W W W.B WEDUCATION.COM B W EDUCATION J U N E - J U LY 2024 101 that this is an intense experience and not a course. How does this gap year programme set itself apart from some other organisations providing such programmes? Most of the programmes are short, centred on one region of the world and are not educationally weighty. At Baret, we have created a global gap year programme that covers seven key regions of the world. We consider it a fifth year of college as if you had a master's in international affairs before your bachelor's. What went behind designing such an extensive gap year programmw in contemporary times? In the old days, knowing your country was enough. It isn't anymore. To be culturally literate today, one must holistically see the world. When that happens, one is going to be better at their work, college education and life due to being exposed to all the key cultures of the world. This is an expensive programme. Tuition stands at $64,500, Fee at $30,000. Will it be really worth the price for the enrolling participants. And this is an elite price point; how are we ensuring participants from diverse economic background being able to participate? This programme costs what a fifth year of college at a leading US university would cost. In terms of how a parent or a student justifies that, it ensures they get the most out of their college experience. This programme ensures that their first year is good and they get the most out of their college experience. They sit beside fellow students who bring different perspectives and are more competitive. On how we represent all spectrums, we have $2.5 million in scholarship funds that we spread across the world to recruit students from different economic situations, similar to the way colleges and universities do. What is it that you are gauging in the applicants while selecting the final participants for this programme? They should be genuinely excited about the programme and understand why it is important. We are looking for students who will bring something to this one-year experience. We want a cohort with many skills, ranging from technology, music, art, or film. We also look for responsible students. This is a long journey with many different cultures. How are universities seeing such gap year programmes? I'm going to give you an important data point. A few days ago, Harvard University sent out its acceptance letters. In those acceptance letters to their students, they encouraged a gap year. The point is that Harvard knows students do better in their college experience if they take a gap year. In some parts of the world, gap years are viewed for students who didn't do well. This programme is not about that. It's for the best students to do even better. And it has a long tradition. In the 1600s, in Europe, you were not viewed as having completed your education until you did something called the Grand Tour, which was to visit the capitals of European countries. This programme is a modernised Grand Tour that goes far beyond Europe. Tell us about the team of the 15 accomplished professionals - About their background, how were they selected and how crucial will be their mentoring. A fellow is 10 to 15 years older than the student, and each comes from a specialised field. Think of these fellows in an Oxford or Cambridge setting as tutors working with the students across the year. They each have 12 students that they watch over, and then each month, they do a fellowship of 10 days in their specialities in each region. New Delhi will be the base city for the participants for some days. Tell us about India’s significance in this entire programme and what’s in store for the participants in the India leg. A student cannot be culturally literate today without an understanding of India. It's the largest country in terms of population, having just passed China. It's one of the fastest-growing economies in the world. It is a massive part of the future of the next century. And a student who doesn't know India does not know the world. There was no way we could do this without being in India. We chose Delhi because it's the centre of government, has enormous cultural institutions, and is a crucial place. When this course ends in May 2025, what are some of things that the students will be taking with them as they enter their next phase of career? There are a couple of things that I see. One, they will go into their college experience, not stumbling into it but with a plan to get the most out of it. Two, they'll have an incredibly new set of friends from around the world and friendships. The longest friendships often occur when someone is involved in an intense experience. Three, they will have something on their CV for life. Fourth, they're going to understand the world even better.
102 B W EDUCATION J U N E - J U LY 2024 W W W.B WEDUCATION.COM GLOBAL INSIGHTS Rekha Singh By Mayank Badhwar Can you brief us about Zuhaus. How did it start? What’s the Idea behind it and what services do you offer? The seeds of Zuhaus Deutschland were sown in 2021, when my children were preparing to move to Germany for their education. While looking for housing, they almost got scammed through one of the social media groups. A few months later, 30 minutes into a Deutsche Bahn ride from Frankfurt to Munich, I overheard a group of excited youngsters who seemed to have recently arrived in Germany, discussing various challenges they faced before and after they got here. It was a diverse group of students, who had recently come into work. Their conversations moved to housing scams and educational counsellors who charged hefty fees for information that I knew was freely available. An hour later, a young couple sitting nearby shared their story with us, of how they got scammed of their housing deposit even before they arrived in Germany. REKHA SINGH, Founder, Zuhaus Deutschland, shares her vision for creating a secure and supportive ecosystem for expats in Germany. She dives into the challenges faced by newcomers, the unique features of Zuhaus Deutschland and valuable advice for students and young professionals navigating life in Germany Empowering Expats Success I continued to explore these issues during subsequent trips to Germany through longitudinal research among the target groups which revealed many more insights about the challenges faced by expats in Germany. Before I knew, I was well entrenched into what seemed like a coming together of my experiences over the years, to build something impactful. A PhD in wellbeing studies, insights from my own expat years working with various nationalities and my experiences as a coach for expat children all came together to help sow the seeds for the ‘Germination’ of the Zuhaus Deutschland Ecosystem. Zuhaus Deutschland is Germany’s first ML-based integrated expat ecosystem with cyber crime prevention. It is a collaboration between an international social-media community in Germany and an Indian solutions provider to create a first-of -its-kind expat ecosystem. Zuhaus Deutschland is large growing community of Germans and expats, that has over 25,000 members, from 115 countries and exists across 23 cities in Germany. What sets Zuhaus apart from traditional educational counsellors and housing agents in terms of providing assistance to expats navigating life in Germany? The industry catering to expats is largely fragmented with different service providers consisting of relocation agents, housing agents, housing platforms, immigration agents, education counsellors, insurance agents, financial companies and many more. This leaves expats running from pillar to post looking for the services they need like some inadequate, some overpriced and many in German. At Zuhaus Deutschland, we help you cut through the noise and direct you to trusted information sources. Can you elaborate on the specific features of Zuhaus that make it a secure and reliable platform for students and
W W W.B WEDUCATION.COM B W EDUCATION J U N E - J U LY 2024 103 young professionals relocating to Germany? So much time, effort and resources go into moving to a new country - physical relocation, issues of social and emotional acclimatisation, cultural shocks, language barriers, bureaucratic hurdles. Those who do manage to overcome the teething troubles, find themselves alone and lonely in a country where language poses a huge social and cultural barrier. Imagine this, with a very real and menacing housing scammers network in Germany that has financially and mentally impacted the search efforts of thousands of expats and you begin to get a picture of the complex maze staring at the young expat. This hinders performance at work or education and is detrimental to the purpose of both the individual and the country that wishes to open to and embrace youth migration. This is where Zuhaus Deutschland steps in, for collaboration, support and search. Verification lies at the heart of both the community and web-platform providing a secure exchange environment for all. With over 25,000 members spanning 23 cities in Germany, how does Zuhaus maintain a sense of community and ensure valuable connections among its diverse user base? The Zuhaus Deutschland city networks across Germany are amazing, they provide a safe and collaborative environment for students and professionals to come together and look for housing and get real-time information on various issues. An important aspect of the Zuhaus community is that the members do not just leave the group after they find a home or solve their issue, they stay back in the community and help others. Older members call out scammers and those who have attempted to scam them before. It is a close-knit community of professionals and students. What are the key features of education in Germany and what sets it apart from other systems globally? Additionally, what factors should students consider when applying to educational institutions in Germany? Germany provides high quality education and a wide range of professional programmes at very affordable costs and often free in the public universities. Both public and private universities offer excellent infrastructure, great education and a wide range of research programmes. Application process, eligibility and language requirements are key to your planning process. It may involve applying to Uni through Uni-assist and APS for students from India, Vietnam and China. Additionally, you need to gauge if you can directly apply to UG courses post your current education. Else, you may need to apply to German universities after the first year at a college in your country or attend a Studienkolleg.
NEXGEN EDU SUMMIT 2024 104 B W EDUCATION J U N E - J U LY 2024 W W W.B WEDUCATION.COM By Team BW Education Eminent educationists discuss threadbare the road ahead for education as disruptive technologies transform K12 and higher education; suggest ways for learning experiences geared for 21st Century society Confluence Of Ideas At BW Education NexGen Edu Summit A t a day-long NexGen Edu Summit organised by BW Education in Bengaluru on April 29, eminent educationists, policy makers, university honchos and edtech service providers got an opportunity to brainstorm on innovative practices to make education relevant for 21st Century economy and society, and on the most impactful means to imbibe AI in teaching-learning process. The event saw several keynote addresses and thematic sessions. KEYNOTE ADDRESSES TG Sitharam, Chairman, All India Council of Technical Education (AICTE), touched upon several themes that need to be addressed in education. He stressed upon redefining the success of a student beyond the marks. There should be amplification of students’ experiential learning. And also, academic bodies need to bring changes to make the system more flexible for students. “The curriculum should be designed in a pragmatic way to make their learning process full of fun,” he said The curriculum should be designed in a pragmatic way to make their learning process full of fun TG Sitharam As India is on its way to becoming a developed country, Sitharam pointed out the significance of higher education and said it needs to be escalated in numbers as we are growing constantly. Citing numbers, he also shed light on the contribution of technical graduates from India to big tech firms globally. Anil Sahasrabudhe, Chairman, of the National Assessment and Accreditation Council (NAAC), said India is standing at the threshold of presenting more won
NEXGEN EDU SUMMIT 2024 W W W.B WEDUCATION.COM B W EDUCATION J U N E - J U LY 2024 105 ders to the world, and education is an apt way to do that. Talking about the vision of the Indian education sector in the next 25 years, he said, “Indian education system has five pillars that are equity, quality, accountability, affordability and excellence.” He highlighted the significance of artificial intelligence in today’s era but also mentioned that AI will never be able to overshadow human intelligence, and therefore education plays its role in helping humans reach their excellence. As far as education is concerned, Sahasrabudhe stressed strengthening the foundation of learning for a brighter future for students. He defined the National Education Policy (NEP 2020) as a revolutionary step that has brought changes that the sector has been awaiting for a long; He highlighted it is more scientific and helps to groom children’s overall personalities. Sahasrabudhe also stressed the importance of learning in the mother tongue and informed that AICTE has made a tool ‘Anuvadini’ that removes the language barrier that exists in education effortlessly. Taking the discussion further, SR Niranjana, Vice Chairman, Karnataka State Higher Education Council, shared many policies and programmes run by the state government to escalate the quality of education provided. Niranjana shared the state government’s plan to concentrate more on higher education. Niranjana informed that 32 public universities have been established, and in total states have 94 universities which are all doing well as per the statistics. He added that Karnataka is also keen on promoting skill development courses with the help of Karnataka skill development programmes. He also touched upon the issue of communication among the students that his council is addressing through a number of collaborations. Another area that the Karnataka State Higher Education Council is focusing on is the teacher training programme. As Internationalisation is one of the provisions rolled out by NEP 2020, Niranjana informed that KSHEC has signed 11 MoUs in that direction. Vinesh Menon, Co-Chair, of the CII National Education Committee & CEO of Ampersand Group, focusing on K-12 education, described the overwhelming changes coming in the Indian education ambit. Menon also recounted the prestigious history of the Indian education system that shaped it into what it is today; right from mentioning the Vedic education and the Nalanda University, he also touched upon the three education policies formulated after independence in the country. Menon called the Covid period an era of adaptability in which teachers and students embraced it commendably. He also mentioned how the pressure started mounting on parents and school staff during that period in terms of fee structure and efficient deliverance of services. He also highlighted another major change that came in our country during the pandemic - an increase in investment in the education sector which eventually changed the form of the whole sector to an extent. In a transition era, the Indian education sector is going to serve the next generation. Muddu Vinay, Pro VC, ICFAI Foundation for Higher Education, Bengaluru took the discussion to the education institutions of Tier 2, and 3 cities which require guidance to perform efficiently in the future. Vinay shared three pointers that these Tier 2 and 3 institutions need to approach - industry, academics and skills. He said that if Tiers 2 &3 embrace skill-based education which is also the great in demand for the industry, they will excel. Vinay added, “Knowledge is the basis of action, action leads to achievement which eventually turns into fulfilment.” Muddu Vinay Vinesh Menon SR Niranjana Anil Sahasrabudhe
NEXGEN EDU SUMMIT 2024 106 B W EDUCATION J U N E - J U LY 2024 W W W.B WEDUCATION.COM I n the session on ‘Advancing Higher Education – Curriculum to Careers’, directors of management institutes across India advocated for a comprehensive revamp of the curriculum to align it with the evolving needs of the job market. Rishikesha T Krishnan, Director, IIM Bangalore, emphasised the importance of incorporating industry trends into education, citing insights gained from discussions with top CEOs. Key focal points identified include digitalisation, data analytics and environmental, social and governance (ESG) principles. Prafulla Y Agnihotri, Director, IIM Sirmaur, described the stress faced by students during placement process. He said that there is a need for a balanced approach that combines industry relevance with academic knowledge and fosters the right attitudes for success. Annapurni Subramaniam, Director, Indian Institute of Astrophysics, underscored the importance of fundamental science in cultivating critical thinking and problem-solving skills among students. Rajeev Kumra, Director, TA Pai Management Institute, Manipal, drew attention to the statistics regarding graduate employability in India. He emphasised the demand for graduates with diverse skill sets, including analytical, creative and technological proficiencies, as outlined in reports by McKinsey and Deloitte. Atish Chattopadhyay, Director, Jagdish Sheth School of Management (JAGSoM), advocated for a societal reevaluation of the return on investment (RoI) in education, particularly in fields like basic sciences and medicine. Manisha Singh, Dean - Academics, ICFAI Foundation for Higher Education, highlighted the importance of a robust curriculum aligned with industry requirements, incorporating various skill-building interventions and immersive learning experiences. Similarly, Manasa Nagabhushanam, Director - Academics Research Administration, Ramaiah Institute of Management (MSRIM), stressed the need for a thorough overhaul of existing curricula to ensure relevance and effectiveness in preparing students for the dynamic job market. SESSION-1 Curriculum Overhaul To Meet Industry Demands
NEXGEN EDU SUMMIT 2024 W W W.B WEDUCATION.COM B W EDUCATION J U N E - J U LY 2024 107 I n the session on this theme, prominent panellists from various universities highlighted the imperative need for visionary leadership and technological integration to transform the educational landscape. YSR Murthy, Vice Chancellor, RV University, set the tone by stressing the importance of extensive vision in university leadership. "University leaders should have an extensive vision, integrating technology into all aspects of education, from admissions to assessments and research." Abhay G Chebbi, Pro Chancellor, Alliance University, said, "Academic leaders should possess both academic experience and technological know-how, as technology can greatly aid educational institutions," He further emphasised the importance of developing communication, critical thinking and collaborative skills among students to meet the demands of the future workforce. Dayanand Agsar, Vice Chancellor, Gulbarga University, said, "There is a need to redefine the idea of student success and personalise learning. Students should be offered a flexible curriculum that caters to their interests." Agsar highlighted the necessity for educational institutions to adapt to the individual needs of students. M Venkateshwarlu, Vice Chancellor, Tumkur University, Tumakuru, addressed the disparity in education quality between rural and urban areas and underlined the transformative potential of technology in facilitating new teaching methods and narrowing the rural-urban learning gap. Ajitesh Basani, Executive Director, Acharya Bangalore Business School, emphasised the institute’s long-term goal of digitising a significant portion of the curriculum and highlighted the potential of technology to enhance education in subjects where direct teacher intervention may not be necessary. BD Kumbar, Vice Chancellor, Davangere University, shed light on the technological disparities between rural and metro universities and emphasised the urgent need for computer literacy and digital access in rural universities to bridge the gap in information accessibility between rural and urban areas. SESSION-2 Curriculum Overhaul To Meet Industry Demands Leadership & Technology In Education
NEXGEN EDU SUMMIT 2024 108 B W EDUCATION J U N E - J U LY 2024 W W W.B WEDUCATION.COM “Schools are a part of the learning ecosystem. The deeper learning requires appropriate utilisation of tools. The pace of the change is so fast that it's important to personalise and differentiate learning and the kind of tools which are needed for that,” said Yogesh Dhingra, Founder and Managing Director, CourseLeap Education and Former Head - Math and Director - Academics, Dhirubhai Ambani International School Mumbai. She was speaking during the session titled In the session titled ‘How Are Edtech Transforming The Indian Education Systems’. Expressing the apprehensions about the technological advancement, Dhirendra Singh, Principal, Birla School, Pilani, shared, “We have to train our teachers about the utilisation of AI. AI can easily pass the current assessment test, so our teachers have to cross that threshold now and they have to put themselves at a much higher level.” "Teachers are the fundamental pillars in the education system and their empowerment as a leader is a deciding factor in children’s education growth,” stated Smita Chaturvedi, Vice Principal, The Scindia School Gwalior. Sudhir Kukreja, Co-founder, Credence International Schools, Mumbai, described how the initial scepticism around AI has been mitigated and its beneficial impact widely accepted. “The pandemic changed the school from merely an institution of imparting knowledge to an institution of skill set. During the pandemic most of the schools focussed on empowering teachers. The schools overcame the crisis swiftly and became seamless within a fortnight,” said Shylaja Menon, Principal, The Shri Ram Universal School, Bengaluru. MG Jacob, Director and Principal, Tashi Namgyal Academy, also emphasised the pivotal role of pandemic in the education infrastructure and said, “Covid has compelled us to adapt advanced technologies and boosted edtech companies. The assessment system and its design also improved with the pandemic.” SESSION-3 Curriculum Overhaul To Meet Industry Demands: Teacher’s Empowerment In Education Ecosystem
NEXGEN EDU SUMMIT 2024 W W W.B WEDUCATION.COM B W EDUCATION J U N E - J U LY 2024 109 I n this session, Mamata N Rao, Dean, National Institute of Design (NID), Bengaluru Campus, discussed innovative educational formats to bridge academia and industry. She outlined three key formats: classroom projects aligned with industry needs, graduation projects collaborating with industry and diverse student admissions for comprehensive learning. Additionally, soft skills are honed through semester-end juries, fostering well-rounded education. GL Sivakumar Babu, Chairman, Centre for Continuing Education (CCE), Indian Institute of Science, Bengaluru, emphasised the need to anticipate future needs. He advocated for skill development programmes, particularly in digital literacy, crucial in the post-Covid era. Narayani Ramachandran, Director, SVKM’s Narsee Monjee Institute of Management, Bangalore, emphasised the institute’s close collaboration with industry, boasting a stellar placement record. SESSION-4 Integrating Skill Industry, Academia Connects And Employability
NEXGEN EDU SUMMIT 2024 110 B W EDUCATION J U N E - J U LY 2024 W W W.B WEDUCATION.COM I n the Session on AI in Education, Ajit Sabnis, Director, AuroSchools, discussed the need for discretion in utilising AI tools, and age-appropriate introduction of AI, avoiding premature pressure on children's cognitive development. He underscored the necessity of fostering cognitive faculties like observation, reasoning and imagination alongside AI integration. Veda Bysani, Vice President - Academics, Orchids The International School, Bengaluru, also emphasised careful implementation of AI, focussing on leveraging its capabilities while retaining critical thinking skills among humans. Alice Abraham, President, The Impact Group of Institutions, emphasised the potential of AI to personalise learning by identifying and addressing individual differences in students, something often challenging for teachers in traditional classrooms. She suggested that AI, through machine learning, can leverage vast amounts of data more efficiently than humans, enhancing decision-making and personalisation. Malini M Dutta, Principal, BGS National Public School, advocated for transparency, accountability and clear guidelines on AI usage to mitigate vulnerabilities. Dutta quantified the integration of AI into the curriculum, proposing that it should currently constitute over 26 per cent and potentially increase to 46 per cent by 2040. SESSION-5 Curriculum Overhaul To Meet Industry Demands Future Of Education: AI-infused Curriculum
NEXGEN EDU SUMMIT 2024 W W W.B WEDUCATION.COM B W EDUCATION J U N E - J U LY 2024 111 S atish Kumar Sharma, President - Sales & Marketing, Featherlite, discussed the evolution of learning environments in educational settings, stressing on the importance of creating conducive environments for learning and interaction. Sharma mentioned Featherlite's role in providing ergonomic products to enhance these environments. R aj Mruthyunjayappa, Chairman and CEO, Talisma, shared insights on the intersection of technology and education. Drawing from his extensive experience spanning 28 years in the field of education technology, Mruthyunjayappa reflected on the ever-evolving nature of educational challenges and the innovative solutions required to address them. He divulged that only 12 per cent students are ready for employment after completing a three-year degree programme. At the same time, there are 5 crore listed job opportunities in India. This means students are struggling to secure employment despite the availability of job openings. He highlighted that Talisma embarked on a data-driven journey, leveraging AI and language models to analyse crores of job postings. Their AI system built a comprehensive skill database, mapping the required skills for various job roles against the skills imparted by educational institutions. By identifying the skill gaps, Talisma aims to bridge the divide between academia and industry. Mruthyunjayappa also described the institute’s flagship product, ‘Jeevika’ ('livelihood'), a personalised employment pathway solution. The supporting partner for the event was Government of Karnataka, the presenting partner was ICFAI Foundation for Higher Education, and the University partners were Alliance University and RV University. B-school partners were TA Pai Management Institute, Jagdish Sheth School of Management and Ramaiah Institute of Management. Education partners were Acharya Bangalore Business School, VIBGYOR Group of Schools, Ampersand and The Shri Ram Universal School, Bengaluru, while the Associate partner was Talisma. The event partners were Joy Travels, Fandrum, Beanly, Reality+, efm, IWMBuzz, Impact and Pitch. Standalone Address 1 - Evolution Of Learning Environments Standalone Address 2 Unlocking Employment Pathways
112 B W EDUCATION J U N E - J U LY 2024 W W W.B WEDUCATION.COM By Meha Mathur and Musharrat Shahin PERSPECTIVES Vinesh Menon, Co Chair, CII National Education Committee and CEO – Human Development & Social Impact, Ampersand Group, highlights the CII’s pivotal role in fostering collaboration in driving positive changes in K-12 education “OUR GOAL IS TO DRIVE IMPACTFUL EDUCATIONAL CHANGES”
W W W.B WEDUCATION.COM B W EDUCATION J U N E - J U LY 2024 113 T he Confederation of Indian Industries, through its National Education Committee, plays a significant role in policy recommendations in higher education and K-12 level, accreditations and in facilitating upgradations in education at both levels. In an interview to BW Education, Vinesh Menon, co chair of the committee, describes the current focus areas. Edited Excerpts: What initiatives is CII undertaking to enhance K–12 education and how are they facilitating positive changes in this sector? The CII, being a confederation representing various sectors of Indian industry, is now directing its attention towards K–12 education, given its current importance. We aim to establish ourselves as a central platform where key stakeholders converge to strategise collective actions for educational improvement. Our focus extends beyond just schools; we are engaging academia, service providers, government bodies & industry players to collectively address challenges and implement initiatives effectively. Take, for instance, the National Education Policy (NEP); we are working on ensuring its effective implementation across all schools, including those in tier 2, tier 3 and tier 4 regions. This entails navigating regulatory requireWhat specific hurdles do you identify within the landscape of K–12 education? The challenges we face are deeply rooted in the diversity of our country. With 1.5 million schools and approximately 250 million children spread across numerous cities and districts of India, achieving a standardised rollout process for everyone poses a significant difficulty. The sheer diversity of India presents a formidable challenge. Furthermore, there are hurdles associated with the implementation of technology, particularly regarding its deployment predominantly in urban areas. Additionally, a pressing challenge lies in the integration of government schools into the mainstream education system. The sheer volume of government schools necessitates a more expedited approach to bring them up to par with other educational institutions. ments and advocating for necessary policy changes. What notable changes are occurring within the sphere of K–12 education from your perspective? The pace of change in our current environment is remarkable, with developments unfolding practically every day. There are significant disparities between the periods before and after the Covid-19 pandemic, as well as before and after the implementation of the National Education Policy (NEP). These shifts have brought about substantial transformations in various aspects of our lives, particularly in the realm of education. The challenges, opportunities and approaches to education have evolved significantly in response to these defining events, shaping the way we perceive and navigate through educational landscapes. With 1.5 million schools and approximately 250 million children spread across numerous cities and districts of India, achieving a standardised rollout process for everyone poses a significant difficulty
114 B W EDUCATION J U N E - J U LY 2024 W W W.B WEDUCATION.COM By Meha Mathur and Shruti Tripathi PERSPECTIVES Rajeev Kumra, Director, TA Pai Management Institute, Manipal, discusses the institute's initiatives to enhance research and innovation in management education and also highlights the need for business schools in India to prioritise work-life balance Elevating Research & Innovation In Business Education With a growing number of business schools in the country, challenges have intensified for each one of them to stay ahead of each other in terms of curriculum, facilities and placement. TA Pai Management Institute works constantly and consciously to provide the best management education output. Rajeev Kumra, Director, TA Pai Management Institute, Manipal, recently spoke to BW Education on these aspects. Excerpts: How is TA Pai Management Institute catering research and innovation? Our business school contributes to the industry at the forefront of knowledge and innovation. In our institute, we have taken conscious steps to not only increase the quantity but also the quality of the research output. And that is why our focus has been on the policy level and operation level. At the policy level, we have created research tracks wherein faculty are supposed to teach only 90 hours and up to 60 hours in a year, allowing them to focus on publishing in star journals and FT journals, thus elevating research quality. But most importantly, unlike many other business schools, we are not dividing the incentive and henceforth, the faculty ends up getting a very lucrative incentive. We give seed money to the faculties to undertake research and also hire research associates. At the same time, we sponsor them for any international & national seminars and workshops to develop themselves. We as a business school have research verticals and also a research and publication committee, which meets every month to discuss the seminars and provide hand-holding of the faculties. We are very consciously and aggressively recruiting across various items of fresh PhDs because we have to look at the capability of the faculty. We are also leading
W W W.B WEDUCATION.COM B W EDUCATION J U N E - J U LY 2024 115 a cross-collaboration research involving other departments of the university. Which are the interdisciplinary programmes offered at Manipal Academy of Higher Education (MAHE)? We are fortunate as a school to be part of the extensive Manipal group and MAHE, which encompasses various institutions. Our university boasts multiple constituent units, including Kasturba Medical College (KMC), the Manipal Institute of Technology (MIT), as well as departments in architecture, humanities, commerce and hospitality management. Within our school, we have a dedicated research coordinator who collaborates across different departments. This collaboration occurs at multiple levels, starting from leadership down to individual courses and research endeavours. Faculty from hospitality management contribute their expertise in service marketing, further enhancing our understanding in this domain. This collaborative approach extends to research endeavours, facilitating cross-disciplinary projects. Overall, we have cultivated a culture that promotes cross-disciplinary research, fostering innovation and collaboration across various fields. How are the campuses analysing the need for AI and advanced technology for both students and faculty? AI is not just a passing trend but the future of technology, whether we embrace it or not. It's crucial to acknowledge the impact of AI and ML, as highlighted by Deloitte's research indicating that 54 per cent of graduates encounter AI-related requirements in job applications. Industries across the board are adapting, evident in recruiters' use of AI for applicant profiling. Given this widespread integration of AI, educational institutions like ours must fully incorporate it into our curricula. We are approaching this at multiple levels, starting with strategic planning where AI becomes integral to every course. It's essential to view AI as a facilitator rather than a competitor. In our institute, we run a programme ‘Summer’, in which multiple courses are floated by various departments at Rs 350 for three-months, both online and offline. These courses help the faculty pick up the newest technologies possible. How are aspirations of students changing and how is it reflected during the placements? Aspirations among students are undergoing a significant transformation, particularly with the influence of Gen Z and millennials. Their preferences differ markedly from previous generations; while we sought stability and long-term commitments from companies, they approached recruitment with different priorities. Beyond salary, they seek considerations such as work-life balance, available leave, company culture, amenities and additional perks. What would you say about the current international rankings? And how would you explain India's slightly low performance? In the FT and QS rankings, only a few Indian B-schools manage to break into the top 50. One major reason for this is the criteria used in these rankings, which often prioritises factors less favourable to India due to its vast population compared to smaller countries like Qatar. Internationalisation holds significant weight in these rankings, likely because they originated in Western contexts where international diversity is more prevalent. To address this challenge, many Indian universities are undertaking strategic initiatives to enhance their international profiles. AI is not just a passing trend but the future of technology, whether we embrace it or not. It's crucial to acknowledge the impact of AI and ML
116 B W EDUCATION MAY-JUNE 2024 W W W.B WEDUCATION.COM What would you say about the impetus being given to pure sciences in the country? Right now, we do need to invest more in education in pure sciences and basic sciences, because that gives us a foundation for anything to do. So that also helps us to ask daring questions and also to find out what is of interest to us and take it forward. If we talk about STEM education (science, technology, engineering, mathematics) and if we want to use all of this in project mode, we need management. And if we want to look at even collaboration between nations, we need an international collaboration, with rules and legal experts. So it gives us a purpose. It helps us identify - where we want to go, what we want to do and why we want to do. So anything we want to do - banking or finance - it requires an analytical mind. STEM education gives strength and resilience. So funding and supporting basic education is extremely important. Typically, students have been taking up sciences at the school level. That has been the preferred option. But would you say that the student base that comes out of our schooling is ready for the kind of pure sciences courses that higher education offers? And what is their attitude towards sciences? If we look at the Indian education system, the curriculum is quite heavy in the lower classes. And if we look at the US education system, it's slightly the opposite because they are lighter earlier and become heavy later. But we are heavily loaded in the front. This has two implications. One, people who can do it can actually barge ahead and do a lot of things. But then people By Meha Mathur and Upasana PERSPECTIVES GIVES US PURPOSE ANNAPURNI SUBRAMANIAM, Director, Indian Institute of Astrophysics, believes that the present generation is enthusiastic about pursuing research in the science stream and is very conscious about ethics and plagiarism rules. She recently spoke to BW Education on the research interest of students in science & the current scenario in the country and the role of NEP in the field of research. Edited excerpts:
W W W.B WEDUCATION.COM B W EDUCATION MARCH - APRIL 2024 117 who take time to understand and move ahead, slow down. That's one aspect. But if the students in general have an aptitude to do science, engineering, etc, they can forge ahead. And if we look at the current young students who are coming out, they're highly skilled, able to take new techniques, new technologies and new programming skills. Whatever skills or toolkits are needed for addressing the science questions, they're ready to do it. What we are lacking right now is the writing skill that would enable the students to write a paper. Even though, we now have even undergraduate students producing research papers. Previously, 10 years ago, it was not heard of - undergrad-level students writing research papers. If we invest in it, it will really be beneficial. And the quality of research which has been carried out in the country will also actually move up quite a bit. Are students aware and conversant about the plagiarism rules that exist? There are a lot of courses on ethics and the way we talk about ethics has also changed over a timescale. I am a chief editor in the astronomy journal of the country - Journal of Astrophysics and Astronomy. I see that the authors have become more and more aware of what plagiarism is and how it can be avoided. And there are tools that can tell us that there is plagiarism. Previously, students didn't know how much is allowed (when quoting from another source). Now the software is available so students can check it themselves. Even basic small projects or even short-term internship projects are tested for plagiarism. How will NEP make a difference in the research arena? This mode of starting to do things at an earlier stage, like research at an earlier stage and allowing students’ credits not to be frozen into a particular programme, the agility and transferring students’ credits from one course to the other, can actually benefit them a lot, because there may be some questions which cannot be solved by the existing framework. These have to be solved only by a kind of disruptive model. And the disruption can take place by someone coming into the scene and saying - hello, I think I saw this somewhere else. This is something similar. I can solve it. What is your advice to those interested in research? The number of young students keen to do research in the very early phase of their career is increasing. They all want to do a summer internship or programme and convert that small project into a paper. That aspiration is increasing. But they need to figure out what is doable and plan & execute it properly. STEM education gives strength and resilience. So funding and supporting basic education is extremely important. Basic sciences is very important
118 B W EDUCATION J U N E - J U LY 2024 W W W.B WEDUCATION.COM By Meha Mathur PERSPECTIVES Atish Chattopadhyay, Director, Jagdish Sheth School of Management, Bengaluru, shares what sets the institute apart from other B-schools J agdish Sheth School of Management (JAGSoM), Bengaluru, started as Institute of Finance and International Management (IFIM) in 1995 and was rechristened in 2020. Located in lush green environs of Electronic City of Bengaluru, at the back of Infosys, it is led by the visionary management educationist Atish Chattopadhyay. Earlier the director of IMT Ghaziabad, Chattopadhyay describes some revolutionary steps that the institute has taken on the curriculum front to groom students to be successful professionals. Excerpts: Can you describe the institute’s origin as IFIM and its journey, including the struggle to establish its credentials? IFIM was founded in the mid-Nineties by VB Padode, the founder of Dal Street Investment Journal (DSIJ), hailing from Siddhi in Maharashtra, who had himself initially struggled in the student days for want of funds. He approached his father’s employer for funds, who extended help. Padode went on to become Indian Revenue Service officer and commissioner of Income Tax in Mumbai. This was the time when Indian economy was just opening up in the Eighties and he quit the service to start DSIJ. Despite the liberalisation in the Nineties, the stock market was still run on traditional “SHIFT FROM FUNCTIONAL TO ROLE-BASED PREPAREDNESS”
W W W.B WEDUCATION.COM B W EDUCATION J U N E - J U LY 2024 119 lines. Padode wanted to professionalise this sector. He also felt the need to start a dedicated institute, specialising in finance. The institute started from a rented premises in Maharashtra but as per AICTE requirement to have own campus in order to get AICTE approval, it took up land in the Electronic City, Bengaluru, when it was coming up. It was under Padode’s son Sanjay Padode’s aegis that the institute’s next phase of growth started, around 2010. The institute has not only got an ISO certification, it became the sixth institute in India to have AACSB (Association to Advance Collegiate Schools of Business, a US accrediting body) accreditation. What did it take to get the accreditation? The first factor is the vision - to nurture holistic, socially responsible and continuously employable professionals and strategy. The second factor is aligning the curriculum and delivery to the vision, which includes getting the right faculty. The third factor is impact. What you promise, you have to deliver. That is how the accreditation happened. That was the point at which I joined. How has the institute established its standing? We focussed on doing ‘learner potential multiplier’. We take on learners and through our interventions, make them successful. This is not required in top institutes, who already get the cream. This is the difference between top institutes and us. After two years, we participated in the QS rankings and we came within top 100 in marketing and in finance & analytics. Like Vivekananda became a Swami after his Chicago address, we had to arrive from abroad. This is how we jumped from 48 to 26 in Indian rankings too. In terms of learner success, we are now at 14 and in future orientation, we are in top 10. The transformation that happened was shifting from functional preparedness to role-based preparedness. For example, you study marketing, but you prepare for a role. We also need people in 10 to 12 lakh bracket who will do sales and analytics jobs. Not everybody will be a strategy person; there are people who will be working on the ground too. The institute was renamed Jagdish Sheth School of Management on the name of Padma Bhushan Awardee and eminent author, to create a new identity. We have global faculty and curriculum which is internationally acclaimed. International accreditation and the new name is reflective of a global mindset. The country needs far more good institutions and the key to have that is to have good people and good leadership. My grandfather, father and other family members have shown me the path, by being part of institutes as they were being built up from scratch. When I joined, I realised we won’t get the same quality of input, as 99 percentile students go to top IIMs. Also, there is the concept of ‘return on investment’ (ROI), whereas ROI as starting package is a wrong indicator. A passout from a top B-school can earn lakhs since day one, whereas a postgraduate from AIIMS gets Rs 80,000 a month. I also realised that whatever we do, our effort won’t be recognised and therefore I decided to take a break from Indian rankings in 2018. We created a curriculum along with National Human Resource Development Network (NHRDN). We surveyed what are the industry needs and found out 10 needs, based on which we framed our curriculum. It is aimed at nurturing students to become T shaped professionals. There are foundational skills, social skills and design thinking required for everybody. And of course, you do marketing, finance etc. But then you focus on the career track. And we attracted very good faculty – PhDs from institutes like IIM Calcutta, Bangalore, SPJIMR, MDI and Stanford. We created a curriculum along with National Human Resource Development Network (NHRDN). It is aimed at nurturing students to become T shaped professionals
120 B W EDUCATION MAY-JUNE 2024 W W W.B WEDUCATION.COM By Meha Mathur and Musharrat Shahin PERSPECTIVES YSR Murthy, Vice Chancellor, RV University, Bengaluru, highlights key milestones of the university, strategies to build a strong academic team and ways to nurture students in the interdisciplinary ethos Y SR Murthy, a former civil servant, assumed office as the inaugural Vice-Chancellor of RV University, Bangalore, in August 2020. With a rich background in academia and governance, Murthy significantly contributed to the growth of OP Jindal Global University between 2009-2020 as part of its top leadership, steering it to international prominence. A distinguished scholar, he holds double Master’s degrees in statistics and human rights degrees, showcasing his influence and contributions to education and governance. Can you describe the process of building infrastructure, promoting the university, and any initial challenges encountered, while setting up this new university? We received regulatory approvals on June 16, 2021, establishing us as a state-private university under Karnataka legislation. Starting with three schools—Liberal Arts and Sciences, Economics, and Design—with 180 students, our journey has been exhilarating. Our parent-sponsoring body, Rashtreeya Sikshana Samithi Trust (RSST), has been supportive, driving our expansion. By the second year, 2022, we added Business and Computer Science and Engineering schools. In 2023, Law was introduced, followed by Film, Media, and Creative Arts, which will commence its programmes in August 2024. Currently, we boast seven interdisciplinary schools with 2,300 enrolled students, set to increase to nearly 4,000 in August 2024. Our growth has been rapid while maintaining academic rigour. With esteemed faculty leading our “We Encourage Students to Explore The Intersection Of Different Schools”
W W W.B WEDUCATION.COM B W EDUCATION MAY-JUNE 2024 121 schools, we've grown from eight-degree programs in 2021 to over 60 programmes in 2024. We have 170+ national and international partnerships spanning the US, UK, Europe, Africa, Asia, Latin America, and collaborations with industry affiliates, NGOs, think-tanks and government bodies. Our diverse student body hails from across India and the world including Nepal, Bangladesh, Sri Lanka, Southeast Asia, and the Gulf. Our parent body, with an 84-year legacy that started with humble beginnings by freedom fighter Pandit Sivananda Sarma in 1940, now boasts nearly 25 institutions and over 20,000 enrolled students, with over 300,000 graduates making an impact worldwide. How did the university manage to recruit high-quality faculty in such a short time? Previously, I served as a civil servant for 24 years in various capacities with the Government of India, including roles in the IAS and allied services. Transitioning to OP Jindal Global University in Sonipat, I joined as a founding faculty member, later becoming Registrar during my 11-year tenure. When entrusted to lead the university, my social and professional capital facilitated assembling an initial team aligned with our vision to be a worldclass, tech-driven institution for liberal education. Leveraging word-ofmouth and faculty referrals, we formed a cohesive and an outstanding team that worked wonders. How much emphasis does the university place on research and innovation? Are there any active incubation centres? From the outset, we adopted a teaching- and research-intensive model. Faculty members hold titles as assistant, associate, or professor, along with affiliations with our 22 research centres across various schools. We prioritise entrepreneurship and have incubation centres in our Business School and School of Computer Science and Engineering. Our thrust areas include artificial intelligence (AI). We've partnered with a California-based company to address US business challenges, fostering student innovation and potential startups. Additionally, we're establishing a Centre for Quantum Sciences, with a senior professor leading this initiative. Beyond these, our faculty members engage in research across various domains. How does the university teach new-age skills and enhance employability across various disciplines, including liberal arts? Our interdisciplinary university offers majors and minors in each school, allowing students to explore diverse interests. For example, students in the School of Liberal Arts and Sciences can pursue minors in Design, Computer Science, or Law or choose cross-listed electives in other schools. We encourage our students to explore the intersection of different schools, which blends skills from our film and design schools. Skill development is a priority. Courses cover life skills like success, leadership, and communication, supplemented by talks from successful leaders. We also focus on writing skills, opening up numerous career paths in industries like screenplay writing and technical content creation. As new students join in the coming months, what advice do you have for them to make the most of their time on campus? The future is unpredictable. While on campus, students should embrace continuous learning, nurturing creativity, problem-solving skills, and adaptability for lifelong success. Undergrad lays the foundation for higher studies, emphasizing how to learn rather than what to learn. Students should keep an open mind, transcend disciplinary boundaries, and pursue their passions wholeheartedly, while maintaining curiosity and striving for excellence in their chosen field. Our curriculum emphasises projectbased and experiential learning across disciplines, providing hands-on experience for students in fields like computer science, engineering, liberal arts, film, media, business, economics and design
122 B W EDUCATION J U N E - J U LY 2024 W W W.B WEDUCATION.COM What are the challenges in higher education ecosystem and how are private institutes building up their repertoire? If we look at the higher education landscape, there are both - public institutions and private institutions. In the public system - everything is dependent on government grants, all financial resources have to come from the government. Though within the institution, there is autonomy and a lot of things can be done. On the other hand, in a private educational system, there is lot of freedom, but that freedom and the governance depends on the leadership. So the leadership should have broad mindedness; the agenda should only be quality education. If one is running on a business model, it won't work. So, in public universities, there might not be financial constraints, but the mind set can be an issue. As you said institutions have freedom, can you describe how that freedom is used in devising the curriculum based on 21st century. What kind of thought process goes into revising the curriculum frequently because in government institutions that flexibility is not up to that extent? How do you go about that across disciplines? When it is an autonomous institution or a private university, there is complete freedom to develop curriculum. When the curriculum is developed, the main thing is how much effort is put into develBy Upasana PERSPECTIVES Manasa Nagabhushanam, Director - Academics Research Administration, Ramaiah Institute of Management, Bengaluru, in conversation with BW Education, delves into the depths of curriculum development and the freedom that higher education institutions enjoy in the process; she also shares her views about professors of practice and NEP SELF-LEARNING IS BEST LEARNING In a private educational system, there is lot of freedom, but that freedom and the governance depends on the leadership. So the leadership should have broadmindedness
W W W.B WEDUCATION.COM B W EDUCATION J U N E - J U LY 2024 123 op that kind of a curriculum. How the ecosystem is understood and the curriculum is developed is very critical. People who frame the curriculum are the leadership and at the ground level it is the professors who have to do. So professors should have a exposure to what is happening in the industry. They should be ready to learn from what is happening around. Understanding the industry and curriculum curation is a little longer process. So, if more time is dedicated for curriculum development, it can really serve the industry needs in terms of human resources for a relatively longer period of time. How seriously an institution takes up this curriculum development process is very critical. That would require the faculty members to actually spend time in the industry. Is that happening in the institutes? It is happening to some extent, not fully. We have professors of practice; it is one good option that we have. But about professors of practice, I have one apprehension that these industry people generally perceive academics as something which is a very easy job, as one can happily go and work in academics without wanting to take the pressure. But today academics is not without pressure. One has to work deeply. We have one whole and sole objective of creating the learners' experience. So if that learner experience is to be created, it is very critical that one has to be totally involved. One should be a passionate individual who wants to change people and the ecosystem. Such people can certainly make a difference. Do 'professors of practice' have the teaching acumen? What are their experiences in the class? Some of them are really good and pick up very fast. Because they have served the industry, they come with some kind of a passion. They learn and they want to give it back; they have that intention. They come out with new ways of doing things. That innovation is the key - new ways of making people learn. What have been the challenges in expanding the infrastructure and also switching gears post-Covid, with technology and NEP 2020 coming in? Today, there is an option that the whole course can be made agile and flexible. Post-Covid, the students' way of learning has changed. They prefer their own ways of doing it, rather than being very instructional, going into frontal method of teaching where the teacher stands on the dais and then lectures. They get agitated. Students’ feedback acts as a good mechanism for us to change many things. So, we collect a lot of feedback to change the system for the better. There is abundance of information and knowledge with students today. What is your take on it? Access to knowledge is good. Because self-learning is the best learning. Ultimately, faculty only acts as a guide. It is very good that we have a lot of information. But we should know what we have to take, how that has to be synthesised and how it will be useful in our life. We will have to develop individuals who can really think. Thinking is very critical. Credit system in NEP will help students go back after some kind of experience and then it will add value to what they are learning. Your views? NEP is almost developed on these lines. It has made learning much more flexible and easy but we are not pushing the students. Our system is still not equipped to handle this kind of a new system, because all of them, be it faculty or students, want to write one full examination. It will take some time for the mindset to change.
124 B W EDUCATION J U N E - J U LY 2024 W W W.B WEDUCATION.COM By 'Mayank Badhwar PERSPECTIVES Ajitesh Basani, Executive Director, Acharya Bangalore Business School, discusses the evolving landscape of management education and how the institute is preparing its students for the dynamic job market How do you see the landscape of management education evolving in the face of changing industry demands? Management education has a rich history, primarily rooted in case study methodologies pioneered by institutions like Howard. However, it's crucial to consider the context, especially regarding the participants. In countries like India, many MBA aspirants lack substantial work experience, which is traditionally seen as fundamental for contextual understanding in management education. Today, the landscape of management education is diverse, with thousands of B-schools in India alone, each with its own approach and philosophy. Some emphasise case studies, while others may not. What's evident is the integration of management education with various domains like arts, humanities and technology. This integration reflects a shift towards cross-disciplinary learning, challenging the traditional notion of a standardised MBA curriculum. The essence of management education lies in its flexibility and continuous evolution. There's no one-size-fits-all approach, as different institutions and educators experiment with diverse methods and philosophies. Innovation is key and experimentation is necessary for progress. What works for one school may not work for another, emphasising the importance of effective implementation alongside pedagogical strategies. How can management education be made more relevant and practical for students entering the workforce? I believe one of the most enduring questions in education is how aligned we are with the industry. It's a question that remains relevant no mat- "NO ONESIZE-FITS-ALL APPROACH IN B-SCHOOLS"
W W W.B WEDUCATION.COM B W EDUCATION J U N E - J U LY 2024 125 ter the era, as the core of management education lies in preparing students for real-world challenges. At Acharya Bangalore Business School, we constantly seek industry inputs and alumni feedback to refine our curriculum and approach. This iterative process occurs twice a year, ensuring our programmes stay current and effective. For me, experiential learning is paramount in management education. While theoretical knowledge is crucial, it's the practical application that truly prepares students for the complexities of the business world. We strive to strike a balance between theory and practice, offering opportunities for hands-on learning through live projects and onthe-job experiences. In today's fast-paced environment, it's essential to equip students with the skills that are in demand. That's why we focus on teaching immediate, industry-relevant skills such as advanced Excel and business analytics. By exposing students to a variety of industry tools and involving practitioners in their education, we provide them with invaluable real-world context and problem-solving abilities. Are there any specific technological advancements that you believe will have a significant impact on management education? In the midst of all this disruption, I often find myself pondering the relevance of what we're teaching. With automation on the rise and the field of analytics expanding rapidly, I sometimes wonder if our curriculum is keeping pace. We recently introduced a programme in business analytics under Bangalore University, known as MBA in Business Analytics. It's a pioneering course that combines both management and technology aspects. However, a solid grasp of statistics is essential to navigate through the analytics-focused portions, which constitute about 30 to 40 per cent of the course content. The remaining 60 per cent focuses on management concepts. Crafting this curriculum required a thorough understanding of where the baseline lies and what adjustments were needed to align with the demands of the evolving landscape. How does the MBA programme at Acharya Bangalore Business School prepare its students for the current Job market? Experiential learning is a big focus for us. One thing we've introduced in both our MBA and PGDM programmes is socially relevant projects, like our campus-to-community initiatives. These projects aim to sensitise students to broader social issues and encourage them to look beyond just profits, helping smaller entities solving their problems. It's all about starting that journey towards experiential learning early on. After that initial phase, our students dive into a lot of project-based work and internships. For example, our PGDM students undergo a four-and-a-halfmonth internship programme, which is quite intensive. We make sure they get practical exposure not just in the industry but also within the campus environment. We also organise conferences, workshops and bring in industry experts to share their knowledge directly with our students. These sessions are handson, with students working on real-time problems right then and there. How is ABBS adapting its curriculum and teaching methods to align with the NEP's focus on holistic development and critical thinking skills? Despite its release four years ago, holistic and multidisciplinary approach makes immediate implementation challenging. With India's higher education landscape being incredibly diverse, particularly at the grassroots level, it's not a simple task to pinpoint necessary changes and enact them swiftly. While the NEP doesn't prescribe specific alterations for management education, it encourages integrating disciplines such as psychology and humanities into business and management studies. I anticipate that the NEP will empower management education to experiment more with curriculum. However, the policy offers little in terms of specific implementation guidance, leaving much room for interpretation and adaptation at the institutional level. In countries like India, many MBA aspirants lack substantial work experience, which is traditionally seen as fundamental for contextual understanding in management education
126 B W EDUCATION J U N E - J U LY 2024 W W W.B WEDUCATION.COM By Meha Mathur and Barkha Rawat PERSPECTIVES Can you describe your educational journey and the factors that motivated you to pursue a career in teaching? I have a passion for teaching since three decades. Starting as a headmistress, with an academic background of MA, M Phil and PhD in education, I have been a passionate school leader since 1987. My journey has been an amazing one, with a unique degree of passion and nothing other than your enthusiasm as a leader would work. The terms ‘flipped classroom’ and ‘head heart and hands’ are oft-used now. How do you approach these two aspects of new-age education? Learning is the acquisition of knowledge and skills and the school aims to empower each child through an experiential curriculum that connects children with visual, auditory, kinesthetic and tactile approaches to teaching. Active learning possibilities are created in all classes, focusing on hand and mind training. Real-time experiences of learning are crucial for productive outcomes in children and a joyful environment is essential for learning, engaging children positively. From concept introduction to progression, children are encouraged to be proactive and engage actively throughout the learning session. Additionally, you need educators who are in sync with this pedagogy. How do you go about hiring? Also, with changing technology, what steps are educators taking to be abreast of newer technologies? The educational industry has evolved significantly. With a focus on multiple pedagogical tools and effective teaching and learning trends, schools like Shri Ram Group of Schools have a unique cur- “A School With Aesthetic Sense Is Essential For Children” Shylaja Menon, Principal, Shri Ram Universal School, Shri Ram Group of Schools, Bengaluru, describes her approach to education, drawing from her vast experience in education
W W W.B WEDUCATION.COM B W EDUCATION J U N E - J U LY 2024 127 Zen spaces are used for real-time learning, connecting children to nature and promoting experiential learning. This approach leads to larger outcomes in children than traditional classroom learning roles of teachers? The integration of technology in schools has only added colour to the teaching learning process, but it will never replace a facilitator or faculty. Instead, schools integrate multiple tools to bring about the best and most effective learner outcomes. The Shri Ram Group has been doing this for over two decades, with the inception of their schools in 1988. The schools have always believed in multiple approaches to achieving the most effective learning outcomes. Even during Covid-19, the Shri Ram Group of Schools, had a seamless transition (to online classes) because they were already familiar with the integration of technology. The integration of technology has allowed for a more effective learning experience and a seamless transition between traditional and competency-based learning approaches. Design and space have becomes a very important aspect of any teaching learning process. What thought is going into the designing aspect and how does it impact the overall learning experience of a child? A school with an aesthetic sense is essential for children to be inspired and motivated to engage actively in learning situations. Our sprawling campus spans 4.5 acres and offers world-class amenities, including 1.3 acres of field-related activities, classrooms are well-lit and smart-paneled and the school's aesthetics are prioritised. The campus also features an athletic track, taekwondo area, football court, basketball court, swimming pool and skating rink. Zen spaces are used for real-time learning, connecting children to nature and promoting experiential learning. This approach leads to larger outcomes in children than traditional classroom learning. How do you intend to foster students' respect for diversity and inclusivity during their time in school? The school aims to empower children holistically by connecting them with cultural diversity, fostering empathy and sensitivity and setting appropriate values. The school accommodates mixed groups of children from various regions and offers cultural exchange courses. Regional festivals are part of the school calendar, regardless of religion, to teach children the significance of these events. By engaging in value-based activities, the school enables children to learn to value each other and respect cultural heritage. This approach helps children understand that religion is just a moral code of conduct and that all people are one. riculum and pedagogical approaches, empowering teachers to deal with the curriculum. This is an ongoing process, with teachers receiving specific training for dealing with the curriculum and pedagogical tools. The school runs teacher induction modules and empowerment programmes every six months or quarter of the academic session. This in-service programme benefits faculty members, as they gain a better knowledge base, multiple skill sets and exposure to teaching learning pedagogy. In schools like Shri Ram Group of Schools, faculty members are empowered through a structured approach, ensuring they receive complete professional enrichment throughout the process. This ongoing process benefits both faculty members and students, ensuring a well-rounded education and a strong foundation in teaching and learning pedagogy. A child considers what the instructor says to be the ultimate truth but now with technology, the teacher takes a backseat. How is this transition happening and how are students adjusting to the changed
128 B W EDUCATION J U N E - J U LY 2024 W W W.B WEDUCATION.COM K umar Gaurav is HOD, Department of Economics, SNS College, Tekari, under Magadh University, Bodh Gaya, Bihar. He has obtained his PhD from Indian Institute of Technology (IIT) Patna. Gaurav has served as Teaching Assistant for two courses - ‘Infrastructure Economics’ and ‘Economics of IPR’ by NPTEL - a project of the Ministry of Education, Government of India. He has also worked with the Reserve Bank of India (Bhopal regional office) under RBI Young Scholar Scheme. His areas of research include international and regional trade, trade policy, FTAs, economic integration, NTMs and IPR. He is associate member of the UNCTAD Virtual Institute, Geneva, Switzerland and member of the Forum for Research in Empirical International Trade (FREIT), CA, USA. He recently spoke to BW Education on the newly introduced accreditation system of National Assessment and Accreditation Council (NAAC). Edited excerpts: How are the higher educational institutions governed under the Indian education ecosystem? Indian education system has a complex structure with multiple governing bodies for different types of programmes. These regulatory bodies uphold the academic standards, coordination and regulation of academic programmes and institutions. The major regulatory body is the University Grants Commission (UGC). Besides UGC, there are plethora of regulatory bodies in India. All India Council for Technical Education (AICTE), National Council for Teacher Education (NCTE), Indian Council of Agricultural Research (ICAR), Rehabilitation Council of India (RCI), National Medical Commission (NMC), Dental Council of India (DCI), Distance Education Council By Upasana INTERVIEW ACHIEVING WORLD CLASS STATUS KUMAR GAURAV, Head - Department of Economics, SNS College, Magadh University, opens up on the role of NAAC in higher education and the recently launched ‘binary accreditation' and ‘maturity-based graded accreditation'
W W W.B WEDUCATION.COM B W EDUCATION J U N E - J U LY 2024 129 (DEC), Council of Architecture (COA), Bar Council of India (BCI) are among the major regulatory authorities in India under the Ministry of Education, Ministry of Health and Family Welfare, Ministry of Social Justice and Empowerment, Ministry of Agriculture and Farmers Welfare and Ministry of Law and Justice, Government of India. What is the role of NAAC in higher education in India? Why is NAAC accreditation important for academic institutions in India? National Assessment and Accreditation Council (NAAC) was established in 1994 as an autonomous institution under the UGC aiming objective and continuous improvement to facilitate all higher education institutions (HEIs), empowering them to optimise their resources and capabilities. NAAC accreditation ensures quality of HEIs in India. Based on NAAC accreditation, HEIs are eligible for UGC grants, Rashtriya Uchchatar Shikshsa Abhiyan (RUSA) grants and other financial support from central and state governments. Assessment under NAAC provides feedback to improve quality and performance of the educational institutes by identifying their strengths & opportunities and addressing weaknesses & threats. NAAC accreditation is crucial for HEIs since it helps the students to identify the quality of education of the institutions, assessing their infrastructure, research & development facilities, teaching, learning and best practices etc. that facilitates students to select the best institutions for their studies. What are the different parameters on which higher educational institutions are accredited under the NAAC framework? The seven criteria under the NAAC framework are Curricular Aspects; Teaching, Learning & Evaluation; Research, Innovation & Extensions; Infrastructure & Learning Resources; Student Support & Progression; Governance, Leadership & Management and Institutional Values & Best Practices. NAAC classifies the higher educational institutions in three types - University, Autonomous College and Affiliated/Constituent College. Grading system includes A, B, C and cumulative grade point average. What is the difference between the previous NAAC accreditation system and the new system? Accreditation for HEIs in the country is going through a paradigm shift. Widespread amendments in the accreditation procedure are introduced by NAAC. Previously, the grading system under NAAC included A, B, C and cumulative grade point average. However, the new system of ‘Binary Accreditation and Maturity-based Graded Accreditation’ has been initiated. Under the ‘Binary Accreditation’, NAAC will announce whether an HEI is accredited or not accredited without giving any scores and grades. In the ‘Maturity-based Graded Accreditation’, institutes will be categorised by the accreditation in the bracket of level 1 to 5. The aim is to encourage institutions to improve their levels from ‘level 1’ to ‘level 4’ as ‘Institutions of National Excellence’ and subsequently to ‘Institutions of Global Excellence for Multi-disciplinary Research and Education’ (level 5). How do you look at the future of higher education in India in the next couple of decades? What are the global challenges and how can India take the leadership position in education? Although, Indian HEIs are not performing satisfactorily presently at the global level as is visualised through world rankings of HEIs like Times Higher Education (THE) or the Quacquarelli Symonds (QS) World University Rankings, nonetheless India is striving hard to achieve fair position internationally. Across India, two rankings are initiated by the Government of India through its Ministry of Education - Atal Ranking of Institutions on Innovation Achievements (ARIIA) and National Institutional Ranking Framework (NIRF). ARIIA ranks institutions based on innovations and entrepreneurship ecosystem. NIRF grades the higher education institutions based on five factors. These two national rankings motivate HEIs to develop and perform better domestically which will in due course of time help in achieving world class status in higher education. The government has also started the ‘Institute of Eminence (IoE)’ recognition scheme to empower HEIs to help them become world class teaching and research institutions. National Education Policy (NEP) 2020 is another step towards educational reforms and bringing Indian education system at par with global institutions. It would play a massive role in educational reforms like holistic development, experiential learning, research and innovation, digital integration and inclusive education. It is suggested to employ ONOD (One Nation One Data) platform to capture the common data used by all the agencies like UGC, AICTE and NAAC. The data will also be shared for All India Survey on Higher Education (AISHE) and NIRF/ARIIA rankings. Global challenges in the field of education for India are low PhD enrolments, weak research infrastructure & funding, lack of qualified faculties and dearth of technology. Through effective implementation of National Education Policy 2020, continuously investing in educational infrastructure, research development and providing universal access to quality education, India would certainly take the lead in higher education globally. Global challenges in the field of education for India are low PhD enrolments, weak research infrastructure & funding, lack of qualified faculties and dearth of technology
130 B W EDUCATION J U N E - J U LY 2024 W W W.B WEDUCATION.COM P rofessional learning is not a new but relevant horizon emerging in the education sector which is also positively impacting the service industry. Emeritus is an upskilling and reskilling platform working in collaboration with many prestigious institutions across the world. Emeritus secured first rank in ‘World’s Top Edtech Companies 2024’ recently. Chaitanya Kalipatnapu, Co-Founder & Executive Director, Emeritus, in conversation with BW Education,discusses what has made it a success story. Excerpts: Tell us about Emeritus. How do you feel to be a leading edtech company in the world? Emeritus is a platform focussed on upskilling and reskilling. We collaborate with top global institutions and serve both individual learners and enterprises. Our mission, rooted in our founders' experiences at prestigious schools like INSEAD and Harvard Business School, is to democratise high-quality education. We aim to make learning accessible to the last mile by bringing university-level programmes to learners worldwide, leveraging technology to bridge the gap. Our recent recognition highlights our impact, reaching over 500,000 learners across 80 countries. Surveys indicate positive career and business impacts for our learners. Our financial strength, nearing US$ 500 million in revenue and profitability, also sets us apart in the education sector. How is affordability and accessibility inculcated in the value of your organisation? Affordability is a key challenge we deal with, especially in emerging markets like India and South America. Our goal is to offer high-quality courses from prestigious institutions at a price point that aligns with the purchasing power of learners in these regions. Leveraging technology, we're able to make this possible. By maintaining quality in delivery, pedagogy and impact, we ensure that the online format doesn't compromise the educational experience. What is the significance of research and innovation in the learning process of your organisation? We are trying majorly in two ways to stay ahead in the industry. One, we are forging collaborations with leading organisations like Bloomberg and Microsoft to develop programmes rooted in real-world insights and expertise. By leveraging Bloomberg's global reach and expertise, we are creating courses on topics such as the impact of AI on business and sustainability. Two, we are enhancing the learner experience through generative AI technology. This involves using AI to supplement the learning journey, not replace it. By maintaining quality in delivery, pedagogy and impact, we ensure that the online format doesn't compromise the educational experience, says Chaitanya Kalipatnapu, Co Founder & Executive Director, Emeritus, while interacting with BW Education LAST WORD By Shruti Tripathi “Using Generative AI To Supplement Learning Journey”
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