Service Industry · RThe Indian Mobile Service is expected to reach 37 billion US$ in 2017,and grow by 10.3 % RThe Indian Digital Classified Industry likely to grow three fold to

OCTOBER 2017 ISSUE

Magazine For Global Service SectorService Industry

The

Revew

EDUCATION INDUSTRY 2017THE FOUNDATION PILLAR IN NEED OF INTENSIVE CARE

FLAGGING OF INDIA'S FIRST SKILLS ON WHEELS VEHICLE FOR SERVICE INDUSTRYSh. V P Singh Badnore, Hon'ble Administrator Chandigarh (UT) & Governor Punjab

RELEASING OF ROADMAP ON TRICITY DIGITAL EMPOWERMENT

e-magazine

CONTENTSSeptember 2017 Issue

www.icsiindia.in

Education Industry The Foundation Pillar in Need of Intensive Care

10

Restructuring Economic System Essential To Realize Demographic Dividends

14

The Service Industry Review

17 Digital Education Landscape in India

Empowering Teachers Empowering Education

03 Programs in Interdisciplinary and Emerging Areas: An innovative Approach

27

Education for Sustainable Development

32

Catering to Service Sector: A must for Education Industry

35

Innovative Methods of Financing Higher Education International Best Practices

39

SE

RV

ICE

SE

CT

OR

SKILLS

DEVELOPMENT

BANKING &

INSURANCE

LOGISTICS

AFTER SALE

SERVICES

IT &

TELECOM

RURAL

MARKETING

RURAL

TELECOM

RURAL

BANKING

RURAL

TOURISM

AGRI

RESEARCH

MANUFACTURINGAGRICULTURE

Best International Models in HR Practices Of Educational Institutions

43

Developments in the Digital Empowerment of NER(I) Education Scenario: FOCUS ASSAM

23

Education & Counselling

Employment : 7.9 million

Present Scenario : 96% enrolment in elementary edu.

Growth Rate : 16.5%

Future Scenario:30% growth by 2020in higher education

Health Wellness Medical TourismGrowth Rate : 27%

Employment : 2 million

Present Scenario : US $ 3.9 billion

Future Scenario:US $ 7.2 billion by 2018

Research Services

Growth Rate : 15.8%

Employment : 2 lakh

Present Scenario : US$ 44 billion

Future Scenario:Double by 2020.

HR & ConsultancyGrowth Rate : 21%

Employment : 1 million approx

Present Scenario : INR 250 billion

Future Scenario:INR 500 billion

by 2025

Logistics &Distribution Services

Growth Rate : 10- 15%



Future Scenario : US$ 200 billion

by 2020

Retail Growth Rate : 5.7%

Employment : 4 crores direct,20 crores indirect

Present Scenario : US $ 270 billion

Future Scenario:US$ 738.7 billion

by 2017

Insurance & Financial Services

Growth Rate : 12%


Present Scenario : US$ 66.4 billion FY 2013

Future Scenario : US$ 350-400 billion

by 2020

Present Scenario : US$ 1.8 trillion FY 2013

BankingGrowth Rate : 8.5%


Future Scenario : US$ 28.5 trillion

by 2025

PR & Advertising

Growth Rate : 10%

Employment : 8 Lakhs


Future Scenario : US$ 280 billion

by 2020

Sales & Marketing Growth Rate : 13%


Present Scenario : Rs. 5000 Crore

Future Scenario : Rs. 9000 Crore by 2020

MICEGrowth Rate : 15%-29%

Employment : 11.49%


Future Scenario:Expected to increase

by 15% to 20%

Professional Services*Growth Rate : 15%


Present Scenario : US$ 142.6 billion

Future Scenario : US$

180 billion by 2020

*Accountancy services, Architectural and engineering services

Legal services

R Services sector has the highest Growth rate, approx. 7.75 % in March 2017

R Service Sector employs nearly 40% population in the economy.

R India's share in Global Services Exports is 3.2% in 2014-15, double of its merchandise exports

R The FDI investment in India from Apr16-March17 rose to 60.08 Billion US$,

R Export of services grew by 5.9% to 13.06 billion US $ in 2016-17

R The Services sector growth was 8.8 % in 2016-17

R India's Commercial Services Exports was 155.3 Billion in 2015

INDIAN SERVICE SECTOR & ITS CONSTITUENTSPANORAMIC VIEW

This edition of the e-magazine is dedicated towards education industry

Travel & Tourism

Growth Rate : 7.5%


Present Scenario : 8.01 million FTA

Future Scenario:FTA arrival by 2024will be 13.4 billion

Media & EntertainmentGrowth Rate : 11.8%

Employment : 18.3 lakh every year


Future Scenario:US$ 1.8 trillion by 2020

Hospitality Services

Growth Rate : 14% pa

Employment : 12.4% of Total empployment

Present Scenario : US$ 117.7 billion

Future Scenario:US$ 418.9 billion by 2020

Airline ServicesGrowth Rate : 1.5% of GDP


Present Scenario : 121 million domestic and 41 million (int.) pax

Future Scenario:336 million domestic and

85 million (int.) pax by 2020

Tele Communications Growth Rate : 1.5% of GDP

Employment : 70,000 employees required every year

Present Scenario : 1.5 billion subscribers

Future Scenario : 5 billion subscribers

by 2020

IT Services

Growth Rate : 12%

Employment : 1.2 million directlyand 3 million indirectly

Present Scenario : US$ 71.5 bilion

Future Scenario:US$ 250 billion by 2020

ITES Services

Growth Rate : 12%-15%


Present Scenario : US$ 500 Billion

Future Scenario:US$ 1.7 Trillion 2022

Publication and Print Media services

Growth Rate: 30% CAGREmployment: 100% FDI

Present Scenario: INR 10,000 crores

Future Scenario: e-Books for INR 40,000 Cr by 2025

Fashion Designing & Merchandising Services

Growth Rate: 6%Employment: 35 million

Present Scenario: 4% contribution in GDP Future Scenario: USD 40 billion by 2023

Agri Based ServicesGrowth Rate : 8%

Employment : 47%

Present Scenario : 18% to GDP, FDI US$ 365.1 million

Future Scenario: CAGR 3.3% by 2020

10.01-15.00% 00.01-10.00%

15.01-30.00%GROWTH RATE

R Services sector has been major source of financing India's Trade Deficit in recent years.

R Growth of Software exports accounted for 48.1 % in 2015-16

R India received 8.6 million foreign tourists in 2016, which was approx. (4.6 % growth)

R The warehouse industry is worth INR 560 Billion in India and is growing at 10 % rate annually

R The Indian Mobile Service is expected to reach 37 billion US$ in 2017,and grow by 10.3 %

R The Indian Digital Classified Industry likely to grow three fold to reach 1.2 billion US $ by 2020.

Empowering Service IndustryInternational Chamber for Service Industry

(Govt. - Corporate - NRI's Business Interface)

www.icsiindia.in

03 | THE SERVICE INDUSTRY REVIEW | OCTOBER 2017

Empowering

TeachersEmpowering

EducationThe Teacher Empowerment

Program should place

trust, dialogue and teacher

ownership at its core. Increased

knowledge, skills, and decision

making opportunities around

curricula and policy should

improve the quality of teachers,

enable them to participate in a

joyful, interactive training and

impart a joy in learning to their

students. Our methodology relies

on interactive participatory

activit ies, such as learning

activities "getting into the minds

of students" and introduction to

la tes t Appl ica t ion used in

education. This participatory

environment encourages and

facilitates an implicit awareness

of gender equity.

OBJECTIVES OF TEACHER EMPOWERMENT:— Share one innovative tool with

a teacher/ educator/mentor and

guide to further share it with

peers . Then they wi l l be

empowered for future.

— The awareness, confidence in

their own abilities, skills and

knowledge to uti l ize and

develop eLearning resources.

— The impetus to become active

part ic ipants of an onl ine

n e t w o r k o f t e a c h e r s t o

e x c h a n g e i d e a s a n d

information.

— To enable them to integrate

yogic, health, physical, aesthetic

and inclusive education with

other educational activities.

— To develop among them the

capacity for undertaking action

research for improving the

quality of education, for the

solution of its problems and to

evolve the culture specific and

community oriented pedagogy.

— To enable them to develop the

teaching competencies and

performance skills for the

subjects they have to teach,

u s i n g a p p r o p r i a t e a i d s

i n c l u d i n g I C T, o r g a n i z e

supplementary educational

activities and elicit community

cooperation.

T E A C HencourageinstructMENTORPRAISEinf luenceGUIDEINSPIRE

IT IS IMPERATIVE, THAT THE TEACHER H A S T O A S S U M E G R E A T E R RESPONSIBILITY SO AS TO INITIATE ACTION FOR THE TRANSFORMATION OF SOCIETY AS AN AGENT OF SOCIAL CHANGE AND THEREBY HELP ACHIEVE THE GOAL OF NATIONAL DEVELOPMENT. THUS SUCCESS IN CARRYING OUT E D U C A T I O N A L R E F O R M S A N D ACCEPTANCE OF THE NEW ROLE BY THE TEACHER DEPENDS ON THE QUALITY THE TEACHER WHICH, IN TURN D E P E N D S O N T H E Q U A L I T Y O F TEACHER EDUCATION.

FOCUS Faculty Development

— Understanding the learner— Teacher as a Counsellor— ICT In Teaching and learning— Development of Life

Management Skills— Assessment - Evaluation and

Learning outcomes

NCERT APPROVED MODULES

FOR 5 DAYS TEACHER

EMPOWERMENT PROGRAM

TEACHERS / EDUCATORS / COUNSELORS EMPOWERMENT PROGRAMS

17 NOVEMBER 2015, ITANAGAR, ARUNACHAL PRADESH

27-28-29 NOVEMBER 2015, SIKKIM

EMPOWERING YOUTH

EDUCATION SHOULD BE EMPOWERING, STIMULATING AND CAPTIVATING

— Personality - Radiant, Pleasing, Manners & Impressive Personality

— Teacher as Role Model - Engaging personality, innovative teaching style & Content of communication

— Should be meticulous and have an eye for detail

— Flexible and creative teaching methodology

— Consistent upgradation of curriculum and teaching standards

— Optimum use of technology to impart education

— Adaptable to new digital learning technologies and implementation techniques

— Teacher as a Transformer - Good instructor, skilled leader and effective coach

— Utilizing Educational & Social Psychology with assessment and Life Management Skills

— Constant practice to nurture growth and development of students/youth

— Integrated Capacity Building of Teachers for persistent learning management

Need of the Hour


(Govt. - Corporate - NRI's-Business Interface)DEPARTMENT OF HIGHER EDUCATION, GOVT. OF PUNJAB Rashtriya Uchchatar Shiksha Abhiyan (RUSA)

Thu-Fri, 27th-28th Oct 2016, Hotel Shivalikview, Sector-17, Chandigarh

S. Surjit Singh RakhraHon'ble Higher Education Minister, Govt. of Punjab - Chief Guest

INTERNATIONAL CONFERENCE

QUALITY, INNOVATION, ICT & DIGITAL TECHNOLOGY QUALITY, INNOVATION, ICT & DIGITAL TECHNOLOGY IN HIGHER EDUCATION - PUNJABIN HIGHER EDUCATION - PUNJAB

QUALITY, INNOVATION, ICT & DIGITAL TECHNOLOGY IN HIGHER EDUCATION - PUNJAB

ROADMAP ON

Global Perspective with Best Practices in Higher Education with Quality,

Innovation, ICT and Digital Technology

S. Surjit Singh RakhraFormer Higher Education Minister, Govt. of Punjab

Released by

Finishing School imparts skills in a blended learning system, using a mix of Satellite Enabled Training, Traditional class room training, Remote Labs and E-Learning with simulations & projects, as the training methodology. Our biggest strength is our ability to customize the training, both in terms of content as well as delivery methodology, depending upon the unique requirements of each client.

VISIONFinishing School aims at overhauling the skill eco-system of the Asian region, by fixing the 4Es of Education, Empowerment, Employment and Entrepreneurship.

MISSIONFinishing School is dedicated to meeting the complex needs of individuals and organizations. We understand that an effective learning strategy consists of more than a training event. This requires an understanding of an and individual's personality and an organization's vision . The knowledge of the systems and processes that can make an impact within the organization's culture and the experience to map these factors, is what drives our training methodology.

• To change the skill ecosystem of the Asian region through consistent L&D initiatives.

• To develop necessary frameworks for training and development of individuals and organizations.

• To expand performance of individuals by mapping, and thereupon aligning their competencies against organizational objectives.

• To identify gap areas in core skill competencies and creating developmental plans to enable bridging those gaps.

• To provide a measurable return on investment for training investments, by delivering quality training in skill up-scaling.

• To maximize organizational performance by implementing and administering a learning solution to help simplify client's training requirement.

• To provide consultancy service in the field of Life Management Skills.

• To Empower Every Educator, Trainer, Counselor & Youth with Life Management Skills

OBJECTIVE(S)

END TO END LEARNING & TRAINING SOLUTIONS FOR• Students • Trainers• Counselors • Educators

FINISHING SCHOOL is the need in Today's Education System

Door

Projector Screen

Layout Room-1

Computers - 15Computers - 15

Table Table

10'

8'

10'

8'

Counselling Room Counselling Room

Cupboard Cupboard

Layout Room-2

Door

Female Grooming Lab Male Grooming Lab

Table

Table

Projector Screen

Re

tail

Dis

pla

y W

ind

ow

Mirror Mirror

DisplayD

ispl

ay

Re

tail

Dis

pla

y W

ind

ow

If every college dedicates two rooms for Finishing School Youth of India will be empowered through ICT, Communications Skills, Personality Enhancement & Life Management Skills

SC/ST HUB FOR EMPOWERING NER(I) AS THE STARTUP LAUNCH PAD

PM Narendra Modi addressing the audience during the launch of SC/ST Hub, National MSME Awards ceremony, at Punjab Agricultural University, Ludhiana on 19 Oct'16. (Source: PTI)

The Hub would operate out of the National Small Industries Corporation (NSIC) headquartered in Delhi

Agenda for

Action

Participation in Exhibition

and Trade Fairs

Mentoring and Hand

holding support

Policy Advocacy with States

Credit Facilitation

Capacity Building

Private Affirmative

Action

Special Subsidies Under Various

Schemes

Building Reliable

Database

Participation in Public

Procurement

Vendor

Development

HUB COORDINATION WITH STAKEHOLDERS

CentralGovernment

CentralPublicSector

Enterprises

Corporates

State UTGovernments

IndustryAssociations

SC / STEntrepreneurs

TrainingInstitutions

& Incubators

Banks &Financial

Institutions

NATIONALSC-ST HUB

Sh. Ravindra Nath visit the incubation centre for innovation in service sector at ITFT College Chandigarh

on 5th June 2017

ducator H2

Sharpen your Potential & be Global

WORLD ENVIRONMENT DAY CELEBRATION - 5th JUNE 2017 - CHANDIGARH


FOCUS SCENARIO

he significance of education

Tis to endow an individual

to succeed in the future.

Education is one of the significant

factors instrumental to the

development of a country. It

should be transmuted according

to the needs of the time and

changing scenario of the world. It

provides an occasion to critically

reflect upon the social, economic,

cultural, moral and spiritual issues

facing humanity. Education

Industry is not just the foundation

pillar of the Service Sector but also

of the Economy as a whole.

Specially the higher education

system in India has witnessed

remarkable growth; it is being

heralded as the largest system of

its kind in the world. However, the

system continues to be fraught

with numerous issues. There are

matters regarding management,

which include aspects like access,

equity and applicability. The

assessment of institutions and

their accreditation is something

that the regulators need to attend

to. There are issues related to

Education Industry:The Foundation Pillar in Need of Intensive CareEmployability a bigger problem than unemployment. The traditional education Industry in India has not progressed at the same stride as the corporate world. The anticipations that the companies have from their employees and the skills that the fresher candidates bring in just do not match.

financing and ensuring that

e d u c a t i o n i n t h e c o u n t r y

continues to be a public service. It

s h o u l d n o t b e a l l o w e d t o

degenerate into a profit making

venture.

A large number of additional

students are knocking at the

d o o r s o f o u r e d u c a t i o n a l

institutions. The education

industry in India is estimated to

reach US$ 144 billion by 2020

from US$ 97.8 billion in 2016. Total

enrolment in higher education

has been estimated to be 34.6

million with 18.6 million boys and

16 million girls. Girls constitute

46.2% of the total enrolment. The

most major challenge before us is

to bring equity in the quality of

education that is available across

the country. The idea of quality

education is more close to the

heart of students in rural, semi-

urban and urban areas, as they

a r e a l s o e a g e r t o b e c o m e

stakeholders in the ongoing

economic revolution in the

country.

The growth in the number of

Institutes is of no use if the basic

purpose of education is not met i.e.

making the person employable.

Unemployment is a serious issue

in India and it is currently on the

rise. Recently, State Government's

Directorate of Economics and

S t a t i s t i c s , C h a t t i s g a r h ,

announced positions for 30

peons. The pay of each peon was

set at Rs. 14,000 and the job

description included fetching tea

for the officers. A whooping

75,000 people applied for the job

which included almost 5000

graduate engineers.

Basic problems faced by

higher education system in India

include Lower level of teaching

quality, Financing of higher

education. More concentrated on

theories and rather than practical

knowledge, Traditional methods

of teaching, Pr ivat izat ion,

I n a d e q u a t e f a c i l i t i e s a n d

infrastructure Quota system.

Inabi l i ty of the Educat ion

Industry to provide the desired

INSTITUTIONS 2008 2016 INCREASE (#) INCREASE (%)

Central Universities 25 47 22 88%

State Universities 228 345 117 51%

State Private Universities 14 235 221 1579%

Institutions Deemed to be 103 123 20 19%Universities

Total 370 750 380 103%

Colleges 23,206 41,435 18,229 79%

GROWTH IN UNIVERSITIES AND COLLEGES IN INDIA (2008-2016)

Source: AISHE 2008-20016 Report

Total

Illiterate

Literate

Literate but below matric/secondary

Matric/secondary but below graduate

Technical diploma or certificate not equal to degree

Graduate and above other than technical degree

Technical degree or diploma equal todegree or post-graduate degree

Source: The Hindu, based on Census 2011

No. of people seeking work (in millions)

Unemployment rate at that education level116

32

84

41

27

1

8

2

9.60%

7.23%

10.98%

8.88%

14.55%

16.90%

14.42%

15.73%

0 20 40 60 80 100 120

WHO ARE INDIA’S UNEMPLOYED?


skills is another major

factor which is acting as a

m u l t i p l i e r f o r t h e

deteriorating conditions of

employment scenario in India.

The augmented economic growth

has augmented the demand for

ski l led manpower that has

emphasized the scarcity of skilled

manpower in the countr y.

Employees state a assortment of

reasons for their incapability to

fill jobs, ranging from unwanted

geographic locations to candidates

looking for more pay than what

the employers have been offering.

India is among the top countries

in which employers are facing

trouble in filling up the jobs. Race

for marks has discouraged

higher-order thinking skills in

students. It has set a bad precedent

in the education sector, acting as a

deterrent for a culture of research.

This has also set a race to make

money by turning education into

a commercial venture.

The table on the left presents

the projected employment in the

various sectors of economy for

diverse growth scenarios till 2017.

The world has moved over

from the practice of confining

pupils to four-walled classrooms

to an era of technology-aided

learning mechanism. Smart

classrooms with lessons taught

on LCD screens using tailor-

made courses on DVDs are

rapidly catching up in urban

parts of India. But the penetration

of technology for education is

nearly zero when it comes to the

classrooms of rural areas.


ADDITIONAL REQUIREMENT 2020

GLOBAL SCENARIO IN SKILLS DEVELOPMENT

SECTOR WISE PROJECTED EMPLOYMENT


This is an area where Indian

education system is seriously

ailing. The quality of education

delivered in rural areas is so

pathetic that the percentage of

third-grade students who could

solve two-digit subtraction fell to

26.1% in 2015 from 39.1% in

2009.The survey also revealed

that attendance of students from

1st to 5th grade showed a decline

from 72.9% in 2010 to 70.7% in

2015 in rural primary schools.

Retention of students in

schools is a big issue in India

today. World Bank reported that

fewer than 40% of adolescents

attend secondary schools. Boston

Consulting affirmed that of the

total workforce in India, 40% are

illiterate and 40% are dropouts.

These issues have brought India's

literacy rate down to 74% as

compared to world's average of

84%. It is shocking to find that

25% of teaching positions are

lying vacant nationwide and 57%

of college professors lack either a

Masters' degree or PhD degree.

The only explanation possibly

for this disturbing situation is, let

there be survival of the fittest

without any outside agency

b r i n g i n g i n u n r e a s o n a b l e

restrictions. Let the buyer, the

well -informed student, take the

pick. The bad institutions would

die a natural death in the process.

No amount of guidelines and

instructions would work that

efficiently, since the crooked

owners could twist many of the

latter.

Let's put it in a simple manner.

Whenever the vegetables, sold are

good the customers came back;

when the vegetables were bad the

vegetables came back and the

customers went away to other

shops. That type of quality

contro l i s e ssent ia l in the

education system. The institutions

should survive on their merit

alone and not on rules and

controls in the open market. That

would be healthy especially for

higher educational institutions.

The really bad institutions will die

a natural death under those

conditions, as no student would

want to go there.

SOURCE: http://www.bmhegde.com/educational_scenario.htmlhttps://blog.wisdomjobs.com/some-facts-and-perspectives-on-present-education-scenario/http://ijbemr.com/wp-ontent/uploads/2015/05/Higher_Education_in_India_Emerging_Issues_Challenges_and_Suggestions.pdfhttp://wonderfulengineering.com/75000-graduates-engineers-apply-for-30-govt-peon-posts-in-india/https://www.quora.com/Whats-the-reason-for-rising-unemployment-in-Indiahttp://blog.isdcouncil.org/skill-development/current-skills-scenario-of-india-and-other-skilled-countries/http://ideasmakemarket.com/2015/01/indias-education-sector-lags-behind.htmlhttps://www.cpim.org/views/3-years-modi-assault-education-continues-unabatedhttp://www.financialexpress.com/economy/falls-short-of-expectations/51418/

2013-14

2014-15

2015-16

2016-17

2017-18 E

% of Total Budget

4.57

4.14

3.75

3.65

3.71

% of GDP

0.63

0.55

0.50

0.49

0.47

Central govt. spending oneducation as

Declining Funds for EducationPA

ST -

PR

ESEN

TFU

TUR

E

Rural India

735 1,9

54 3,537 5,0

50 6,766

All India

1993-942004-052014-152020-212025-26

1,379 3,5

00

6,439

9,272

12,50

2

Urban India

3,116

12,34

8

17,13

7

22,42

7

7,150

AVER

AG

E A

NN

UA

L H

OU

SEH

OLD

SP

END

ING

ON

ED

UC

ATIO

N

IMPROVED ECONOMIC

SYSTEM

IMPROVED EDUCATION

SYSTEM


By 2020, the average Indian will be only 29 years of age, compared with 37 in China and the U.S., 45 in Western Europe, and 48 in Japan. Moreover, by 2030, India will

have the youngest median age of 32 years, while China's will be 43 years. Most major economies will see a decline of working age adults.

n four years, India will have

Ithe world's largest population

of working people, about 87

crore in all. When nations reach a

high ratio of such people, they are

expected to earn something

called a demographic dividend.

H o w e v e r, t h e r e a r e m a n y

challenges which India needs

to overcome to harness the

o p p o r t u n i t i e s c r e a t e d b y

demographic dividend. The

growth in the working-age ratio

is likely to be concentrated in

some of India's poorest states and

that the demographic dividend

will be fully realized only if

India is able to create gainful

employment opportunities for

this working-age population.

The proportion of jobs in the

unorganised sector - without

formal monthly payment or

social security benefits - is set to

rise to 93 percent in 2017. With

large corporations and public-

sector banks financially stressed,

the average size of companies in

India is reducing, at a time when

well-organised large companies

are central to creating jobs.

Since most of the new jobs that

will be created in the future will

be highly skilled and lack of skill

in Indian workforce is another

serious challenge. There are

serious problems with Indian

higher education.

As bad as Indian Higher

education is, the worst problems

are in primary education. After

all, without a good foundation,

subsequent education cannot

happen easily and effectively.

This is true even for vocational

training, not just elite education

for the advantaged and talented.

According to the Human

Development Report (HDR)

published by the United Nations

D e v e l o p m e n t P r o g r a m m e

(UNDP), India is still in the

medium human development

category with countries like

China, Sri Lanka, Thailand,

Philippines, Egypt, Indonesia,

South Africa, and even Vietnam

FOCUS System

RESTRUCTURING ECONOMIC SYSTEM ESSENTIAL TO REALIZE

DEMOGRAPHIC DIVIDENDS


has a better rank.

A good number of India's

educators believe that the higher

education system is unable to

respond to the changing societal

n e e d s . M o r e o v e r , n e w

technologies, ever- hanging skill

requirements and outdated

curricula are challenging India's

higher education system in its

efforts to equip graduates with

job-ready skills.

India's "demographic bulge" -

the hundreds of millions of

young people who will flood its

job markets in the next decade - is

in danger of sliding into a pit that

will weigh the nation down and

crimp its gross domestic product.

The problem is simple: Indians

are gr ipped with textbook

education and white-collar

dreams. Most of them shy away

from blue-collar occupations that

could assurance them employment

and income. The less formally-

educated youth do not have

proper vocational training and

are destined to drift from one

low-paying stretch to another.

The cost is clear: the government

or private institutions will have to

spend at least Rs. 10,000 to train

one person in the right skills.

Stimulatingly, the majority of

education providers are unable to

provide job placement - indicating

they don't have anything proud

to report. Companies, too, do not

THE YOUNG & THE RESTLESS

Projected median age(in years)

Projected population in 2030(in million)

Labour force surplus/deficit by 2020(in million)

Economic prospects during FY12-30Real GDP ($ bn) CAGR growth

(in%)

Source: Ficci-Ernst & Young

SOURCE: http://www.firstpost.com/india/india-wont-benefit-from-rising-population-mass-unemployment-unrest-looms-ahead-2980040.htmlhttp://www.mbarendezvous.com/general-awareness/demographic-dividend-advantage-india/http://www.financialexpress.com/archive/demographic-dividend-or-disaster/1199402/http://www.businesstoday.in/magazine/cover-story/companies-work-towards-skills-gap-in-india/story/193097.htmlhttp://indpaedia.com/ind/index.php/Employment:_Indiahttp://www.livemint.com/Money/JYalqNRTOtaQCIU4EuXGRO/More-than-30-of-Indias-youth-not-in-employment-shows-OECD.html

always value people who

have vocational training

but lack education. This

is another reason many

skilling institutes are

rejigging business models

and focusing on college

students.

India's economy may

be growing more than

twice as fast as the rest of

the world but the story

on the jobs creation front

is just the opposite.

India's rate of employment has

declined and job creation has not

kept up with the growing

working-age population. It lags

most other countries in creating

quality jobs. Over 30% of youth

aged 15-29 in India are not in

employment , educat ion or

training. This is more than double

the OECD average and almost

three times that of China.

Several factors are

responsible for this.

Labour laws in India

a r e c o m p l e x a n d

r e l a t i v e l y s t r i c t .

E m p l o y m e n t

protection legislation

is restrictive, compared

with other emerging

economies and OECD

countries. Lack of

connect between the

a c a d e m i c s a n d

corporate need is

another major reason. Thus,

companies in India tend to rely

more on their own training and

development programs.



FOCUS EdTech

You could take up any

course you liked (often

held in partnership with

major universities and institutes

all over the world), learn at your

own pace, discuss with your

fellow virtual learners and

contact experts online with any

queries you might have. Many

online learning websites also give

you a valid certificate at a nominal

fee.

Main reasons for the growth of

digital education:

— With nearly a billion people on

mobile phones and over 220

million mobiles connected to

the internet, there has been a

considerable rise in digital

education.

— The use of best-in-class content,

real-time learning and feedback

methods, and personalised

instructions has encouraged

online education

— People are stepping towards

digital learning as the ed-tech

firms are providing them the

comfort of 'live and interactive'

anywhere education in digital

format, through its online

programmes

— These onl ine courses are

affordable and easily accessible

— Digital education aims to break

the numerous barriers that are

p r e v e n t i n g p e o p l e f r o m

receiving quality education in

the physically bound classrooms

Primari ly, there are f ive

business models/categories

which are growing at a rapid pace

in the edtech sector in India

taking online education to

the next level. These include

primary and secondary

The process of imparting education has gone through a sea change if we look at the picture 10-20 years before now. Technology has taken over almost every field of our lives and the onset of online courses came as a path-breaker. No longer one needs to have access to schools, time or a lot of money. All one needs is a good internet connection and a computer.

Digital Education Landscape in India

supplement education, test

preparation, reskilling and online

certifications, higher education

and language, and casual learning.

reskilling and online certification

has the maximum paid users –

approximately 499K.

MOOC in IndiaMOOCs are gaining momentum

in India with a number of

different initiatives. But SWAYAM,

short for Study Webs of Active-

learning for Young Aspiring

Minds, was one of the first ones to

be announced. Class Central was

one of the first sites to write about

SWAYAM, almost two years ago.

Under SWAYAM, professors of

centrally-funded institutions in

India — such as Indian Institutes

of Technology (IITs), Indian

Institutes of Management (IIMs),

and central universities —offer

online courses to citizens of India.

SWAYAM is an Indian open

source platform based on Open

edX, which is the same platform

that hosts edx.org. Local Indian

universities deploy a version of

SWAYAM and use it to run

blended classrooms.

The Union Budget FY17 focused

on providing entrepreneurship,

education and training in 2,200

colleges, 500 government industrial

training institutes, 300 schools

and 50 vocational training centres

via MOOCs. Another major

initiative proposed in the Budget

was the launch of digital literacy

schemes to reach six crore rural

households in the next three

y e a r s . T h i s i n d i c a t e s t h e

government’s intentions to uplift

online education in India. With

MOOCs being easily accessible

on smartphones, students even in

small-town India can pursue

these online courses.

A comprehensive report on

Snapshot of Digital India- March

2016, which provides interesting

the stats and facts about India and

also depicts the evolution of India

on the digital front in the past six

months. The report shares the

following interesting insights:

I n I n d i a , w h e r e m o b i l e

penetration expected to reach 550

million by 2018, the potential

to digitally educate the masses

seems very rich. In the past

few years there has been a

considerable rise in Digital and

Live Virtual Classrooms at

different levels of learning. With

evolution of technologies such as

c l o u d , d a t a c e n t e r s a n d

virtualization there is huge

potential for technology to be

integrated with the Education

Industry.

Digital education comes as a

win-win for al l . Education

institutions see the rapid rise in

enrollments and added revenue.

Students view this as a flexible


Computer Science and Programming 17.4%

Science10.4%

Social Sciences

9.82%

Humanities9.82% Education &

Teaching 9.26%

Health & Medicine 7.68%

Art & Design6.47%

Engineering6.32%

Mathematics3.64%

Business & Management

19.3%

COURSE DISTRIBUTION BY SUBJECTS

Global MOOCs Scenario

58MStudents

700+Universities

6850Courses

MOOCs in 2016. Analysis by Class Central

EdTech Companies started in India

option allowing them to study as

per their time and pace. Teachers

too find it convenient to prepare

their learning plans well aided by

technology. Teaching becomes a

smoother experience with a

perfect mesh of personalized

packages having a blend of

animations, gamiication and

elaborate audio-visual effects.

Digital education is fun learning

for all cadres and particularly

effective for child learning as the

innovative audio-video feature

boosts the cognitive elements in a

c h i l d ' s b r a i n . T h e I N F O -

TA I N M E N T c o m b i n a t i o n

involved in digital learning

makes it more practical, applicable

and relatable to our life and

surroundings in an interesting

manner.

E-learning is simply a term

used to encapsulate 'the use of

technology for effective learning',

and what could be more effective

than deploying this tool for

spreading the light of education

in the darkest corners of the

nation! E-learning's invasion in

rural education has emerged as


33%

26%

19%

9%

39%

34%

13%

7%

64%

24%

4% 2%

36%

24%

13% 17

%

North West East South

70%

60%

50%

40%

30%

20%

10%

0%

MBA / PGDM MCA Mtech / MS B.Ed / M/Ed / NTT

Course wise preference of online higher educationacross India

PERC

ENTA

GE O

F USE

RS TA

KING

-UP

A PA

RTIC

ULAR

COU

RSE


both - a ray of hope as well as a

challenge. In a developing

country like India, e-learning

u n d o u b t e d l y o f f e r s g r e a t

opportunities to empower the

rural areas. With Information and

Communication Technology

(ICT) crafting e-learning's path, it

can incredibly transform the face

of especially rural learning. Here

are some facts that back the bright

future of eLearning in India:

2nd Largest: In terms of mobile Internet users3rd Largest: In terms of Internet users5th Largest: In terms of video users1000 Crore: India’s Internet advertising Industry

IndiaIndiaIndia

2 1

3

A p r o j e c t f u n d e d b y t h e

Ministry of Human Resource

Development (MHRD), provides e-

l e a r n i n g t h r o u g h o n l i n e

Web and Video courses in

Engineering, Sciences, Technology,

Management and Humanities.

This is a joint initiative by seven IITs

and IISc Bangalore. Other selected

premier institutions also act as

Associate Partner Institutions.

NPTEL is a curriculum building

exercise and is directed towards

providing learning materials in

science and engineering by

adhering to the syllabi of All India

Council for Technical Education

and the slightly modified curricula

of major affiliating Universities. It

has developed curriculum based

video courses and web-based e-

courses targeting students and

faculty of institutions offering UG

engineering programs.

The main objective of NPTEL is to

make learning material available to

students of engineering institutions

through easier means. The broad

aim of the project is to facilitate the

competitiveness of Indian industry

in the global markets through

improving the quality and reach of

engineering.

N P T E L p r o v i d e s o n l i n e

courseware in the form of web

courses and video lectures. These

lectures utilize a multitude of

facilities of the video medium such

as chalk-and-talk, tablet writing,

power point, two and three

d i m e n s i o n a l a n i m a t i o n s ,

interactive codes, etc. Each course

comprises approximately 40 video

lectures of about 1 hour duration.

An online discussion forum is

incorporated wherein students can

post and review questions.

Wherever applicable, course

assignments, handouts, self-

evaluation tasks, etc. have been

integrated. Workshops are

routinely conducted for institutes,

students, mentors, etc. under the

auspices of NPTEL.

NPTEL contents are being used by

various educational institutions as

part of their teaching-learning

process. While faculty members are

using these contents as part of their

lesson plan to teach university

curriculum, students are using

NPTEL not only to prepare for

technical jobs and competitive

exams, but also as a platform for

constant learning and updating

knowledge for the ever-changing

environment and market realities.

NPTEL contents are designed such

that they enhance and complement

students’ residential learning

e x p e r i e n c e a t t h e i r g i v e n

institutions.

THE NATIONAL PROGRAMME ON TECHNOLOGY ENHANCED LEARNING


ACCORDING TO A SURVEY OF 3000+ ENGINEERING STUDENTS ABOUT LEARNING AND THE ROLE OF INTERNET IN INDIA.

SOURCE: http://www.jamshedsiddiqui.com/2014_03_01_archive.htmlhttp://www.economist.com/news/briefing/21605899-staid-higher-education-business-about-experience-welcome-earthquake-digitalhttp://www.avatargeneration.com/2012/12/adoption-rates-of-new-styles-of-k-12-teaching-infographic/https://kaburlu.files.wordpress.com/2011/09/internet-usage-statistics-india.jpghttp://www.cloodon.com/blog/Re-imagining-Rural-Education-In-Digital-India/https://home.kpmg.com/in/en/home/insights/2017/05/internet-online-education-india.htmlhttps://www.researchandmarkets.com/research/m7r63j/global_digitalhttps://elearninginfographics.com/wp-content/uploads/Infographic1.jpghttps://elearning.jiscinvolve.org/wp/files/2013/10/Slide2.png

Research and Markets in a report on “Global Digital Education Content Market 2016-2020”. Forecasted the global digital education content market to grow at a CAGR of 8.35% during the period 2016-2020. The report covers the present scenario and the growth prospects of the global digital education content market for 2016-2020. To calculate t h e m a r ke t s i z e , t h e r e p o r t considers the revenue generated by the packaged and customized digital content offered by the v e n d o r s t o t h e e d u c a t i o n a l institutions.According to the report, with almost all schools and universities p u b l i s h i n g s t a n d a r d a n d customized content digitally, there is a rush to develop virtual libraries to provide quality content to students for any grade and subject irrespective of the location.

GLOBAL

DIGITAL EDUCATION

CONTENT MARKET

BY END-USER

GLOBAL SURVEY INIDIAN SURVEY

— Regular workshops in Schools should be conducted to enable maximum usage of e – learning tools like mobile apps etc. among students.

— International Conference on the role of ICT in education should be held to create platform where international best practices can be shared by experts from this field.

— Digital Financial Literacy modules should be made compulsory at school level especially for the passing out students so that they can become part of the Digital Ecosystem which will further lead to Financial Inclusion.

— Innovative Pedagogical approach should be promoted at all levels of the Indian Education System through Faculty Development Programs.

— More and more online education/ courses programs have to introduce and made popular especially at the rural level so as to enhance the GER and employability.

KEY TAKE-AWAY POINTS FOR PROMOTING ED-TECH:

K-1247.42%

HIGHER EDUCATION

52.58%

8.85% 7.88%

ENDUSER

HIGHEREDUCATION K-12

CAGR 2015-2020

EMPOWERING EDUCATION - TRANSFORMING INDIA THROUGH ICT & DIGITAL TECHNOLOGY,21st Jan, 2017, Chandigarh

GLIMPSES OF OUR ICT CONFERENCES IN NORTH INDIAFOR DIGITAL EMPOWERMENT

DIGITAL INDIA- HIGHWAY FOR TRANSFORMING EDUCATION, 29th April, 2017, Chandigarh

DIGITAL INDIA- HIGHWAY FOR TRANSFORMING EDUCATION-III22nd July, 2017, Chandigarh

Prof. K. SrinivasProfessor ICT-NUEPA, Min. of HRD, GoIDr.

Amarendra BeheraHead ICT Division, CIET-NCERT, Min. of HRD, GoI

Mr. Imran KhanEducation APP Developer

Sh. Rubinderjit Singh BrarDirector of School Education, Chandigarh U.T

Dr. Angel RatnabaiICT & Training Division, CIET, NCERT,

Min. of HRD GoI

KEY SPEAKERS

Sh. Gurmail DhaliwalVice President, Hounslow Chamber

of Commerce, UK Director, IndieCo Digital UK

Mr. Nick ThompsonDirector, IndieCo Marketing, Australia

Dr. Gulshan SharmaDirector General- ICSI & Renowned

Motivator

KEY SPEAKERS

Dr. Amarendra BeheraHead ICT Division, CIET-NCERT,

Min. of HRD, GoI

Ms. Somya Google for Education, India

Dr. Mamur AliAssistant Professor, CIET, NCERT

Dr. Yashpaul SharmaAssistant Professor, CIET, NCERT

KEY SPEAKERS

Sh. V P Singh Badnore, Hon'ble Administrator

Chandigarh (UT) &

Governor Punjab

FLAGGING OF INDIA'S FIRST SKILLS ON WHEELS VEHICLE FOR SERVICE INDUSTRY

29th April, 2017


FOCUS Assam

i v i n g i n t h e e r a o f

Lknowledge economy in

w h i c h t h e s k i l l e d

manpower has applied the new

techniques and ideas helpful in

t h e d e v e l o p m e n t p r o c e s s ,

therefore it calls for heavy

investment in higher education

sector. It produces a variety of

manpower needed in Services,

a d m i n i s t r a t i o n , i n d u s t r y,

agriculture and other allied

segments. Since independence,

the central and state government

focusing on the expansion of

tertiary education and country

achieved the second largest in

terms of enrolment. On the other

side of the scale, the nation faced

w i t h p a r a d o x e s s u c h a s

i n s u f f i c i e n t e d u c a t i o n a l

infrastructure in some pockets of

India, among them North Eastern

States

Among the north eastern

states, percentage of tribal

population is high and there are

four states where proportion is

more than f i f ty percent in

Arunachal Pradesh, Nagaland,

M i z o r a m a n d M e g h a l a y a .

A distinct entity derived from

h i s t o r i c a l a n d p o l i t i c o -

administrative factors, the region

has immense physical, racial and

social-cultural diversities and a

literacy and education pattern

which is highly varied both in

spatial and social terms. Lack of

employment and scopes of

higher education has driven the

youth out of the states for better

facilities and opportunities.

The rate of literacy is not a

problem here, since the rate is

higher than the national average;

hence, the drive should be more

on adequate and standard

secondary and higher education.

Since, there is not much scope of

employment in the region; the

employability of the graduates

should be kept in mind before

taking initiatives to opening up

new educational institutions or

courses. The new courses or

institutions should ensure that

their graduates are employed, if

not in the region, at least outside

it. Ninety percent of employment

opportunities require vocational

skills, but 90% of our college and

school output has only bookish

knowledge. When the state of

the affair in the academia is such

in the so-called mainland states;

one may well imagine what the

situation is likely in the under

privileged hilly regions - lacking

i n i n f r a s t r u c t u r e a n d

o p p o r t u n i t y. T h e g e n e r a l

infrastructural facilities are

satisfactory, but considering the

changing student needs, the

facilities are inadequate. The

Government has recognized the

generation of local content as a

priority sector for investment,

infrastructure development and

Developments in the Digital Empowerment of NER(I) Education Scenario: FOCUS ASSAMGeneral infrastructural facilities and Literacy Rates are satisfactory, but considering the changing student needs, the facilities are inadequate. The Government has recognized the generation of local content and Innovative Programs as a priority sector for investment, infrastructure development and promotion.


promotion. Certain challenges

faced by the NER (I) are:

— I n s u f f i c i e n t n u m b e r o f

Institutions with innovative

courses

— More investment required

— Exploitation of natural resources

— Lack of employment generation

avenues

— I n a d e q u a t e p h y s i c a l

infrastructure

— Lack of teaching credibility

— Language Problem

There are more than 600 tribal

communities in India. Across the

communities, the mother tongues

number more than 200 in all, 75%

of which are exclusive to the tribal

people. Yet, according to NCERT's

Sixth All India Education Survey

s tat is t ics , of the forty- one

languages used for pedagogical

purposes in Indian schools, only

thirteen are tribal languages and

of these, only four are used as

medium of instruction – the rest

are used periodically for teaching

purposes. Significantly, except

Nicobari, all the thirteen tribal

languages used in schools are

those spoken in north-east Indian

states.

According to a report on

"Intergenerational and Regional

Differentials in Higher Education

i n I n d i a " a u t h o r e d b y

d e v e l o p m e n t e c o n o m i s t ,

Abusaleh Shariff of the Delhi-

based Centre for Research and

Debates in Development Policy

and Amit Sharma, research

analyst of the National Council of

Applied Economic Research, in

the age group 22-35 years, over

15% in the northern region and

13% in the southern region have

access to higher education. In the

north-central region, the number

is just 10% for men and 6% for

women whereas in the northeast,

only 8% men and 4% women

have access to higher education.

The northeast has the least

privatized higher education

sector and is almost entirely

dependent on government-run

or aided institutions.

An MoU with Singapore on

Tourism and Hospitality Industry

has also been signed for the

creation of the North East Skill

City'.

Taking skill-development

efforts a step further, the Assam

Government has announced that

all employment exchanges in the

state will be converted into

district skill development centers

and will also act as facilitation

centers for career counseling.

There are 15,23,531 registered

educated, unemployed youths in

Assam, of which 1.5 lakh will be

North

North-East

East

Central

Western

Southern

24%

23%

29%

27%

30%

38%

24%

23%

29%

16%

24%

43%

41,487

29,249

34,068

35,697

45,436

49,690

25,143

17,718

19,035

11,873

21,787

36,063

1,74,709

1,28,882

1,17,465

1,31,865

1,52,018

1,29,597

1,06,879

77,112

66,244

72,149

89,961

83,602

Share of per capita HE

expd in totalhousehold

expd

Avg annual expdof households

Per capita annualexpd on highereducation (HE)

Region

URBAN INDIA RURAL INDIA All figures in `

HOW THEY COMPARE— The mission will set up skill

training centres at block levels.

— Under the programme, 30000 former militants will be given skill development training.

— The ceasefire camps that house the surrendered militants currently will be converted into production centres.

— T h e c o n s t r u c t i o n o f t h e proposed skill city is estimated to be completed in 4 to 5 years.

— Till then, a temporary complex with the capacity of 400 would be set up in Guwahati.

KEY HIGHLIGHTS

FOCUS

ASSAM


Education for Employment& Entrepreneurship

Over 35,000 Students Placed

• University Degree Programs • Vocationals • Employment • Entrepreneurship • Life Management Skills

Toll Free No. Toll Free No. 18001802424Toll Free No. 18001802424 www.itft.edu.in

provided skil l development

training so they can become

employable by March 2018. State

Government has highlighted the

emerging areas the state needs to

focus on like hospitality, wellness

and food processing where skilled

manpower is required to create a

pool of skilled workforce. Skill

development cannot be done in

isolation – it should go hand-in-

h a n d w i t h t h e i n d u s t r y

department in the journey of

skilling the youth of the state.

Employment officers will now

interact with s tudents and

understand their requirements,

apart from registering their names

in the employment exchanges.

If the Act East Policy, popularly

endorsed by the politicians and

media, do take shape – the face of

North East may change for good.

After all, why a region would be

deprived of the fruits of changing

socio-economic climate the rest of

the country is having a taste of?

But, it is needless to say, that the

region can savour its due share of

the pie, only when its own people

can take par t in th is huge

economic surge.

They can do that by being

conducive for the market and

supplying it with employable

youths. Two chief factors can help

attain this goal - peace and

education.

PROPOSED INITIATIVES FOR THE DIGITAL EMPOWERMENT

OF EDUCATION IN ASSAM:

— Train the Trainer programs for Teacher, Counsellors and Polytechnic Faculty Empowerment.

— Youth Empowerment Programs for career guidance and motivation.

— Organizing an International Conference Global best practices in Higher Education on Digital and Sustainable Education for the Faculty and Academicians.

— Creating New Models for implementing Digital Education which focuses on Creativity, Innovation and Technology based on recent developments in the field of EdTech.

— International Conference on Indian Epics: Corporate Leadership for Sustainable Development for Empowering CSR Activities by Revitalizing our Roots.

— Regular Workshops for online platforms and mobile Apps to be leveraged for lifelong learning of youth and in-service training programs of faculty.

— Setting up of Finishing Schools across all Academic Institutes in Assam to develop quality and need based human resource beyond Employment and Entrepreneurship.

SOURCE: https://www.elkjournals.com/MasterAdmin/UploadFolder/HIGHER%20EDUCATION%20IN%20NORTH%20EASTERN%20STATES%20OF%20INDIA/HIGHER%20EDUCATION%20IN%20NORTH%20EASTERN%20STATES%20OF%20INDIA.pdfhttp://www.globalindiafoundation.org/North%20east.pdfhttp://ierj.in/journal/index.php/ierj/article/view/597http://ierj.in/journal/index.php/ierj/article/view/597/567http://economictimes.indiatimes.com/industry/services/education/south-india-spends-most-on-higher-education/articleshow/59120915.cmshttps://revathikumaran.wordpress.com/voices-from-the-field/sociology-of-education-a-project-report/http://timesofindia.indiatimes.com/home/education/news/Only-10-of-students-have-access-to-higher-education-in-country/articleshow/28420175.cmshttp://www.skillreporter.com/assam-government-convert-employment-exchanges-district-skill-development-centres/http://www.skillreporter.com/assam-government-skill-1-5-lakh-youth-year-opening-least-1-skill-center-per-block-state-skills-minister/https://www.quora.com/What-is-the-literacy-rate-of-North-India-West-India-East-India-and-South-India


Min i s t r y of Human

Resource Development

aims to increase the

existing Gross Enrolment Ratio

(GER) to 30% cent from the

present 24.5% cent by 2020. The

move aims to raise enrolments in

the tertiary sector from around

34.6 million to 40 million. This will

entail massive capacity building,

both institutional as well as

human.

At present maximum numbers

of Students are enrolled in

B.A. programs followed by B.Sc.

a n d B . C o m . p r o g r a m s . At

Undergraduate level the highest

number (40%) of students is

enrolled in Arts/Humanities/

Social Sciences courses followed

by Science (16%), Engineering

and Technology (15.6%) and

Commerce (14.1%). B.A. (22.42

Lakh) degree has been awarded

to maximum number of students.

B.Sc. (8.77 Lakh) is the second

highest followed by B.Com. (8.59

Lakh). At Post Graduate level

M.A. pass number of students is

maximum followed by M.Sc. and

M.B.A. The highest number of

students (22.4 lakh) has been

graduated in Arts courses. This

mentality of the youth and their

parents need to change.

An innovat ive approach

towards achieving this target is

by introducing new courses in

Interdisciplinary and Emerging

Areas so as to attract more youth

t o w a r d s p e r u s i n g h i g h e r

education. We need to classify

areas in various disciplines with

respect to educational, national

and global priorities. Embolden

new ideas and support for their

implementation is also required.

Identification of institutions and

s u p p o r t t h e m t o a d v a n c e

specialized courses at Under -

Graduate and Post Graduate

levels in emerging areas to

accommodate unique ideas and

state-of-the-art proposals to

influence teaching, research,

academic excellence and societal

development of relevance.

Leaders in Education industry

with the policy makers need to

consider steps to encourage,

promote and make use of brilliant

ideas for promoting scientific and

FOCUS Innovative Programs

By 2022 almost 9 percent of the workforce in the future would be deployed in new jobs that do not exist today and nearly 37 percent of Indian workforce would be in jobs demanding radically different skill sets.

Programs in Interdisciplinaryand Emerging Areas: An innovative Approach

10 Programmes cover

more than of the 83%total enrolled in students

higher education

36.24%

15.57%

16.04%

14.14%

2.61%2.50%

3.30% 1.91% 1.20%

0.67%

0.44%

0.24%

0.23%

2.84%

1.69%

0.37%

Arts

Education

Law

Home Science

Engineering & Technology

Medical Science

Agriculture

Area Studies

Science

IT & Computer

Foreign Language

Social Sciences

Arts

Education

Law

Home Science

Figure 7: Stream-wise Distribution of Under Graduate Enrolment

technological applications for the

benefit of society. Departments /

institutions which may actively

participate and desire benefit

from the new courses or programs

should train faculty accordingly

and also sponsor students for the

course if need be to nurture and

strengthen such courses in

emerging areas in the university,

institute and college at the

Master's/Bachelor's level or

special paper at Master's level.

The basis of foundation of

the new innovative courses/

p r o g r a m s s h o u l d b e t h e

requirements of the future

employers keeping a longer

vision in mind. By 2020, the

Fourth Industrial Revolution

will bring us advanced robotics

and autonomous transport,

artificial intelligence, machine

learning, advanced materials,

biotechnology and genomics.

These improvements will

transmute the way we live

especially the way we work to

earn our living. Some jobs will

vanish, others will cultivate and

jobs that don't even exist today

will become conventional. What

is certain is that the future

workforce will need to align its

skillset and academics to keep

pace. The nature of the change

will depend very much on the

industry itself. Global media and

entertainment, for example, has

already seen a great deal of

change in the past few years. The

aviation services have also been

radically transformed. Those

working in retail and sales will

need new skills, such as digital

literacy.

Some advances are ahead of

others. Mobile internet and cloud

technology are already impacting

the way we work. Artificial

intelligence, 3D printing and

advanced materials are still in

their early stages of use, but the

pace of change will be fast.

Almost 9 percent of the

workforce in the future would be

deployed in new jobs that do not

exist today.

According to a report titled

'The future of skills and jobs in

India' by FICCI and NASSCOM

with Ernst and Young, by 2022

nearly 37 percent of Indian

workforce would be in jobs

demanding radically different

skill sets.

In India, the future of jobs in

2022 would be determined by the

country's response to 12


SOURCE: https://www.ugc.ac.in/oldpdf/xplanpdf/innovativeprogramme.pdfhttp://indiaeducationreview.com/how-realistic-target-achieving-30-ger-2020/http://www.iftf.org/fileadmin/user_upload/images/whatwedo/IFTF_FutureWorkSkillsSummary.gifhttps://www.weforum.org/agenda/2016/01/the-10-skills-you-need-to-thrive-in-the-fourth-industrial-revolution/https://www.quora.com/What-is-the-future-of-jobs-in-Indiahttp://businessworld.in/article/Nearly-40-Future-Jobs-In-India-Will-Demand-Different-Skill-Sets/17-09-2017-126328/http://www.dailypioneer.com/avenues/future-of-skills-and-jobs.htmlhttp://mhrd.gov.in/sites/upload_files/mhrd/files/statistics/AISHE2015-16.pdfhttp://reports.weforum.org/future-of-jobs-2016/shareable-infographics/

megatrends which includes,

under globalisation — the level of

exports , rapid adoption of

ex p o n e n t i a l t e c h n o l o g i e s ,

increasing/ shrinking overseas

job market for Indian workforce

and level of FDI flows. Under

a d o p t i o n o f e x p o n e n t i a l

t e c h n o l o g i e s b y I n d i a n

companies — evolut ion of

products/services into smart

connected products and services,

acceleration of the optimisation

of industry value chains, business

i n n o v a t i o n , d e m a n d f o r a

r e s o u r c e f u l p l a n e t a n d

sustainability etc.

A l m o s t 6 0 - 6 5 p e r c e n t

workforce in the organized

I T / B P M s e c t o r w o u l d b e

deployed in jobs that have

radically changed skill sets

including Embedded System

Programmer, Data Scientist, Data

Archi tect and AI Research

Scientist among a few. Similarly,

50-55 percent in the automotive

sector would be deployed in jobs

that have radically changed skill

sets and evolving job roles. New

jobs roles are also expected in the

Textile & Apparel, BFSI and Retail

sector.

Change won't wait for us:

corporates , educators and

regulators all need to be proactive

in introduction of fresh courses so

that everyone can benefit from

the Fourth Industrial Revolution.

We need to develop new courses

to cater to the changing times to

keep our youth abreast. Two

segments which will be most in

demand in the coming times will

be Aviation Industry and Media-

Entertainment Industry. These

two are most popular not only

amongst the youth because of

their well paid job profiles but

also because of the glamour

quotient attached with them.


While all six drivers are important in shaping the landscape in which each skill emerges, the color-coding and placement here indicate which drivers have particular relevance to the development of each of the skills.Future Work Skills 2020

— C o n d u c t i n g S u r v e y s t h r o u g h psychometric tests in each state to know the interest and hobbies of the youth so that accordingly courses can be designed to attract more youth towards higher education.

— Awareness programs regarding new segments in the employment scenario especially major segments of service sector should be conducted to make the youth aware regarding emerging requirements.

— Sector Skill Councils for the upcoming segments like Herbal Health and W e l l n e s s , D i g i t a l E d u c a t i o n , Entrepreneurship Development should be established for standardization of training, development and vocational educations in these segments.

— All passing out student of +2 this year s h o u l d b e e q u i p p e d w i t h L i fe Management Skills, which are beyond E d u c a t i o n , E m p l o y m e n t a n d Entrepreneurship to enable them to make best career choices and have focused approach thereon.

— Bachelor and Master level programs should be introduced at college and university level focusing on major contributors of GDP like Mobile Comput ing , Av iat ion , Tour ism, Hospitality, Rural Development etc.

KEY TAKE-AWAY POINTS PROMOTING INNOVATIVE COURSES:

STRENGTHENING AVIATION NETWORK"Between North East Region (India) & BCLMV COUNTRIES:

(Bangladesh, Cambodia, Laos, Myanmar, Vietnam)GATEWAY TO SERVICES EXPORTS




www.icsiindia.in


FOCUS Sustainable Education

With a world population of 7 billion people and restricted natural resources, we, as citizens and civilizations need to learn to live together sustainably. We need to take action sensibly based on the considerate that what we do today will definitely have implications on the lives of people and the planet in future.

Education for Sustainable Development

ustainability education

S( S E ) , E d u c a t i o n f o r Sustainability (EfS), and

Educa t ion f or Sus t a ina b le

D e v e l o p m e n t ( E S D ) a r e interchangeable terms describing the practice of teaching for sustainability. ESD is the term

most used internationally and by the United Nations. Agenda 21 was the f i rst internat ional d o c u m e n t t h a t i d e n t i f i e d

education as an essential tool for a c h i e v i n g s u s t a i n a b l e development and highlighted areas of action for education. Educa t ion f or Sus t a ina b le Development (ESD) empowers people to change the way they think and work towards a sustainable future.

Academic fraternity should aim to improve access to quality e d u c a t i o n o n s u s t a i n a b l e development at all levels and in all social contexts, to transform society by reorienting education a n d h e l p p e o p l e d e v e l o p knowledge, skills, values and behaviours needed for sustainable development. It is about including sustainable development issues, such as climate change and biodiversity into teaching and learning.

There is growing international recognition of ESD as an integral element of quality education and a key enabler for sustainable development. It also requires part ic ipatory teaching and learning methods that motivate and empower learners to change their behaviour and take action for sustainable development. Educa t ion f or Sus t a ina b le Development consequently promotes competencies like critical thinking, imagining future scenarios and making decisions in a collaborative way.

Education for Sustainable Development requires far-reaching changes in the way education is often practised today.

India was one of the 193 United Nations member states to adopt the SDGs and commit itself as a stakeholder to meet the 2030 a g e n d a f o r s u s t a i n a b l e development. This implies that the global goals should shape all social policy, planning, and development action, as well as impact monitoring and evaluation at the central, state, regional, and local level. NITI Aayog is the n a t i o n a l b o d y p r i m a r i l y responsible for implementing the SDGs in India. Achieving the SDGs in a country as diverse as I n d i a w i l l d e f i n i t e l y b e a H e r c u l e a n t a s k , b u t n o t unachievable. We need to clearly identify priorities, have locally relevant and people-centric development policies, and build

s t r o n g p a r t n e r s h i p s . T h e government also needs to have a focused plan for tracking and evaluating impact and scaling up successful interventions. The SDGs are a direction and a vision for India to ensure prosperity and growth - both social and economic.

While India has significantly achieved some of the Millennium Development Goals (MDGs) goal in the education and health sector, SDGs currently gives the I n d i a n g o v e r n m e n t i n opportunity to provide better primary education to all.


SOURCE: http://en.unesco.org/themes/education-sustainable-developmenthttp://www.unece.org/index.php?id=31922&L=0http://www.kingston.ac.uk/sustainability/our-approach-to-sustainability/education-for-sustainable-development/https://www.plymouth.ac.uk/your-university/sustainability/sustainability-education/esdhttp://www.indiaprwire.com/pressrelease/education/2011030379549.htmhttp://www.businessinsider.in/All-eyes-are-on-India-to-achieve-the-Sustainable-Development-Goals-says-Bill-Gates/articleshow/49165564.cmshttps://www.thebetterindia.com/89841/sustainable-development-goals-un-india-2030/

— Seminars and workshops based on AIDS awareness, De-addict ion, Biodiversity conservation and herbal health and wellness practices like yoga should be introduced as part of finishing school concept in all higher education institutes.

— Improvements in the quality of education delivered is a must if we want to achieve the Global Goals for Sustainable Development

— Teacher Training for ESD at senior secondary and higher education levels should be done to further education and informal education lack ESD trainers.

— State level Quiz contests can be conducted to create awareness regarding concept of ESD which is not easily understood by one and all.

— Developing a regional roadmap to promote ESD and to decide on the way forwards for the implementation of the same.

KEY TAKE – AWAY POINTS FOR THE PROMOTION OF EDUCATION FOR

SUSTAINABLE DEVELOPMENT:

SDG INDEX 2017

LEARNINGFOR THE FUTURE


By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effecctive learning outcomes.

Proportion of children and young people: (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in(i)reading and (ii) mathematics, by sex

By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education

Proportion of children under 5 years of age who are developmentally on track in health, learning and psychosocial well-being, by sex

Participation rate in organized learning (one year before the official primary entry age), by sex

By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university

Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex

By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship

Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill

By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations

Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated

By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy

Percentage of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex

By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development

Proportion of schools with access to: (a) electricity; (b) the Internet for pedagogical purposes; © computers for pedagogical purposes; (d) adapted infrastructure and materials for students with disabilities; (e) basic drinking water; (f) single-sex basic sanitation facilities; and (g) basic handwashing facilities (as per the WASH indicator definitions)

Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all

By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries

Volume of official development assistance flows for scholarships by sector and type of study

By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States

Proportion of teachers in: (a) pre-primary; (b) primary; (c) lower secondary; and (d) upper secondary education who have received at least the minimum organized teacher training (e.g. pedagogical training) pre-service or in-service required for teaching at the relevant level in a given country

EDUCATION FOR SUSTAINABLE DEVELOPMENT OF INDIA THE WAY FORWARDGoal: Ensure inclusive and equitable quality education and promote lifelong learning

opportunities for all: Targets and Indicators

Extent to which (i) global citizenship education and (ii) education for sustainable development, including gender equality and human rights, are mainstreamed at all levels in: (a) national education policies, (b) curricula, (c) teacher education and (d) student assessment


Se r v i c e i n d u s t r i e s c a n

b e d e f i n e d a s t h o s e

o r g a n i z a t i o n s a n d

businesses which (regardless of

ownership, profit or non-profit

orientation) produce, deliver and

are inextricably bound up with

the consumption process of

generally intangible products;

where the consumer (whether

individual or business) is a central

and fundamental part of the

w h o l e t r a n s f e r a n d

exchange process. Service

industries can, in this way,

be defined both in supply

terms and in demand terms.

GLOBAL SCENARIOConventional wisdom

suggests that during the early

development phase of any

country, expansion of output in

manufactured goods precedes

growth in the services sector. As a

country progresses further

manufacturing often takes a back

seat, giving way to the services

sector in terms of both output and

employment, and manufacturing

f i r m s t h e m s e l v e s b e c o m e

increasingly service centric in

order to remain competitive.

Some have argued that the

decline in manufacturing and

corresponding shift to services is

unsupportable in the long run as

services depend critically on

manufacturing for their demand.

BOOSTERS OF ASIAN SERVICE

INDUSTRY— The opportunities for growth

for Service industry in

Asia are tremendous.

— It is estimated that there

are currently 4.8 million

h i g h - i n c o m e A s i a n

households outs ide

Japan with an annual

income above US $

FOCUS Service Sector

India’s distinctive competencies and competitive advantage formed by the knowledge-based services makes it a unique emerging market in the world. Backed by several government initiatives, the services sector in India has the potential to unlock a multi-trillion dollar opportunity which can

create symbiotic growth for all nations. Hence Education Sector should encash this opportunity.

Catering to Service Sector: A must for Education Industry

SE

RV

ICE

SE

CT

OR

SKILLS

DEVELOPMENT

BANKING &

INSURANCE

LOGISTICS

AFTER SALE

SERVICES

IT &

TELECOM

RURAL

MARKETING

RURAL

TELECOM

RURAL

BANKING

RURAL

TOURISM

AGRI

RESEARCH

MANUFACTURINGAGRICULTURE

Industry

Travel & Tourism

Banking

Education

Retail

Financial Services

GDP ($ US Billions)

2,365

2,436

2,605

4,261

4,796

% of Global GDP

3.1

3.2

3.4

5.5

6.2

MAJOR SERVICE SECTOR INDUSTRIES & THEIR GLOBAL CONTRIBUTION

50,000.

— With a projected medium-

t e r m e c o n o m i c g r o w t h

outlook of 3-5 % p.a. for

Southeast Asia and 5-7 % for

China and India, this number

is set to rise steadily.

— The growing affluence will

translate into huge demand

for services, especially higher

end and bet ter qual i ty

services. E.g. Quality Health

care Services and education

services.

— The next 15 years will see a

significant outpacing by Asia,

a n d p a r t i c u l a r l y t h e

powerhouses of China and

India, of the rest of the

developing world in gross

domestic product (GDP),

wages and consumption

power.

THE SUNRISE SECTOR OF INDIAThe Extraordinary growth

of the service sector has focused

attent ion on chal lenges of

e f f e c t i v e m g t . o f s e r v i c e

organizations and operations

vastly different from te challenges

faces in manufacturing settings.

Due to rapid developments in

I n f o r m a t i o n Te c h n o l o g y,

Globalization, Changing customer

d e m a n d s / n e e d s / d e s i r e s

/preferences, and the changes in

relative wealth between the

developed and newly developing

e c o n o m i e s , t h e e f f e c t i v e

management of service systems

addressing productivity and

quality issues will become even

more important in coming years.

R Services sector has the highest

Growth rate, approx. 7.75 %

in March 2017

R Service Sector employs

nearly 40% population in

the economy.

R India 's share in Global

Services Exports is 3.2% in

2 0 1 4 - 1 5 , d o u b l e o f i t s

merchandise exports

R The FDI investment in India

from Apr16-March17 rose to

60.08 Billion US$,

R Export of services grew by

5.9% to 13.06 billion US $ in

2016-17

R The Services sector growth

was 8.8 % in 2016-17

R India's Commercial Services

Exports was 155.3 Billion in

2015



R Services sector has been

major source of financing

India's Trade Deficit in

recent years.

R Growth of Software exports

accounted for 48.1 % in

2015-16

R India received 8.6 million

foreign tourists in 2016,

which was approx. (4.6 %

growth)

R The warehouse industry is

worth INR 560 Billion in

India and is growing at 10 %

rate annually

R The Indian Mobile Service is

expected to reach 37 billion

US$ in 2017,and grow by

10.3 %

R The Indian Digital Classified

Industry likely to grow three

fold to reach 1.2 billion US $

by 2020.

The Government of India

recognizes the importance of

promoting growth in this area

and is creating an enabling

environment that wil l give

a f u r t h e r p u s h t o s e c t o r s

such as healthcare, tourism,

communications, information

technology, among others.

An encouraging regulatory

framework and an easing of trade

barriers at both domestic and

international levels through

agreements will only enhance

India's competitiveness at a

global level. This will also mean

— New courses keeping in mind the national agenda of enhancing Services Export should be designed.

— For the same if not complete courses then at least need based modules can be introduced with regular degree courses for imparting skills required in the service sector.

— Service Sector being a skill based s e c t o r, h e n c e t o i n c re a s e t h e employability of the youth in the same the concept of Finishing School should be introduced in all higher education institutes.

— Entrepreneurship in Service Sector should also be supported through various initiatives of Ministry of Skills Development and Entrepreneurship and Entrepreneurship Development programs.

— Ministry of Micro Small and Medium Enterprises should focus more on MSMEs in Service Sector and empower startups especially in education sector

KEY TAKE-AWAY POINTS FOR THE PROMOTION OF EDUCATION

FOR SERVICE SECTOR:

IntangibilityServices cannot be seen, tested, felt heard, or smelled before purchase

VariablilityQuality of services depends on who

provides them andwhen, where, and how

SERVICES

InseparabilityServices cannot be

separated from theirproviders

PerishabilityServices cannot be

stored for later sale or use


an increase in the quality of

e m p l o y m e n t a n d n o t j u s t

numbers. This will lead to a quality

labour force for the country.

The mult ipl ier effect on

ancillary industries owing to the

growth in the services sector is a

natural outcome. For instance, a

spurt in tourist arrivals into India

will not only positively impact

the hotel and airlines industries

but also boost the sale of crafts

and artefacts that can be showcased

as part of integrated business

plans between stakeholders, both

private and public. The regulatory

framework also needs to take into

account the evolving nature of

the services sector, and how it's

interlinked with other sectors.

SOURCE: http://www.gesdelhi.in/images/pdf/deloitte-cii-ges-2017-interactive.pdfhttp://www.huffingtonpost.in/malvinder-mohan-singh/the-rise-of-the-services-sector-is-redefining-india-s-growth-nar_a_21445764/https://skift.com/2015/06/08/5-charts-that-show-why-the-travel-industry-is-the-worlds-fastest-growing-sector/


Historically, the financial

burden of education

was borne by both

State and Central Government.

But, as pointed out previously,

the amount of expenditure spent

on education sector by the

Government has been reducing

over the years, which has created

a huge investment gap. This

trend in public expenditure has

serious policy implications.

Firstly, the reduction in public

e x p e n d i t u r e h a s f o r c e d

institutions, both public and

private to increase the cost per

students in the form of hike in

tuition fees. Secondly, there is a

rise in self-financing institutions

which charge tuition fees on full

cost- recovery basis. This goes

against the theoretical concept of

financing higher education.

For money to flow to this

sector, it is very important also, to

look at providing adequate

legislative protection to these

self-financed universities, which

attract funds from sponsors,

financing agencies and corporates.

Once the ground rules are clearly

la id down, i t may become

possible to develop several

models, which may be accepted

by the financial agencies, for

funding higher education in

India.

There are various options,

which are used in various

developed and developing

countries. In order to resolving

rigidities and inefficiencies in the

public sector, some governments

tried to give more autonomy to

higher education institutes so as

to resolve the problems of

inflexibility and inefficiency. The

experience of other countries is

looked at briefly, and parameters

are looked at, which need to be

concentrated on to get results.

According to China's Block

Grants Model, institute can

decide how to spend the money.

The gover nment exerc i ses

only audit and supervisory

functions. The principle of public

and financial accountability

i s emphas ized in that the

distribution of public funds is

based on quality assurance

FOCUS Best Practices

It's often said in the teaching world and in many professions and trades, "Why reinvent the wheel when there are plenty of practices that already work?"

Hence in this article we provide with international best practices to get a few lessons to be learnt.

Innovative Methods of Financing Higher EducationInternational Best Practices

outcomes in terms of teaching

and research. UGC Hong Kong

had introduced a Performance

a n d R o l e - r e l a t e d Fu n d i n g

Scheme under which a portion of

the recurrent funding were tied

with institutions' performance

against their respective roles.

An interesting example of an

output-based funding system is

the Danish tax imeter-model .

Funding in the taximeter-system

is directly linked to student

performance: higher education

institutes receive funding per

passed examination, the so-called

taximeter-tariff. The incentives to

promote efficiency are thus

evenly distributed over the study

program, and the system is

flexible in the sense that funding

is closely connected to educational

production.

The tariff paid per passed

exam, the “taximeter ”, varies

according to the field of study,

and has three components:

— A tariff for the costs of

education and equipment

— A tariff for joint costs (e.g.

administration, buildings)

— A tariff for practical training

(for a few subjects)

South Africa pursues a goal-

oriented and performance-related

f u n d i n g m o d e l through the

National Research Foundation

to encourage growth in teaching

and research. The national

b u d g e t f o r u n i v e r s i t i e s i s

divided into two major grant

categories, namely, block grants

( a p p r o x i m a t e l y 7 0 % ) a n d

earmarked grants (about 30%).

The former is for institutional

operating costs (determined by

indicators), and the latter for

steering the system (further) to

enhance access into the system

and performance in designated

areas. On average, both of these

grants account for 50% of the

public funds available to the

system within a budgetary

framework. The system gets the

balance from private income

(approximately 25%) and from

tuition fees (another 25%).

Decis ion on block grant

allocation is based on planning

data on the basis of which

institutions and the Department

of Higher Education and Training

w o u l d h a v e e n g a g e d ( t o

determine performance patterns

in a preceding time frame) and

agreed on targets or benchmarks

(for a following funding cycle) set

by the Minis ter of Higher

Education and Training. The

teaching input grant is payment

for expected services in teaching

and in the super v i s ion o f

postgraduate students. The



teaching output grant rewards

institutions for students who

have completed their studies.

The research output rewards

institutions for research by

staff members that is published

in accredited journals, as scholarly

books and for the number

of research masters and doctoral

s t u d e n t s g r a d u a t e d . T h e

institutional factor grant is of two

kinds: the grant for size gives

extra resources to institutions that

do not enjoy economies of scale

(because of their small student

numbers), so that they are able to

provide a full complement of

student services.

Ac c o r d i n g t o t h e P u b l i c

endowment model of Texas (USA) the

government could hypothecate

the income from a specific source

to its universities. In Texas, for

example, land which contains oil

wells has been endowed by the

S t a t e g o v e r n m e n t t o t h e

University of Texas system, which

consequently is one of the richest

public universities in the world,

and from which the University

s y s t e m d e r i v e s 2 0 %

of its income. In principle,

funding provided through an

endowment should ensure

continuity of funding without the

v o l a t i l i t y o f p o l i t i c a l a n d

economic considerations that

may affect government provided

funding from year to year. The

University of Texas is by far the

richest public university system

in America, with an endowment

topping $25 billion. Texas is home

to the only two public university

systems with endowments larger

than $10 billion, according to the

most recent data avai lable

through the National Association

of Col lege and Univers i ty

Business Officers (NACUBO).

Higher education institutions in

Chile rely very substantially on

private finance, although, like

American private universities,

many of the students who pay the

fees on which the private higher

education inst i tut ions rely

receive very minimal grants or

loans from the Government. The

Universities are divided into the

so-called CRUCH (the Council of

Rectors) Universities and the rest.

Government grant to the 25

CRUCH universities is provided

each year, roughly in line with

changes in student recruitment,

but without any systematic

for mula or other bas is for

establishing the total to be paid.

Grant is based on previous

f u n d i n g l e v e l s , e n h a n c e d

following negotiation. Although

CRUCH universities receive

government grant, they also

c h a r g e s i g n i f i c a n t f e e s .

Government grant is also paid to

universities (public and private,

CRUCH and non-CRUCH) that

recruit from the top performing

s t u d e n t s i n t h e n a t i o n a l

examination. That element of

funding – the Indirect Fiscal


SOURCE: https://www.education.ie/en/The-Education-System/Higher-Education/Higher-Education-Review-of-International-Funding-Models.pdf https://www.aau.edu/workarea/downloadasset.aspx?id=7792http://www.adeanet.org/en/system/files/resources/aau-funding-book.pdfhttp://doc.utwente.nl/85209/1/Canton01public.pdfhttp://www.oecd.org/edu/imhe/32503573.PDFhttp://econwpa.repec.org/eps/fin/papers/0505/0505015.pdfhttp://www.developmentoutlook.org/2012/11/problems-with-financing-higher.htmlhttp://econwpa.repec.org/eps/fin/papers/0505/0505015.pdf

Transfers was introduced as a

means of encouraging universities

to raise standards,. The students

that it 49 effectively supports are

generally from the better off

backgrounds, and this measure is

not thought to have done

anything to improve quality or

standards.

All other funds received by

universities come from student

fees and other privately generated

sources. Chile's overall spending

on tertiary education is 2.0% of

GDP - among the world's highest

- but public spending accounts

for only 0.3% of GDP, among the

world's lowest.

Suggestions

— Self-Generated Funds

— Donations

— Student Vouchers and Grants

— By Private Sector

— Subsidized Loans To Institutes

— External Aids through Projects

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CONFLUENCE OF WORLDWIDE SERVICES SECTOR

www.icsiindia.in

Uniting & Strengthening Service Industry Network for:

Lerner Centered Values - Empathy, Commitment, Nurturing

potentials, valuing diversity

Teacher Identity - aim for high standards, enquiring nature, quest for

learning, passion, ethical, resilient

Service to the profession and community- collaborative learning,

building apprenticeship, social responsibility

Skills- pedagogical skills, self management, people management,

facilitative, innovative and entrepreneurship, emotional intelligence

Knowledge- self, pupil, community, subject content, pedagogy, educational foundation, curriculum, multicultural literacy, global awareness, environmental awareness.

FOCUS Education

FOR THE CONNECTED EDUCATOR OF THE FUTURE

OPPORTUNITYOPPORTUNITYOPPORTUNITY EMPLOYEE EMPLOYEE ENGAGEMENTENGAGEMENT

EMPLOYEE ENGAGEMENT

LEADERSHIPLEADERSHIPLEADERSHIP

CULTURECULTURECULTUREFITFITFITBEST HR PRACTICESBEST HR PRACTICESBEST HR PRACTICES

By 2030, India will be amongst the youngest nations in the world. With nearly 140 million people in the college-going age group, one in every four graduates in the world will be a product of the Indian higher education system.

1.Curricula

andPedagogy

2. Faculty 3.Research

4.Partnerships

5.Infrastructure

6. Funding 7. Governance/Leadership

Higher Education Foundation

Higher Education Architecture

TO ACHIEVE THE ENVISIONED STATE OF INDIAN

STATTRIBUTES OF THE 21 CENTURY PROFESSIONAL TEACHING



— In the year 1660 bishop Juhana Gezelius ordered that each person has to be able to read a bit. In order to get married or wanted to participate in the holy communion.

— It is good to mention also that in the Parliament we have 200 members and over 20 of them have a teachers background. This is also an example of how active teachers are.

"Roots of reading skills”

Finland 1

Singapore 2

Netherlands 3

Switzerland 4

Belgium 5

Higher Education & Training Top 10

The Global Competitiveness Index 2014-2015 Global rank*

FINLAND

Qualification

Standsrs for teachers

Assessment(appraisal)

Inspectors

Testing

Master degree

No standards

Self assessment and development discussions with the headmaster

No-inspectors

No-national testing

Teachers in US apply to the National Board for Professional Teaching Standards (use of portfolio, videotaped lesson, ...)

Australian professional standards for teachers

External appraisal and writing of evaluation sheets (S. Korea)

Heavy inspection in England

Teachers are valued based on their students' success in national tests

Finnishtrends

Opposite trends(an example)

— High-level subject knowledge and pedagogical content knowledge, and knowledge about nature of knowledge.

— Social skills, like communication skills; skill to cooperate with other teachers.

— Moral Knowledge and skills, like social and moral code of the teaching profession.

— Skills needed in developing one's own teaching and the teaching profession.

— Academic skills, like research skills: skills to use ICT, skills needed in processes of developing a curricula.

High Quality Knowledge Base Life Long Learning

TEACHER EDUCATION PROGRAM FOCUSES ON THESE PARAMETERS

SINGAPORE— All new teachers are paired with experienced teachers for mentoring, and peer feedback is built into the appraisal system.

— Teachers are entitled to 100 hours of professional development each year.

Planning

Evaluation Coaching

Multiple InputsSelf, Reporting Officer,Countersigning Officer

Department Work-plan

Informal Guidanceand CoachingAffecting annual

performance bonus

During evaluation phase decision re promotion made

— Competency-based and defines the knowledge, skills and professional characteristics appropriate for each track.

— Key Result Area for the Teaching Track are:

· Holistic development of students, Contribution to the school.

· Collaboration with parents and Professional Development

EPMS: Enhanced Performance Management System


CANADA

$13Bin R&D

Universities performed $13 billion in R&D in 2014, accounting for

40% of total Canadian research and development.

1,500Companies in university

research parksNearly 1,500 companies and

government labs are located in 26 university research and technology parks, They employ about 65,000

people and generate $4.3 billion in GDP.

32Universities are business incubatorsThirty-two universities are members

of the Canadian Association of Business Incubators, a national

association that supports the growth of new and early-stage businesses.

Most Effective Practices:

— Workshops and seminars on instructional techniques

— Instructional development resource center

— Professional consultation

— Systematic evaluation

— Informal colleague interaction

— Recognition of effective teaching in reward system

— Instructional development grants for faculty

SettingExpectations

Supportingand

Response

CreatingAwareness

andLearning

Cultureof

Respect

TeamBuilding

Interventions

Coaching

Investigations

Health and Wellness

Philosophy

Policy

Procedureand Process

Statements

WorkshopsOn-line tools

GuestSpeakers

Communication

Partnerships

ProgramModel

Faculty Development Practices in Canadian Universities based on

RESPECT IN THE WORKPLACE MODEL

GERMANY

Professionalization

Diversity Inclusion

Innovation

Internationalization

"The job description for teachers is increasingly determinded by

their ability to apply their pedagogical skills successfully in heterogeneous

and culturally diverse learning groups."

(Recommendation of the 14th General Meeting of the German Reactors Conference (HRK), 2013, Recommendations on

Teacher Education, p. 6)


PHILIPPINESe-IMPACT (Enhanced Instructional Management by Parents, Community and Teachers)

— Technology-enhanced alternative delivery modality that promotes partnership between parents, community and teachers to improve learning outcomes.

— Addresses educational problems reltaed to access and quality of education

— Delivery modes: programmed teaching, peer-group learning and individual study.

Teaching is a technical process and the good qualities of this technical process are well

defined.

Teaching is facilitating learning and the qualities of good teaching are defined in terms

of whether students learn of not.

Teacher knowledge is technical knowledge applicable to all learners and contexts.

Teacher knowledge is essentially complex and problematic; applicability varies across learners and contexts.

Teaching involves consistent application of technical knowledge.

Teaching involves reflective and flexible application of technical knowledge in ways that

best bring about student learning.

Effective application of teacher knowledge depaendent on prerequisite inputs in teaching environment.

Effective teaching is determined within the limits and opportunities found in the learning environment.

The Traditional View The NCBTS View

Experiencing school as a workplace Reflecting career choice

Reflecting the role as a teacher Perspectives for studies

Testing alternative school forms and vocational fields

Reflecting and using Theoretical knowledge in practice

Second Phase of teacher education (teacher trainee centers)

Goal: Connecting theory with practice in a structured way

orientational phase4 weeks (Bachelor)

aptitudal phase4 weeks (before university)

vocational field phase4 weeks (Bachelor)

practical semesterone term (Master)

teacher training18 months

PortfolioContinuouslydocumentingand reflectingevery practical

phase

Practical Phases in German Teacher Education


GREAT BRITAIN

Unusual Teaching Practices

— Own Educational Research Center to eliminate the guesswork from teaching methods - implementing a variety of new teaching styles and testing pupils to see which teaching methods produce the best results.

— ‘Flexible Friday’, which starts at 9.30am and finishes at 1.30pm, is dedicated to allowing students to focus on a single subject.

B C A

D

Teacher Responsibility

Focus Lesson

GuidedInstruction

“I do it”

“We do it”

“You do it together”

“You do italone”

Student Responsibility

Collaborative

Independent


Indian Epics: Corporate Leadership for Sustainable Development

Proposed

Government of India

Ministry of Human Resource DevelopmentMHRDMinistry of

Skills DevelopmentAnd Entrepreneurship



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15th December 2017, Delhi

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