular are available on the website mu.ac.inApplicants who are already employed must send their application through proper channel. Applicants are required to account for breaks, if any, in their academic career.Application with full details should reach to the DIRECTOR, NIRMALA COLLEGE OF COMMERCE, Rani Sati Municipal Bldg, Rani Sati Marg, Malad (East), Mumbai – 400 097 within 15 days from the date of publication of this advertisement. This is University approved advertisement. Sd/- DIRECTOR


SHRI SIDDHESHWAR SHIKSHAN MANDAL’S

COLLEGE OF ARCHITECTURE, SOLAPURSurvey No. 63/1A, F.P. No. 34, Ujani Nagar,

(Behind T.V. Tower), Kumatha Naka, Solapur-413 003 (Maharashtra) Tele/ Fax No (0217) 2603950, 2602188

E-mail : [email protected](Affiliated to Solapur University, Solapur)

W A N T E D(Permanent Non-grantable)

Applications are invited from eligible candidate for the following Permanent Non-grantable post.

Sr. No. Subject/ Designation Total Vacant Post Open Post ReservationA Principal 01 Full Time 01 —

Terms & Conditions :1. Educational Qualifications, Pay Scales and Service conditions will be as per the rules of Council of Architecture, New Delhi and Solapur

University, Solapur.2. The appointment of Principal shall be governed by the directions received from Council of Architecture, New Delhi in regard with

qualifications to the post issued from time to time.3. Those who are already in Service should apply through proper channel.4. Reserved candidates are advised to send copy of their application to the [email protected], PAH Solapur University,

Solapur.5. Incomplete applications will not be entertained.6. T.A.D.A. will not be paid for attending the interview.7. Apply giving full particulars within 30 days from the date of publication of this advertisement to the undersigned. Place : Solapur Date : Secretary

UNITED STATES-INDIA EDUCATIONAL FOUNDATION (USIEF) Fulbright-Nehru and other Fulbright Fellowships for Indian Citizens

Fulbright-Nehru Master’s Fellowships: These fellowships are for outstanding Indians who demonstrate leadership qualities, have completed the equivalent of a U.S. bachelor’s degree, and have at least three years’ full time (paid) professional work experience, to pursue a master’s degree program at select U.S. colleges and universities. Application Deadline: May 17, 2021.Fulbright-Nehru Doctoral Research Fellowships: These pre-doctoral level research fellowships, for six to nine months, are designed for Indian scholars who are registered for a Ph.D. at an Indian institution. Application Deadline: July 15, 2021.Fulbright-Nehru Academic and Professional Excellence Fellowships: These fellowships, for four to nine months, aim to provide Indian faculty, researchers, and professionals the opportunity to teach, conduct research, or carry out a combination of teaching and research at a U.S. institution. Applicants can opt for four to six-month Flex Awards in two segments. Application Deadline: July 15, 2021.Fulbright-Nehru Postdoctoral Research Fellowships: These fellowships, for eight to 24 months, are designed for Indian faculty and researchers who have a Ph.D. or a D.M. degree within the past four years. Application Deadline: September 15, 2021.Fulbright-Kalam Climate Fellowships: These fellowships are offered to build long-term capacity to address climate change related issues in India and the U.S. These grants are offered at three levels: (1) Doctoral Research; (2) Postdoctoral Research; and (3) Academic and Professional Excellence. Application deadline: September 15, 2021.Fulbright-Nehru International Education Administrators Seminar: Applicants must be mid to senior-level college or university administrators (vice-chancellors, deans, directors of international centres or offices, foreign student advisors, registrars etc.) who have substantial responsibility for enhancing the international dimension of their institutions. Application deadline: October 14, 2021.Hubert H. Humphrey Fellowships: For young and mid-career professionals, policy makers, planners, administrators, and managers in the government, public and private sectors, and NGOs for professional development. Application deadline: June 15, 2021.For complete details, visit USIEF website www.usief.org.in or e-mail: [email protected]


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UNIVERSITIES HANDBOOK – 34th EDITION (2018)(Set of Two Volumes) : (ISBN 81-7520-147-9)

PRICE : Rs. 8000/- (+ Postage/Courier Charge Rs. 400/-)The 34th Edition of Universities Handbook is a compendium that contains latest information on 402 Universities level institutions of AIU Members including 56 Technical, 41 Agriculture, 24 Health Sciences, 13 Law, 03 Journalism, 15 Open Universities and Five Associate Members : Kathmandu University, Nepal; University of Mauritius, Mauritius; Royal University of Bhutan; Middle East University, United Arab Emirates and Semey State Medical University, Semey have also been included in this Edition.

The Handbook gives information relating to : Courses of Studies; Minimum Requirements for admission to each course; Duration and the subjects of study for each course; Library and Research Facilities; Scholarship and Fellowships; Academic year – date for admission and the approximate dates of examinations; Names of Faculties; Deans of Faculties, Names of Professors and Readers/Associate Professors with their specialization (department-wise); Staff, Officers and Name of Affiliated Constituent Colleges together with the names of Principals and Heads of Postgraduate Departments in the Colleges.

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6 MICR Code 1100150057 Branch Code 01588 IFSC Code CNRB 00001589 PAN NO. AAATA0407F10 Contact No.& E-mail ID (011) 23230059 Extn. 208/213

(M) 09818621761E-Mail ID : [email protected]

NOTE : In case of Cash Deposit and Transfer via NEFT/RTGS/ECS, the proof of payment in the form Counterfoil of the Cash Deposit Slip and the NEFT UTR Number may be communicated IMMEDIATELY BY MAIL for linking and crediting of the same against the respective Order/ Bill, please.

� THE HANDBOOK WILL BE AVAILBLE ON CASH BASIS FROM THE SALES COUNTER OF THIS OFFICE.

Please send Pre-paid Order to :The Section Officer

Publication & Sales DivisionASSOCIATION OF INDIAN UNIVERSITIES

16, Comrade Indrajit Gupta Marg, New Delhi 110 002Phones: 23230059 (Extn. 208/213), Fax 91-011-23232131

&

B. DEMAND DRAFT ONLY : Such instrument is required to be prepared be in the name of “ASSOCIATION OF INDIAN UNIVERSITIES” (payable at New Delhi), preferably from the Nationalised Banks ONLY.

C. CHEQUES OF ANY KIND ARE NOT ACCEPTABLE.

D.

The under secretary

Documents

university news vol-59, no-12, march 22-28, 2021 - AIU