State Education Summit 2012 MP

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2/1951digitalLEARNING/ DECEMBER 2012

MADHYA PRADESH STATE EDUCATION SUMMITEVENT REPORT

Conferences like the State Education Summit

act as a platform for knowledge exchange, and

sharing of the best practices and ideas to address

the gaps and challenges of the states education

sector, the minister said.

The consortium brought together thoughtleadership from across the country to focus on the

development of the state.

Speaking on the occasion, the Information

Technology Department Secretary of the State,

Hariranjan Rao said, ICT has become an integral

part of our education system and new solutions

are coming up to keep the education sector up-

dated. He said virtual classrooms can play an im-

portant role in bridging the digital divide in our

country, and in making quality education acces-

sible to students living in remote areas.

The summit had parallel sessions on higher

and school education and was attended by emi-

nent personalities in the education sector, think-

tanks, academicians, policymakers, educational

institutions heads and students, and others, dis-

cussing the various issues, challenges and best

practices in the education sector.

In the inaugural session, a host of speakers in-

cluding Lokesh Mehra, Director-Education Advo-

cacy, Microsoft; Dr Veera Gupta, Former Secretary,

CBSE & Associate Professor, National University for

Education Planning & Administration (NUEPA); DrMichael Harnar, Mosaic Network, US; Ritu Ghosh,

Head-Education Initiatives, Hewlett Packard;

Suresh Mhatre, Vice President, Tata Consultancy

Services (TCS); Vikram Kant Upadhyay, President,

Team India & Board Member, Indian Angel Net-

work; and Dr Basheerhamad Shadrach, Country Di-

rector, TESS -India, Open University, UK, expressed

their views.

The parallel pre-lunch sessions on school

education and higher education enlightened the

education stakeholders where a large number of

domain experts participated. All those who have

excelled in different areas of the education sector

were awarded the Shiksha Ratna during the con-

cluding ceremony of the event.


3/1952 education.eletsonline.com

MADHYA PRADESH STATE EDUCATION SUMMIT SCHOOL EDUCATION

Vocational education and training

is an important element of national

education initiatives and has been

given special emphasis in the 12th

Five-Year Plan. The session delved

upon the importance of vocational

education and capacity building

if India has to reap the benefit of

population dividend

Vocationalising Education, and

Capacity Building of Teachers

Dr RB Shivagunde,

Joint Director,

PSSCIVE, Bhopal

The Ministry of Hu-

man Resource and

Development has in-troduced NVEQF and it

is expected by the end of

the 12thFive-Year Plan. It will

make mandatory for all post-secondary schools to

introduce vocational education as a part of regu-

lar education, which will allow us to impart skills

to 55 crore people by 2025.

The government has also set up the National

Skills Development Corporation (NSDC). They have

scanned the entire universe of vocational education

and divided into 21 sectors and prioritised them.

The challenge is quality education and perception

that vocational education is for unemployed people.

However, like the Koreans or the Chinese, we should

all be adequately skilled before getting a job.

Rashmi Arun Shami, Commissioner-cum-Director, Rajya Shiksha Kendra (RSK) &

Ex-Officio Secretary-School Education, Govt of MP

The perception is that vocational education is low paying needs to change in the country. The

notion that only engineering and medical is high paying needs to be revisited. The belief that

vocational education produces low quality workers for ourselves and for the rest of the world.

This approach is fundamentally wrong. We should be looking at vocational education of higher

quality that not only gives people basic skills, but also polished and higher skills. To be the best

in the world, we need to produce more people with higher and better skills. This is a challenge be-

cause we do not have enough quality vocational training teachers. However, I am hopeful we will be

able to overcome this in the future.

Harvender Khalsa,

Principal, Himalaya

International School

It is very important to under-

stand that vocational educa-

tion does not mean empha-

sising only on practical or

theoretical knowledge, rather

it has a deep focus on provid-

ing an environment and train-

ing to a student in such a man-

ner that he can easily earn for

himself.

Sunil Pandya, Administrator,

Vidyasagar School & College

There is a strong need to identify creativity

and convert it into innovation, enhanc-

ing logical and interpretational skills, and

providing better career opportunities. The

time has come that we should accept that

along with primary-secondary education,

we need vocational training also as every-

one cannot become an engineer, doctor,

etc. Vocational education plays an essen-

tial role in an individuals growth which in

turn, results in the economic growth.



SCHOOL EDUCATION MADHYA PRADESH STATE EDUCATION SUMMIT

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Alternative AssessmentStrategies and InnovativeApproaches in Evaluation

Rajesh Awasthi, Principal,

Choithram School, Indore

At times, evaluation becomes more quali-

tative as compared to assessment. So, if

we add quality to the assessment it will

lead to evaluation, but ultimately, the

focus should be on attaining some basicskills, which will help a student in ex-

pressing his ideas and work. Grading and

giving marks to the student should not be

the only criteria to evaluate a student, we

must also focus on skills development.

Dr Basheerhamad Shadrach, Country Director,

TESS-India, Open University, UK

The Open University, UK, works with different organ-

isations in many ways, by providing courses, collabo-

rating on new curriculum, validating programmes,

and sharing expertise to help other distance learning

ventures become established. The focus for all our col-

laborative ventures is on finding new ways to fulfil our

mission of opening up educational opportunities to more

people at more places.

Mohit Yadav, Director, Annie Besant School, Indore

In the times to come, the evaluation process will have tohave more of assessment so that examination does not be-

come scoring just a grade or marks, but a tool for teachers

to understand students, and for students, a better way to

understand themselves.

Dr Michael Harnar, Mosaic Network, US

Evaluation does have some sort of participatory element, participatory process has three major dimen-

sions selection of the people, depth of their involvement, and control over evaluation.

Alternative assessment is a form of student

performance grading that allows for a more

holistic approach for student assessment

over the traditional form. With this kind

of assessment, students are enabled to

provide their own responses rather than

simply selecting from a given list of options.

The session delved upon best practices

and innovative ways of assessments in

classrooms



SCHOOL EDUCATION MADHYA PRADESH STATE EDUCATION SUMMIT

Inclusive teaching means recognising,

accommodating, and meeting the

learning needs of all students. The

session focused on strategies and

methods to make learning more

holistic, while also trying to make itinclusive, not just within classrooms,

but in the society as a whole

Creation of InclusiveLearning Environments inClassrooms

Sarita Manuja, In-Country Advisor-

Center for Assessment, Evaluation

and Research, CBSE

Effective inclusion improves the educa-

tion system for all students, regardless

of their learning ability, race, linguistic

ability, economic status, gender, learn-ing style, ethnicity, cultural background,

religion, family structure, and sexual

orientation.

L K Kandpal, Principal, New Digambar School,

Indore

An inclusive classroom is one where students and staff

alike recognise, appreciate, promote the diversity, and

try to enrich the overall learning experience. In order

to make a class inclusive, the system must encourage

all learners, irrespective of gender, ethnicity, religious

affiliation, socio-economic status, and personal beliefs to

develop skills to understand and face the challenges of life.

Prakash Choudhury, Principal, Prestige Public

School, Indore

As teachers, we should be like researchers and findwhether a child is able to learn the way we teach him. And

if he is not, we must find ways to help him learn the way

he wants to.

Pradeep Pandey, Principal, Pioneer Convent School, Indore

We should make learning interesting and technology can be leveraged to achieve this goal. Inclusive

learning is beyond giving equal opportunity to all. Inclusion is no longer a problem as all students are

being enrolled in education. But, we have to make sure that they integrate well with each other. For better

integration, the learning experience needs to be made interesting.




Right to Education and its

Implications for Schools

Suchitra Dutta, Principal, Maharashi Centre For Educational

Excellence

Education is a fundamental human right, without which capabilities for a decent

life and ef fective participation in society are less likely to be developed. The RTE Act

has provided us the tools to provide quality education to all our children. It is now

imperative that we, the people of India, join hands to ensure the implementation

of this law in its true spirit. The government is committed to this task, though real

changes will happen only through collective action and we must come forward

willingly for the same. At the grassroot level, realisation of the intent of this his-

toric legislation cannot be solely left to the government machinery. Civil society

and all stakeholders in education must step forward to implement the RTE Act.

Sangeeta Sood, Principal, J J Public

School, Indore

The Right to Education Act is forward

looking, but I hope it does not become like

the other acts, which are only applicable

on paper. Just giving admission and pay-

ing fee is not sufficient. How can the wide

gap in the economic status be bridged? RTE

children cant afford the luxuries which their

counterparts studying in private schools have.

The consequences could be drastic. Such children may either adopt

unfair means or develop inferiority complex and negativity.

Ruchira Ghosh, Head Business Development

Schools, British Council Division

As an organisation, we would like to work with the gov-

ernment as well as the private sector. Our international

school awards provide global benchmarking projects

that recognise schools for their outstanding work.

RTE provides a ripe platform to

reach the unreached, with specific

provisions for the disadvantaged

groups. The session deliberateted

on the implications for RTE in

schools in India and strategies for

addressing the opportunities and

challenges for the same


8/1958

Madhya Pradesh Shiksha Ratna Award for the Best

School: The Sanskaar Valley School, Bhopal

The Sanskaar Valley School, Bhopal is affiliated to the leSE board

and plans to introduce the International Baccalaureate (IB) in

the coming years. It won the Madhya Pradesh Shiksha Ratna

Award for the Best School for its deep sense of commitment to

provide innovative education and overall growth of the students

by integrating sports, hobby activities, special day celebrations,

commu-nity service, eco-friendly initiatives and excursions in

its curriculum. The school is a member of the Round Square

Organisation, and encourages its students to participate in the

International Award for Young People (IAYP) programme.

SHIKSHA

RATNA

Shiksha Ratna Awards For School Education


Teacher Training Programme in School: Gwalior Glory

High School, Gwalior, M P

The motto of Gwalior Glory High School, Gwalior, is to nurture

its students into caring and capable individuals with an adapt-

ability to their environment, both natural and socio-cultural.

The school has well-equipped science laboratories, a hi-tech

computerlaboratory and a playground for basketball, hand-

ball, Kho-Kho, tennis courts and a 200-metre track. The school

has immensely focused on teacher training programmes.

Shiksha Ratna Awards felicitated schools and higher

education institutions that have carved their niche in the

development of education in Madhya Pradesh. The Awards

recognised the remarkable work done by the schools and

higher educational institutes to make leaming innovative and

student centric for the holistic development of learners


International School: Gyan Ganga International

Academy, Jabalpur

With an emphasis on all round development of a child, CyanGanga International Academy, jabalpur, has carved out a cur-

riculum that lays equal emphasis on academics and personality

development. It is one of the unique international educational

institutions in the state. The school focuses on continual devel-

opment and the process is led by a quality management system.

A dedicated team of quality professionals has been appointed to

assist students to achieve excellence.


9/1959

Madhya Pradesh Shiksha Ratna Award for Academic

Excellence in School: Green Wood Public School,

Gwalior

Green Wood Public School is one of the outstanding schools in-

Gwalior. Its aim is to mould the personality of a child by devel-

oping his mind, sharpening his intellect, nurturing his creativity,

strengthening his body, and above all, imparting him the val-

ues that make him a good human being and a good citizen, The

school has continuously delivered excellent results over the years.


Emerging School: Global Indian International School,

Indore

The Globa! Indian International School. Indore, provides global

exposure and insights through international knowledge-ex-

change programmes. GlIS worldwide has won many awards for

academic excellence and best practices. GIIS imparts world-class

education to its students across 22 campuses, spread over three

continents and seven countries.


ICT-enabled School: Gyansagar International School

(GSIS), Sohagpur

GSlS, Sohagpur, has technology-enabled classrooms with 28

digi classrooms, The level of lCT implementation in the school is

commendable. At the beginning of the new session every year,

the school gives training to its teachers in order to facilitate more

aids for teaching and to help them cope up with the new and fast

changing education technologies.


Sports Facility in School: WendySchool Junior

College, Gwalior

Wendy School Junior College is one of the premier educationalinstitutions of Gwalior. It has the best of infrastructural facili-

ties, high-tech labs, well-stocked library and medical room, play-

ground, cafe, etc. The prerequisites that make for a wonderful

school life are available, by default, to all Wendyites. The school

has transformed all the traditional classrooms into smart class-

rooms equipped with the latest technology.


10/1960


Higher Education Institute: NIIT Foundation District

Learning Centre

The NlIT Foundation District Learning Centre works for the un-

reached. uncared and unattended for ensuring inclusive develop-

ment. It aims to be the global pathbreakers in employability train-

ing. gainfully employing at least two million underserved youth

every year. It has begun a number of programmes that would

positively impact the underserved of the country through variouseducational interventions.

Madhya Pradesh Shiksha Ratna Award for Leading

Private University: AI SECT University

The AISECT University. Bhopal. is one of the leading private uni-

versities of Madhya Pradesh. It is committed to academic excel-

lence and overall development of its students. The university fo-

cuses heavily on research and encourages students to excel and

strive through education that emphasises on the power of dis-

covery and the foundation of critical thinking. It aims to deliver

not only world-class education in state-of-the-art facilities. but

also an environment for holistic learning that will help groom

students into confident and smart individuals.

Madhya Pradesh Shiksha Ratna Award for the

Best Management Institute: Sanghvi Institute of

Management and Science

The Sanghvi Institute of Management and Science. Indore. was

started with the motto to give a new direction to the entire learn-

ing process to meet the futuristic needs despite cultural and infra-

structure constraints of Madhya Pradesh. It believes that educa-

tion is about growing as a human being with the right knowledge.

skills and attitudes.


Engineering Institute: Truba Institute of Engineeringand Information Technology

Truba Institute of Engineering and Information Technology en-

gages in imparting quality education in the field of technological

development. The institute not only focuses on the curriculum

of the university. but the faculty members have also made it dy-

namic in nature. The institute gives appropriate attention to the-

ory and field work. The Center of Innovation of Truba promotes

students great ideas and helps bring them to reality.


11/1961


Infrastructure Development by the Institute: SIRT,

Bhopal

The Sagar Institute of Research & Technology (SIRT) is creating

new avenues for the corporate world to explore the academia of

the country and to foster industry-institute partnership. Its mas-

sive infrastructure. well-equipped labs. state-of-the-art networked

computing labs. national and international journals in the li

brary. and ample opportunities for students to showcase their

talents in extracurricular and cultural activities. make it a true

learning centre.


Emerging Institute: Gyan Ganga Group of Institutions,

Bhopal

Gyan Ganga Group of Institutions, Bhopal, is dedicated to create

knowledge leaders. Being one of the largest group of institutions

of its kind in Central India, it aims to enhance its leadership stance

by proving quality education. Now, it has seven institutes under

its flagship having courses in the areas of engineering, manage-

ment, computer application, information technology (BEd). and

school education etc.


lCT-enabled Institute: Sri Aurobindo Institute of

Technology, Indore

Sri Aurobindo Institute of Technology, Indore, aims to be the best

seat of learning in the respective disciplines it offers. At SAIT. the

clear intent is to produce engineers for the 21 century. who are

competent to face the challenges of the global economy.


Faculty in Institute: PIMR Indore

The Prestige Institute of Management and Research, Indore,has been rated as an A-class management institute by the

AAC. It has also received international accreditation from the

International Accreditation Organisation. In recognition of its

performance and high standards in providing quality educa-

tion. the institute has been conferred the autonomous status

by the University Grants Commission as well as the Devi Ahilya

Vishwavidyalaya.


12/1962


Government Initiative: Centre for Research & Industrial

Staff Performance (CRISP)

The Centre for Research and Industrial Staff Performance

(CRISP). Bhopal. has been established in the year 1997 as a so-

ciety under the Indo-German Technical Cooperation agreement.

The organisation has excellent infrastructure in terms of sophis-

ticated laboratories in various fields. It is one of the preferred ser-

vice providers in the areas of Technical Vocational Education &

Training (TVET). training institution management. and entre-

preneurship development.


Private Sector Initiative: Rumi Education

Rumi Education provides comprehensive and sustainable educa-

tion solutions that enable schools. teachers and students reach

their full potential through effective and innovative teaching

methods. It aims to be the market leader in providing education

solutions that empower talent and develop creativity as the foun-

dations of a prosperous society. Its innovative teaching methods

and programmes are designed to support teachers and students

in their desire to improve and succeed.


Vocational Education Institute: Virtual Voyage Institute

of Design Media and ManagementVirtual Voyage Institute of Media and Management has a clear

and focused vision. It strives to provide world-class training and

filling up the gap of required skilled human resources. The insti-

tute focuses on new and smart courses that suit the demands of

the new age and are in sync with the talent of individuals as well

as offer a promising future. It won the Madhya Pradesh Shiksha

Ratna Award for the Best Vocational Education Institute.

Madhya Pradesh Shiksha Ratna Award for the

Best Technical Education Institute: Rajiv Gandhi

Proudyogiki Vishwavidyalaya (RGPV)

Over a sprawling campus of about 247 acres. the Rajiv Gan-

dhi Proudyogiki Vishwavidyalaya is marching towards devel-

opment into a center of excellence in the arena of technical

education. research and innovation. There are 5 UTDs . 217

affiliated engineering colleges. 95 pharmacy colleges. 88 MCA

colleges and four architecture colleges under its umbrella. It

won the Madhya Pradesh Shiksha Ratna Award for the Best

Technical Education Institute.



MADHYA PRADESH STATE EDUCATION SUMMIT HIGHER EDUCATION

Employability Skills andProficiency Levels amongst Youth

Best Practices and Next Practices

Lokesh Mehra, Director-Education

Advocacy, Microsoft India

We need to develop the skills on 5Cs and

3 Is: Creativity, Critical thinking, Collab-

oration, Communication and Comput-

ing; and Innovativeness, Intuitiveness,

and Incremental.

As of now, we are focusing too much

on the professional side. An impetus needs

to be given towards arts and humanities.

Siddharth Chaturvedi, Director, AISECT University

Higher education institutions need to develop capacity in employer involvement,

build flexibility in training programmes, and embed the entire concept of em-

ployability, but not as an adjunct for one or two semesters. They need to invest in

professional development of the staff, bring in activities and action learning into

the curriculum, and engage the participants in a more qualitative and meaning-

ful manner.

Manoj Bhatia, Director,

Sanghvi Institute of Management &

Science

The complete integration of employabil-

ity skills in our education and training

system is yet to come. The proposal is

to have a developmental model wherein

different skills can be brought together

to deliver something more than skills,

that is, employability skills.

Dr Prashant Rajvaidya, President,

Mosaic Network, US

The IT set up in India is usually impracti-

cal and there is a lack of competent teach-

ers and trainers. In order to change it,

you have to work bottom up which also

includes enhancement of employability

skills. The goal should be to treat those as

assumptions and then create solutions

that work around these assumptions.

Finding a job-ready workforce that

can deliver quality continues to

be a worry quotient for employers

across the globe. This session not

only brought out a comprehensive

summary of what ails the

employers and the institutes,

but also gave some specific

solutions that can benefit the twostakeholders



HIGHER EDUCATION MADHYA PRADESH STATE EDUCATION SUMMIT

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Changing Dynamics of Higher Education

Envisioning Strategies for

the Future

Dr V K Verma, Vice Chancellor,

AISECT University

Both quality and quantity are required to

meet the national goal of economic devel-

opment. At present, we have 18 million stu-

dents in higher education, and by the end

of 12thFive-Year Plan, we will have 25 mil-

lion students in higher education. But, we

are still lacking in the quality part.

In a country of millions of students and

lakhs of teaching force, why cannot we

have a cadre for administration of the technical education system? Why cannot there

be a forward thinking of our rules and regulations? Why cannot the regulatory body

take the role of a mentor, counselor and a facilitator?

This session delved upon the changing

patterns in the education sector and

the ways to maintain quality standards

in education. It also emphasised on

the need to motivate students to

make them lead and not merely get

employed to earn a livelihood

G C Sharma, Head-Financial Education, National Stock

Exchange (NSE)

Financial literacy should become an essential life skill for the masses.

Prof Satish Sharma, Maharaja

Education Campus, UdaipurWhy to serve others to make people serve

you? We should prepare real workers for

the nation. Why do we prepare them to

work for others? They should work for

themselves, to make the nation more and

more prosperous.

Dr Appu Kuttan K K, Director,

Maulana Azad National Institute

of Technology (MANIT)

Innovation will keep going. We need to

motivate and promote the students. We

should always have a positive attitude

and positive publicity of things. Smallthings done by the students should be ap-

preciated in the media.




mosaic ad page 67




Dr P K Sen, Head, Dept of Applied

Physics, Shri Govindram Seksaria

Institute of Technology and Science

In India, we talk more than we do. When

it comes to implementation, we divert our

attention. The time has now come for us tostart criticising ourselves.

Knowledge is no more segregated. We

have to gather knowledge from all the sec-

tors if we want to create good quality engi-

neers, technologists, and scientists.

Dr R K Khandal, Vice Chancellor,

Gautam Buddh Technical

University (GBTU), Lucknow

Based on the technologies required, you

need to decide how you are going to frame

your strategies, devise plans, develop poli-cies, and put them in place to match what

is required and where gaps exist.

Technology can put you in the leader-

ship position. But, it cannot lead you. It

will always be your assistant. The lead-

ership role has to come from the human

factor and that is from the teacher. The

teacher has to play the role of showing the

student the way to go forward.

Ritu Ghosh, Head-Education

Initiatives, HP

We have villages without schools,

schools with no classes, classes with no

teachers, and teachers with no books.

The root cause of this problem is thatall our resources are not integrated. To

cover this up, such schools have ghost

teachers to sign their attendance and

get paid. And, in reality, these teachers

live in the cities and consequently, there

is a high student dropout rate, which is

evident. The question is if we are creat-

ing this youth to add to the economic

growth.

About 95 percent of all business

education uses technology in some

way or the other. With a panel formed

of representatives from the industry,

the government sector, universities,

private institutes, entrepreneurial

development centres, and investors,

the session took us through the

emerging trends in the education

sector

Emerging Trends in use ofTechnology in Education




Sumeet Ponda, Chairman, M K

Ponda College of Business and

Management

Technology is opposed to the basic concept

of education. It is not an ingredient to com-

plete a more effective education. Technol-ogy desensitises us. The more technology

we use, the more insensitive we become.

Technology is only a facilitator.

The idiom of technology has gone so

deep into our lives that students from nurs-

ery to research are put almost on a con-

veyor belt. The teachers and parents have

become insensitive to their toddler, infan-

tile and teenager needs. Technology can be

a good slave, but, we are making it become

a master.

Suresh Mhatre, Vice President,

Tata Consultancy Services

(TCS)

The dearth of quality faculty, keep-

ing consistency in quality across all

spheres of education, and leveraging

technology for meeting volumes are

the three reasons why we need to

rely more on ICT.

Vikram Upadhyay, Board Member,

Indian Angel Network

Besides the basic parameters of a team:

the market space, need, and demand and

supply, investors look for scalability of the

business. In the business model of the edu-

cation space, the fastest and most proven

stability and scalability comes from the use

of technology. A technology which can

reduce the time and increase the space is

given high weightage by the investors.

Dr Sanjiv Tokekar, Director,

Institute of Engineering and

Technology, Devi Ahilya

Vishwavidyalaya

Our enrolment ratio has scaled three times

from about 49 lakh in 1991 to about 1.5

crores at present. This is a problem created

because of massification, a term given by

the UNESCO. Massification has also given

way to unethical practices in the system.

Education runs as a business these days.

Dinesh Khare,

Regional

Coordinator,

Centre ofEntrepreneurship

Development

The BA, MA, BSc

and MSc courses in

our country are not

up to the mark. Do-

ing these courses

is not good enough

to make a student employable. A student may be having a

first class degree. But, the curriculum is still based on mug-

ging and rote-learning system. This process does not make

a student competent enough to take effective decisions. The

improvement of the quality of teaching-learning process of

these courses will facilitate betterment of the overall educa-

tion system.

Prof Jagdish Bhagwat, Faculty for Operations,

Supply Chain and Marketing, Jaipuria Institute of

Management, Indore

In todays world, technology is readily available to us and

sometimes, students are a step ahead of us in technology.

Technology is indeed, a boon to all of us and we need to lever-

age it to develop better managers for tomorrow.


19/19


The session opened on the note

of several challenges in one of the

fastest growing sectors of our country.

It brought into light the fact that

employability is the biggest challenge

in the technical education sector in

our country. It pointed out some of the

phobias and assumptions made bythe industry, academia, parents and

students

Technical Education in India

Challenges, Opportunities

and Insights

Dr Lovi Raj

Gupta, Vice

Chancellor,Baddi University

The major chal-

lenge in technical

education is getting

a good job. Factors

like employability,

quality of teachers,

and less practical

exposure are as-

sociative. The need of the hour is to think out-of-the-box. We

need to define the box today and the rest will be done.

The society has already taken in the privatisation in school

education and senior secondary education. Most of us send our

kids to private schools. But still, the society has not gulped in the

privatisation of the higher education sector

Dr Mukesh Pandey, Dean-Industrial Technology, Rajiv Gandhi

Proudyogiki Vishwavidyalaya

The principal challenge with the massive expansion of technical education is main-

taining the quality. The premier institutes in our country like the IITs, NITs and even

the RGPV, have failed to inspire or nurture innovation, entrepreneurial skills, and path

breaking technological ideas as generated in foreign universities like the MIT or Stan-

ford.

We need to reposition our institutions and universities in response to the global

changes that are happening on a day-to-day basis.

Dr Rajeshree

Dutta Kumar,

Vice President Strategies

and Alliances,

Mosaic

Network, India

Twenty five per-

cent of the popu-

lation of India

is still illiterate.

Only 15 percent

of Indian students actually go to high school. Out of those

15 percent, only seven percent are able to make it to the grad-

uate level. Population is not a challenge for us; it is an op-

portunity. Even though about 3.5 lakh engineering students

graduate in our country every year, we are unable to optimise

on the existing talent pool that we have

Documents

State Education Summit 2012 MP