Education will lay the foundation of India's future, says Mukherjee

President Pranab Mukherjee has said that education being imparted in schools will lay the foundation of India's future.

Mukherjee was speaking at the Jagat Taran Girls Inter College here, where he inaugurated a new building and also unveiled a statue of Chintamani Ghosh, founder of the legendary 'Indian Press' which used to publish 'Saraswati' - a Hindi literary magazine of repute.

Mukherjee said that Ghosh made great contribution towards promoting Hindi language and literature and in publishing the first Hindi monthly magazine 'Saraswati'.

Mukherjee further said that the youth are the builders of our future and of the nation. We will have to make them the medium for change and development through education.

He stated that children should be taught that they should not merely be good students but should also inculcate in themselves the desire and energy to serve society.

The President emphasized on the need to increase the education and literacy levels of women.

He said that schools will have to prepare aware citizens who respect humanity and rise above the feeling of hatred, violence and discrimination to contribute in the development of a strong and vibrant nation.

Among the dignitaries present on the occasion was Governor of Uttar Pradesh , B.L. Joshi.

http://www.aninews.in/newsdetail2/story147300/education-will-lay-the-foundation-of-india-039-s-future-says-mukherjee.html

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Public needs education in traffic rules: Gaur

BHOPAL: Four days after taking charge as state's home minister, octogenarian Babulal Gaur, on Thursday, said it is not police, but people who need to change and improve their traffic sense.

Speaking to mediapersons, Gaur said, "People do not follow traffic rules which is a major reason for accidents. Drunk driving is a menace and needs to be curbed. He argued that people don't want to stop at traffic signals and look for an opportunity to speed-off, even when the red lights are on."

"What is needed is public education in traffic rules. And, we have decided to organize a Jan Jagran Abhiyan from January 5 to January12, during which the police department will observe Traffic Awareness Week,'' said Gaur.

During the awareness week, the department will run special campaigns to make Bhopal people and other cities aware of traffic rules.

http://timesofindia.indiatimes.com/city/bhopal/Public-needs-education-in-traffic-rules-Gaur/articleshow/27986889.cms

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Vocational education can make Gujarat a model state

VADODARA: Gujarat can become a model state with effective implementation of the National Vocational Education Qualification Framework (NVEQF), chairman of All India Council for Technical Education (AICTE) Dr S S Mantha said on Tuesday. Mantha was speaking on the sidelines of M S University's 62nd annual convocation ceremony.

Mantha, one of the alumni of MSU's faculty of technology and engineering, assured that AICTE, the highest body of technical education in the country, is ready to provide all assistance to Gujarat government for effective implementation of NVEQF.

"The gross enrollment ratio (GER) in our country is just around 19 percent in contrast to United States where the GER is as high as 80 per cent. Presently, 50 million students in the age group of 18 to 23 years clear their board and plus two level exams, but only 25 million students out of them go to college. There are over 10,000 it is in the country which provide trade-based training, but the society does not take it seriously considering it as terminal in nature," Mantha said.

NVEQF, which has recently been cleared by Government of India, can increase GER from present 19 per cent to 25 per cent within a year. The scheme establishes a system to clear educational pathways from school to higher education while providing certification of vocational skills.

"There are seven certificate levels and we can use the existing colleges to implement the scheme. Within a year's time, one million students across the country can be trained through this scheme," said Mantha, adding that even 1.5 lakh to 2 lakh youths in around 600 colleges in Gujarat, it can become a big step for the state.

Kamla Raman Vatika (convocation ground) behind university head office was jam-packed with students, parents, teachers and university staff after a gap of many years.

A total of 156 students were conferred 287 gold medals during the convocation ceremony in which state education minister Bhupendrasinh Chudasama was the chief guest.

"I am happy to have cleared my subjects with distinction," said Raghav Bharvad, who hails from Kheda's small village Kunjara, and is amongst the few in his community to have received gold medal.

"Since my childhood I wanted to get into MSU," said Bharvad, son of a farmer, who did part time jobs at showrooms to finance his own education.

While Bharvad aims to clear PhD and become a professor after completing his masters in arts, Komal Pandya, who made a hat-trick of sorts, wants to turn into a higher secondary school teacher.

Pandya had bagged a gold medal in 2010 after she cleared her bachelors in science. Later, she received a gold medal in 2012 when she cleared her M Sc and on Tuesday she bagged four gold medals after she cleared her BEd with high academic score. "I am proud that I have received six gold medals in six years," she said.

http://articles.timesofindia.indiatimes.com/2013-12-25/vadodara/45561033_1_convocation-ceremony-nveqf-vocational-education-qualification-framework

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Educate India!

Bhalchandra Mungekar enumerates some urgent issues in India's education policy that need to be addressed on a priority basis.

It is needless to repeat the role of education in individual and social life. It enables an individual to understand things better; makes him well-informed and helps to participate in the democratic process of the country. Depending upon the level and quality of his education, enhances his social status and improves his employment opportunities. From the society’s point of view, a literate, well-informed, vigilant and, economically more efficient and productive labour force is a greater asset in; making democracy participative and also making the rulers accountable and accelerating the overall pace of socio-economic development.

Good quality elementary and secondary  education, as also higher, vocational, technical and professional education has played a critical role in making countries economically and industrially advanced. It needs to be specially mentioned that the Gross Enrolment Ratio ( or GER is the ratio of children to total college-age going, say, 18-22 age group)  joining higher education institutions in the developed countries is about 70 per cent, while for the developing countries it is about 35 per cent. Even for China, it is now about 28 to 30 per cent.

In India, real educational development as such began only after Independence. For the British were not interested in mass but in class education, to serve their colonial interests. Thus, though India’s achievements in the field of education of all kinds, compared to the conditions prevailing at the time of independence cannot be described as stupendous, it also cannot be considered unsatisfactory: be it literacy rate, gross enrolment ratio at the elementary and secondary level, or the spread of higher, technical and professional education. Our GER in the higher education has improved from about 11 per cent in 2004-05 to about 18 per cent now. Still it is certainly low vis-s-vis what it ought to be in view of the technologically fast changing globalising economy.

Nevertheless, our education system continues to suffer from fundamental problems that need urgent attention of both Central and more importantly,the state governments. First, the much-quoted Kothari Commission, in 1966, recommended six per cent of the national income to be spent on education. But despite huge increase in the expenditure on education during the Eleventh Plan (20 per cent of the total Plan outlay), the total expenditure (Centre and States put together) has not crossed even four percent.

—The author is former member of the Planning Commission and former vice chancellor, Mumbai University

http://www.dnaindia.com/academy/column-educate-india-1939913

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‘Muslims must focus on education to benefit from India’s progress’

NAGPUR: The 125th anniversary of well known academic institution Anjuman Hami-e-Islam was celebrated at its sprawling campus in Sadar on Monday morning. The function's chief guest MSA Siddiqui, who is also the chairman of National Commission of Minority Educational Institutions said, "Muslims need to get out of the minority mindset and focus on educating themselves to reap the benefits of India's march towards development."

Anjuman Hami-e-Islam has made a name for itself by pioneering academic excellence and serving all sections of the society. A press release from the institution said it had "a reputation of service to the downtrodden and neglected sections of the society". The trust is running more than 20 educational institutions, including primary and secondary schools, women's degree college, a polytechnic and an engineering college.

The institutions are catering to the educational needs of not just Muslims but also students from all economically and socially backward sections. Sustained efforts of the management had resulted in thousands of young people from poor backgrounds making successful careers and becoming productive elements contributing to nation building.

Over the past few weeks, various events were held to mark this event by various institutions of Anjuman Hami-e-Islam and Monday's event marked the culmination of the series.

City MP Vilas Muttemwar too praised the institution for its role in redefining the way education was imparted in the society. "Anjuman Hami-e-Islam has made outstanding contribution to education and the social fabric of the entire region. Students here must make the most of their good fortune of having been admitted to this glorious institution," he said.

RTM Nagpur University vice-chancellor Vikas Sapkal said it was important for educational institutions to keep pace with global developments. "I congratulate Anjuman Hami-e-Islam for the services it has rendered to the society and the nation in the past 125 years," he said. Academic scholar Maulana Amiruddin Malak stressed the need to infuse value education in the teaching and training imparted in conventional institutions. "There is a need for institutions to focus on spiritual as well as temporal development of students," said Malak.

Sheikh Shabbir, convenor of the celebrations, presented a brief history of the institution that has now become a landmark in central India.

http://timesofindia.indiatimes.com/City/Nagpur/Muslims-must-focus-on-education-to-benefit-from-Indias-progress/articleshow/27808665.cms

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Education dept to recommend derecognition of Silver Oak

NASHIK: The deputy director of education, Nashik, will be recommending the derecognization of the Silver Oak School to the state government for violating the norms of the Right to Education (RTE) Act and failing to produce documents asked for by the education officers. The decision was taken on Monday afternoon at a hearing at the deputy director's office.

The hearing was with regards to whether the school should be derecognized, based on the suggestion of the zilla parishad's education department that conducted an inquiry following complaints by parents that their wards were not permitted in classes earlier in December. ZP officials, officials of the NMC's education department and a representative of the school were present at the hearing.

Seven students of the primary section of the school's Sharanpur branch and three in the Chandsi branch were not permitted in their classes on December 6, 2013, allegedly for non-payment of fees from the last academic year. The parents of these students, who are suspended employees of the school, have been demanding a concession of fees for their wards.

On December 9, assistant commissioner (education) of Nashik Municipal Corporation (NMC) Vasudha Kurnawal said she was allegedly mistreated by the headmistress of Silver Oak School when she went to inquire on the issue. Kurnawal submitted a report to the deputy director of education about the episode. A four-member inquiry committee had been constituted by the ZP primary education office and the report was submitted to the deputy director of education last week. The committee had suggested that the school be derecognized.

"We did not receive satisfactory documents from the school. The school has violated RTE norms of providing free and compulsory education to children. As per RTE, the school cannot deprive these children of education. It is also mentioned in the RTE that education officers should be given the necessary documents of the school from time to time," said R S Mogal, education officer (primary) of the Nashik ZP.

"The headmistress and some representatives were present for the hearing but were not able to produce the relevant documents. No proper authority of the school was present. The education officers of NMC and ZP recommended that the school should be derecognized. We recommend to the government that the school be derecognized," said Tukaram Supe, deputy director of education.

The school authorities declined to comment on the issue, stating that it was sub-judice. "The parents have moved the High Court so we cannot comment," said Shailesh Singh, official spokesperson of the school.

http://timesofindia.indiatimes.com/City/Nashik/Education-dept-to-recommend-derecognition-of-Silver-Oak/articleshow/27811243.cms

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Policy watch: Education system promotes non-inclusive growth

The government loves to talk about inclusive growth. But it remains mostly talk. There was a possibility that inclusive growth could gain acceleration. But post 1976, the momentum faltered.

That is most unfortunate.

A good indicator of this failure can be got from a study done by the prestigious IITs (Indian Institutes of Technology) in 2008 (view chart).

Watch the manner in which lower income group enrollments have dipped or just ambled along after 1976. Though low income groups account for almost 50% of India’s population, their share in first-rate educational institutions is barely 10%.

Don’t blame the IITs for this. The problem is that lower income groups do not qualify at the joint entrance examinations (JEEs) which filters students on the basis of academic performance so that they could cope with the academic standards of excellence that the IITs were set up to pursue.

Why did the poor fare so badly? Elementary! Basic schooling has failed them. The government focussed on making them weaker through doles, rather than make them ‘fitter’, to cope with the world, through education.

Thus, while the middle and high income groups could afford private education and education at home (the more likely cause), the poor were left to fend for themselves. The education system did not pick them up. They could not compete for the best courses. And, like drug addicts, they were hooked on doles for life.

Education is, after all, a great leveller. It empowers even a man from the slums to aspire to rub shoulders with the brightest and the best in society – armed with the strength that good education and intelligence provide. Had the government focussed on good primary and secondary education, poor people could have blossomed and could have contributed enormously to the country’s economic growth.

But why did the enrollment percentage of upper income groups decline? There could be three reasons. First, the affluent could have gone overseas to study, especially if they managed to get admission to an MIT or a Stanford. Or they might have opted for business or management studies. The third is inevitability. Since the affluent comprise under 5% of the population, the dip was inevitable, as middle income groups began asserting themselves.

The rise of the middle-income group in enrollments is quite interesting. It underlines the unfortunate manner of empowerment in India – not through education but through money. Have money, and you can give your child good education. Don’t have money – then remain condemned to the lowest rungs of society.

The pathetic state of school education in India is quite well documented by now. All studies have shown that many Std VIII students cannot read sentences or do simple sums that they were supposed to learn in Std III. The automatic compulsory promotion of all students up to Std VIII without examinations will worsen the situation. Enrollment figures will look better – especially in secondary education thanks to the automatic promotion policy – but quality will suffer. All studies reiterate that barely 20% of Indian graduates can be called employable.

Compelling IITs to reserve seats will be horrendously counter-productive. It will drag down IIT’s even further. Do remember how government policies have caused IITs to now rank lower than Punjab University (according to a study done by Times Higher Education, which got tremendous media coverage just a fortnight ago).

True, the government spends large sums of money on school education. But it refuses to link financial grants to academic outcomes (based on a rigorous and credible independent examination). Only that will compel schools to focus on the quality of education. Without such conditions, the irresponsible splurge of money will continue.

And the poor will remain excluded.


http://www.dnaindia.com/money/report-policy-watch-education-system-promotes-non-inclusive-growth-1939390

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Kerala first among states in India in education sector

Thiruvananthapuram: Kerala has come out first among states in the country in the sectors of education, micro-finance, agriculture, marketing and investment in a survey conducted by a leading magazine.In last year's survey, Kerala was in the second place among the states. Andhra Pradesh and Tamil Nadu secured the second and third positions this year.

Goa topped the list of best governed states in the smaller states category.

The survey pointed out a 10 per cent increase in domestic production in Kerala indicated that the economic recession had not affected the state.

In the education sector, the teacher-student ratio had become 1:25 as against the national ratio of 2:100. The per capita income of citizens in the state had also increased.

The magazine described Kerala as a state that had achieved economic growth and human resource development.

http://zeenews.india.com/news/kerala/kerala-first-among-states-in-india-in-education-sector_898669.html

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Corporate drive for education

For the corporate world, education and philanthropy seem to be becoming synonymous today. From Birla to Ambani, Premji to Munjal, all are into education— not as part of their corporate affairs, but in their personal capacities.

The motivation, they say, is the urge to give back to the society.

Education and skill development are areas that not only make for good philanthropy, but also offer long-term benefits for business houses. The oft repeated complaint is that graduates are not employable, creating an obvious gap in supply and demand in the job sector. . No wonder, some business houses are taking it upon themselves to seal this gap.

For the Munjal family, it is not a new thing either. The family has been in the education industry since 1963, says Akshay Munjal, Executive Director, BML Educorp Services.

However, now the family is upping the ante as it feels the need to be more “research-focused”. Changing policies are making it easier for private entities to enter the field, says Munjal.

The Hero Group’s BML Munjal University School of Management has tied up with the Imperial College of London so that “students get the best of both worlds”.

However, Munjal adds they try and keep the courses as affordable as possible. With their MBA course fee at Rs 3 lakh, and IT courses at Rs 2 lakh, this is not far off the mark. Compared to this, the IIM-Bangalore’s two-year post-graduate course has a fee of Rs 13 lakh.

It is estimated that through its various educational initiatives, the Munjal family, which is also the founder promoters of the Indian School of Business-Mohali, has educated over 200,000 Indians. “In our case, it is a family fund,” he says.

Others in the category include O.P. Jindal and Shiv Nadar. The Shiv Nadar Foundation also has several educational initiatives such as the Shiv Nadar University and the Vidya Gyan schools in rural India.

Nita Ambani’s Reliance Foundation is another major entity in the education business. The foundation is offering local schools logistical and financial support, and also building teacher capacity and infrastructure.

Education to more than 15,000 children across 12 schools has been provided through the foundation. “Through the Dhirubhai Ambani Scholarship, the foundation supports meritorious students across the country, including the differently abled,” says a spokesperson of the foundation, adding these scholarships have benefited more than 10,000 students.

Within the school education system, the foundation is focusing more on secondary education. According to a study, ‘Secondary education in India: Development policies, programmes and challenges’, only 16 per cent of India’s education budget is spent on secondary education compared with 62 per cent for primary education.

While so far the Reliance Foundation has mostly been involved with developing school education, it is now also planning a university in Maharashtra.

While the big names are getting into education, those tracking the sector say the reason for their involvement is simple: they are getting to tap talent. But they face challenges as well. Lack of clear-cut norms/policies for private sector participation in higher education has been an issue, says an industry association.

Lack of clarity on funding pattern, incentives, and regulatory oversight has been another deterrent.

But now, the Government has been seriously addressing these issues, in order to provide a clear road map to the private and corporate sectors. The result, as an educationist said, will benefit the students – who can avail themselves of wider canvas to decide from and not everyone needs to cross the oceans to get a degree.


http://www.thehindubusinessline.com/industry-and-economy/corporate-drive-for-education/article5490262.ece

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'Education institutions should be visionary'

Indian Council of Medical Research (ICMR) may soon approve formation of a network of representatives from the clinical research fraternity in the country. These could include experts from medical colleges, pharmacy colleges, government medical centres, private hospitals and research centres across the country. This network of professionals could be engaged in providing the required support and assistance for the conduct of drug monitoring  and human studies in country.

The move is expected to bolster efforts to register the disease registries in the country to be able to get a direction on the kind of novel drugs required in the country to tackle some of the infectious diseases.

The Council has assessed the shortfall of experts over the growing number of drugs available for any disease or disorder. Therefore, it is looking to ensure a system in place with the formation of a network of representatives. The working committees and expert groups are already formed to put in place a network of clinical research representatives.

“We have sent in a proposal to our parent body, ICMR, for the creation of a network of representatives from the clinical research space,” said Dr Nilima Kshirsagar, National Chair (Clinical Pharmacology), Indian Council of Medical Research, dean, ESI-PGIMSR MGM Hospital.

Dr Kshirsagar who was in Bengaluru for the IPSCON 2013 stated that the network of clinical research representatives identified by ICMR would look to partner with the Medical Council of India and the Department of Health Research. This would be the first effort to capacity building of human resources in the sector of clinical research and pharmacovigilance.

“India needs policy action and evaluation of the current protocols in the area of clinical research. There is need for studies with old generic drugs, evaluation of risks and cost availability benefits with the existing medicines. The lacunae  is that despite some of the excellent research centres, the country lacks the representative data of drug studies on humans. This has seen the delay in the regulatory approvals. If the necessary drug references are made accessible, it would also be easy for drug regulators to speed up clearances,” she added.

Now the key benefit of the network of representatives is that  it could provide the required efficiency and transparency in having a better understanding of a disease and plan for research. It could help the country to maintain a database of drugs in the market and in the pipeline.

 The big benefit would be to the regulatory authority in helping take faster decisions on the submitted application for dug clearances by the pharma industry, she noted.CANACONA: Goa's educational institutions should go beyond just their prescribed syllabus to equip students with suitable skill sets, said governor Bharat Vir Wanchoo, addressing students, parents and teachers at Mallikarjun College of Arts and Commerce at Cancona today.

"Our educational institutions need to be visionary, creative, responsible and effective. They should think of reorienting their efforts in order to make our colleges at par with the best institutions in the country and world. The higher educational scenario today is vast and highly complex- therefore, there is need for modernization and innovation," he added.

Wanchoo further emphasized the crucial role of higher education including technical education in the development of the state and the country.

Admiring the scenic beauty of Cancona, Wanchoo said that the elected representatives should ensure that the fragile environment of the taluka was protected in the course of implementing the planned economic developmental activities in Cancona.


http://timesofindia.indiatimes.com/City/Goa/Education-institutions-should-be-visionary/articleshow/27760579.cms

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Afghan Expects Brotherly Support from India, Analysts say

 India has promised more defense and security cooperation to the war-torn country

Struggling through the withdrawal of most NATO forces, the upcoming presidential elections in April 2014, and lingering economic instability, Afghanistan now looks toward India for enhanced multidimensional cooperation.

Afghan President Hamid Karzai, during his four-day work visit to India from December 12–15, met Prime Minister Manmohan Singh, Foreign Minister Salman Khurshid, and other Indian officials to discuss ways to enhance bilateral relations and cooperation in trade, defense, and security.

According to a joint press release, the two countries agreed on deepening defense and security cooperation, through enhancement in training and meeting the equipment and infrastructure needs of Afghanistan National Security and Defense Forces that would increase their operational capabilities and mobility. The two leaders also agreed to expand opportunities for higher military education in India for Afghan officers.

A report by Press Trust of India (PTI) highlights that Karzai asked India for stepping up military aid, including lethal and non-lethal weapons. There are indications that the Indian government is not averse to Karzai’s demands. Officials of Indian External affairs Ministry said the demands are being considered as they need to consider many factors like surpluses and licensing from other countries.

Meanwhile, analysts are of the view that this cooperation is to address India’s own security concerns. Manoj Rai, the director of the Society for Participatory Research in Asia said, “There seems to great uncertainty around post-2014 Afghanistan scenario after withdrawal of NATO forces in 2014.”

“The delay in the signing of the Bilateral Security Agreement (BSA) between the U.S. and Afghanistan, coupled with Obama’s zero-option dictate has further deepened suspense on the future of Afghanistan’s security, democracy, and development. Whatever it may be, uncertainty and/or suspense, Indian policy makers and international strategists know it well that India’s own security concerns are bound to rise,” Rai said.

While the security scenario bothers both countries, Afghanistan is also gravely concerned by the impact of the lurking instability on its economy.

Mirweis Azizi, an economist from Kandhar who has worked with various international NGOs in Afghanistan said, “There is already a decline in Afghan business by six positions from last year’s business ranking, and the situation is likely to worsen after NATO withdraws and instability increases.” He said that the Afghan common man wants that India must support Afghanistan in trade and creating employment in the country.

Azizi, who is a part of the local youth movement called “Afghanistan Forward,” said that according to the World Bank’s 2012 report, no concrete plans have been formulated for the economic stability of the country yet, which Afghanistan ranks at 160th out of 183 economies for the ease of doing business. “This situation is likely to worsen after the withdrawal on account of instability,” he said.

Since the war-torn country is going for presidential elections next year, the concerns have become graver as Karzai has already served for two maximum terms. Azizi said there are at least six serious candidates with a chance of winning. “Whoever wins, will face the acute problem of development of the country as whole and guarding against the utilization of country’s natural resources, while simultaneously ensuring that corruption, factional conflict, and imbalance is curtailed.”

Rai points out that incidentally as Afghanistan moves into the presidential elections, India will be facing national general elections for a new government in New Delhi next year; but so far India’s responses to future possibilities in Afghanistan have been business as usual. However, Rai said that NATO withdrawal, fear of Afghan’s turbulent next year’s elections, and the political developments in Maldives, Bangladesh and Nepal coupled with “not so positive so far” responses from new Pakistan government can put India in a difficult situation.

According to Rai, India should help Afghanistan in conducting free and fair elections. “Make investment in deepening democracy there specially strengthening local government there—a pact was signed between 2 governments in this regard but unfortunately not realized,” he said.

While Azizi believes that India should build up ways for mutual trade and provide free route to Afghanis for health care. He said that Afghan people hope that the relation between Pakistan and India improve soon so Pakistan stops interference in Afghanistan internal matters and becomes less skeptic about Afghanistan-India strong brotherhood relationship.

Furthermore, Aziz stressed that Afghan Youth needs the greatest support and attention, as more than 65 percent of Afghan’s population is youth, it’s future. “If tomorrow we have strong educated people in power, it will automatically give us a strong nation, and a strong nation is in the benefits of all countries in Asia and for the whole world,” he said.

http://www.theepochtimes.com/n3/403614-afghan-expects-brotherly-support-from-india-analysts-say/

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VP of Republic of Ecuador comes with projects worth $12bn for Indian industry to participate

MUMBAI: Jorge Glas, vice-president of the Republic of Ecuador, during his first ever visit to India invited investments in shipyards, pharma, mining, petrochemicals, steel, and pharma industry.

Speaking at an exclusive interaction organized by CII and the consulate of Ecuador in Mumbai, he said that his country, as a part of national strategy, seeks to shift the huge reliance of its economy on primary sector to advanced manufacturing industries and human resources.

The vice-president assured Indian companies of freedom, incentives, guarantee and security to grow their businesses.

 In a presentation, he highlighted the positives of Ecuador including the significant improvement in its position on Global Competitiveness Index, notable position in Human Development Index, investment on education and health, strong infrastructure, low debt-to-GDP, low unemployment and focus on renewable energy.

 He expressed his country's plans to generate 93% of its power from renewable sources viz. hydroelectric by 2016 and even to export it to the neighbouring countries. He portrayed Ecuador as not only a favourable investment destination but also as a desirable tourism destination blessed with diverse ecology.

Speaking of his recent experience at the 5th CII India-Latin America and Caribbean Conclave held in Delhi, he said that India has evinced great interest in investing in Ecuador. He described his interaction with ministers and companies as intense, productive, frank and friendly.

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Cultural identity in danger in the GCC

Sharjah: National Identity in the GCC region was under question as the UAE’s cultural reality was brought to the forefront at a conference in Sharjah titled “The Role of Museums and Cultural Institutions in Strengthening Identity.”

“It’s important to realise that there is a loss of cultural identity across the GCC — there is vulnerability in the region,” said Najeeb Al Shamsi, Economic Adviser at the Gulf Cooperation Council, who discussed his paper on the importance of traditional heritage in preserving cultural identity in the UAE.

Al Shamsi highlighted globalisation, consumerism and political conflict as some of the main factors that have contributed to the weakening of cultural identity among individuals, which he says is most apparent in youth. 

“New generations are suffering from duality and they have a schizophrenic attitude towards different topics,” he said. From education, to media to fashion, Al Shamsi said the region has adopted educational systems, and economical and social approaches that are not in line with its own Arabic and Islamic cultural identity.

He also pointed out that through TV shows, books, and the media, the dissemination of these ideals have resulted in a shift in concepts and values, and have “polluted the environment.”

 http://gulfnews.com/news/gulf/uae/society/cultural-identity-in-danger-in-the-gcc-1.1268187

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1,ooo days later, Syria’s plight worryingly dire

The crisis in Syria is now 1,000 days old. In these thousand days, Syrians have suffered tragedy, loss, destruction and displacement.

This premature and harsh winter reminds us of just how little most Syrian refugees fled with — some with not much more than the clothes on their backs.

 And it reminds us that no matter how much we have tried to alleviate the suffering of the innocents in this catastrophe, we have not been able to do enough; much more needs to be done. The crisis continues, the displacement continues, the needs continue.

The scale, consequences and human cost of this crisis are enormous and far-reaching. Over 2.3 million Syrians have sought refuge outside of Syria, primarily in neighbouring Lebanon, Jordan, Turkey, Iraq and Egypt. More than 6.5 million are displaced within Syria.

Over a million Syrian children are now refugees; more than 60 per cent of these refugee children are in Jordan and Lebanon alone. Of all those suffering from this brutal conflict, children remain the most vulnerable and affected.

A recent report issued by UNHCR and its partners, titled The Future of Syria, brings the focus onto this vulnerable group with its assessment of the impact of the crisis on children.

 Warning of a possible ‘lost generation of children’, the report found that Syrian refugee children in Lebanon and Jordan, the two countries hosting the largest population of Syrians, continue to experience widespread psychological distress, withdrawal and loneliness.

More than half of Syria’s child refugees are missing out on schooling. The decline in education for Syrian children has been the sharpest and most rapid in the history of the region.

 The report calls for strengthened efforts to enrol Syrian refugee children into schools, for increased financial support to families and for the doubling of international investment in education in host countries.


http://gulfnews.com/opinions/columnists/1-ooo-days-later-syria-s-plight-worryingly-dire-1.1268075

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India Stands at the Second Position in Australia’s International Students Chart

As per the newest data, Indian students make the second largest strata of foreign students pursuing higher education in Australian Universities.

The number of Indian students to pursue their higher education in Australia has attained higher growth this year.

This year the Indian students undertaking higher Education in Australian Universities have grown up to the mark, and the total enrolment reached over 15,800 within months of January to October. However, last year the figure was 12,062 for the same period.

The data reflects that India still stands on the second position for being the supplier of international students in Australia, even if the total enrolments figure goes down.

The topmost supplier of International students in Australia is China with contributing 29.7 % students in the total in the chart.

The sector of Vocational Education and Training (VET) witnessed an overall drop in the entire enrolments from both India and China.

Total Indian enrolments in Vocational Education and Training went down to being 27,581, which were recorded as 37,922 in the previous year. The commencements fell to 13,262 as compared to last year’s 17,451.

Vocational Education and Training enrolments this year in China saw the downfall and stood at 13,709. However, the enrolments were 15,378 in January-October period of last year.

Top 5 countries that have their students going to Australia for Higher education studies are from China with 29.7 % students studying in Australia, India with 9.2 %, Korea with 5.3%, Vietnam 4.8% and Malaysia 4.7% students.

http://www.jagranjosh.com/articles/india-stands-at-the-second-position-in-australias-international-students-chart-1386591445-1

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The changing face of international education

Studying abroad is a dream for most students. Besides, the attraction of a foreign land, the process of learning, the demography of peers and the freedom while living away from parents are some factors that contribute to this trend.

India, a strong recruitment market for most universities from other countries, attracts representatives of such universities. These visitors share their teaching philosophy, student experiences and the learning outcomes in order to get new students.

Recently, I was in conversation with one such visitor — Dr Stephen J Hodges, president and director, Hult International Business School, who has a strong background in international business. Prior to joining the business school, he worked as the general manager, credit cards for Standard Chartered Bank in Hong Kong. A person from the industry in academia is always a winning combination.

Talking about preference for USA over Europe among Indian students, Stephen cited that the reasons could very well be the difficulty of obtaining a visa and a work permit in Europe after graduate studies. He also observed that prior preparation for studying at US universities may be a lengthy process as solid preparation is needed for PSAT and SAT exams. But the Indian student community seems to have worked out these datelines, leading up to admissions in American universities.

Since students have a variety of universities to choose from, backed by a simplified process of getting student loans, international education is now in easy reach. This shifts the onus on international schools, to have a differentiator, in order to stand out and be seen and heard.

Rankings are thus used for preference. All institutions, therefore, work hard at maintaining their ranks. It is not just the overall ranking of these institutions. Department ranks also matter, as some universities are more known for their business schools or medical schools.  By and large, rankings are a fair indicator, if the survey method is foolproof. They are a way to indicate systems and practices, quality of faculty, results and students placements. Rankings also depend on the voice of their alumni.

But, the interesting element that came up in the discussion was the way internationalism, was now being practically experienced. International business schools, for instance, have campuses around the world. Campuses are strategically built in different environments and countries like San Francisco, London, Shanghai, and Dubai.

The decision to expand across the world reflects the growing interest in degrees with an international focus, given that businesses have an increasing need for global-savvy employees.

Post-graduate students have the opportunity to rotate between five international campuses in London, Boston, San Francisco, Dubai, and Shanghai. Meanwhile, undergraduates can spend four years at the San Francisco campus, four years at the London campus, or any combination of the two, as well as visit campuses in Dubai and Shanghai. Students of MBA schools and master of international business programmes can also attend rotation centres in New York.

With education being less theoretical based and focussing more on critical thinking, and problem solving, a rotational experience which exposes students to new environments and challenges, is possibly a new but a distinct way to offer international studies

http://www.dnaindia.com/analysis/column-the-changing-face-of-international-education-1935539

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40th anniversary celebrationsof RMC to begin from December 17

Rawalpindi Medical College is organising an International Scientific Conference along with as many as 26 pre-conference workshops in various disciplines including medicine, surgery and allied specialties to celebrate its 40th anniversary from December 17 to December 21.

The conference and the pre-conference workshops would be attended by more than 40 highly qualified specialist doctors from abroad as well specialist doctors from twin cities of Rawalpindi and Islamabad.

The Chairman of the Scientific Committee of the RMC International Scientific Conference Professor of Psychiatry Dr. Fareed Aslam Minhas informed ‘The News’ on Saturday that the international scientific conference would be held from December 20 to 21 while the pre- conference workshops would be held from December 17 to 19.

Through pre-conference workshops, latest techniques would be taught to local doctors. On December 20, a dinner will be organised by RMC to facilitate guidance to students by the eminent doctors coming from abroad. The event will culminate with Reunion Dinner on December 21 in the evening followed by a social evening.

Dr. Minhas said that the theme of the international conference is ‘Exploring the Scientific Future’ that connects the Rawalians of past and present in a scientific endeavour for the future. The conference aims at uniting and converging the diverse groups from 40 batches, from multiple disciplines and at various stages of professional excellence to contribute to the scientific future of RMC, he said.

The faculty of the RMC are organising the conference in collaboration with RMC Alumni Association of North America (RMCAANA), Association of Physicians of Pakistani Descent of North America (APPNA), RMC Alumni UK, RMC Alumni New Zealand, RMC Alumni Australia, RMC Alumni Canada and RMC Alumni UAE.

Dr. Minhas said that the conference shall include 26 pre-conference workshops in the fields of medicine, surgery and allied specialties in collaboration with international alumni. The present state of human knowledge available across the globe is based on consultation and creativity based on scientific research and exchange of thoughts and ideas. Various workshops being conducted at the conference will provide a unique opportunity to local consultants, postgraduate trainees and students to learn and have experience of the latest techniques in the medical field, he said.

He said that the workshops are being directed by international and national consultants who are experts in their respective fields and boast extensive experience. It is a landmark event in the history of RMC that such a vast number of workshops in about all disciplines have been arranged. There will be live demonstrations and hands on training. Participants will learn recent advances, latest techniques and new trends and will have close interaction with the international consultants.

Dr. Minhas added that from December 20 to 21, a core scientific meeting would be held consisting of state of the art lectures, scientific sessions, special sessions, inaugural and concluding sessions. The scientific sessions would be chaired by esteemed professors who were the pioneers in medical education and all specialties from across the nation. Each session will consist of various guest lectures delivered by international as well as local speakers with the aim to inform, promote and globalize outstanding technological innovation, knowledge and research of medicine.

He said that the special sessions in the program would serve to open the gateway and build a bridge between the students of RMC (Young Rawalians) and International Rawalians in USA, UK, Australia, Middle East, Africa and other parts of the world.

http://www.thenews.com.pk/Todays-News-6-220258-40th-anniversary-celebrationsof-RMC-to-begin-from-December-17

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An International Student's Education: What I Learned About Myself, America and the World

My first taste of the United States was a shrink-wrapped chocolate-chip cookie and a can of chilled Coke on an American Airlines flight to Raleigh, N.C. It was 1992, and I was one of 36,000 Indian students studying in the United States that year, according to the Institute of International Education's "Open Doors" report. That flight was the beginning of an extraordinary journey for me that gave me a better understanding of the United States, my homeland and myself.

In the two decades since then, much has changed in global higher education, including a surge in the number of students studying overseas and the rise of new technologies. But as I look back on my first days and weeks in a foreign land, I truly hope that today's international students are still getting the eye-opening experience I had.

As a young graduate student from India, attending North Carolina State University was as much an education in psychology (my chosen field of study) as it was a life lesson about cultural differences in how knowledge is imparted and acquired in the United States. I was encouraged to think much more critically than I had ever before, and was surprised that questioning your professor was actually a good thing and not seen as an affront as it would be in Indian universities (and I suspect in many other institutions and countries around the world). So while I balked when my American classmates casually referred to my adviser by his first name, I also sharpened my critical-thinking skills and felt an equal participant among my peers, men and women alike.

What immediately struck me also about the American system was its sheer fluidity and openness. Taking full advantage of its cross-disciplinary approach, I was able to move easily across different departments, selecting courses from psychology, statistics, sociology, and developmental economics to fashion a degree that would prepare me for a career in international work. This sort of flexibility is almost unheard of in many countries, or it is certainly rare in India where even today rigid curricula are a deterrent to many American students who would like to study there.

But my experience in an American classroom was also opening my eyes to the value of my undergraduate degree from the University of Delhi, where the focus was very much on rigor, theory and the fundamentals of an academic discipline. It was this solid foundation that enabled me to push the boundaries of knowledge within the free-thinking environment of an American classroom.

My interactions with my American peers -- and those from all over the world -- challenged me to expand my worldview. In many ways, I was growing up and becoming an adult in the United States, being shaped by this country going forward as I had been by India for the first half of my life. As a student in the south I developed a much more nuanced understanding of black history and race relations in the United States. Through my Jewish American friends I learned about the full extent of the Holocaust, a subject that was covered cursorily in Indian history books back home.

Conversely, most of my American friends had never heard of Harappa and Mohenjo-daro -- two of the earliest world civilizations that are based in the Indian subcontinent -- and had no idea that the partition of India and Pakistan in 1947 turned 12 million people into refugees, resulting in the single largest exodus in recent history. These were not details that my American friends or I had acquired in the classroom, for we were not history students. Rather, this was knowledge that was gleaned through conversations and debates that went beyond academic topics, the type of stimulating discourse that is possible only when young students from very different background have the opportunity to interact face-to-face and to explore their beliefs and knowledge (or lack thereof).

Today international higher education in the United States and globally has been transformed in ways we couldn't have imagined 20 years ago. International students have evolved from being passive recipients of information to becoming strategic, savvy consumers able to shrewdly assess the return-on-investment of a foreign credential. I attribute this shift to the Internet, which has revolutionized how students get information. The State Department's EducationUSA network, which provides advising services to prospective international students in 170 countries, now relies on the Internet as a key tool for helping students explore their options and also has a user-friendly "app" for students on the go. At the Institute of International Education, too, all of our guides for international students are now online.

The demographics of international students in the United States have also changed. Twenty years ago, international students came from a broader mix of countries; today, we see an unusual concentration of students from a handful of countries. In 1992, 18 percent of all international students were from China and India; today, that proportion has more than doubled to 39 percent. While this might provide students with a ready-made community on campus, it also has the unintended consequence of isolating international students from their American peers and those from other parts of the world and, ultimately, preventing them from fully partaking in the social and cultural benefits of international education. Indeed, a recent study found that 40 percent of international students report having no close American friends.

And then there is the specter of shrinking finances: both for international students whose currencies are weak against the U.S. dollar and who struggle to afford the increasing costs of an American education, and for U.S. institutions that have to make tough choices about how to best allocate finite resources. I worry that U.S. institutions may reduce financial assistance to international students and scale back their support services for international students. I was very fortunate 20 years ago to attend an institution with a strong international-student office, whose dedicated staff went above and beyond to ease my transition, from patiently explaining administrative and logistical details to helping me connect with the Indian students' association on campus. These types of services are critical for helping international students navigate an education system that is probably completely different from anything they have known, and for helping them fully integrate into their campus community and not risk being isolated.

In addition, I worry that MOOCs -- or whatever is the latest online flavor of the day -- will seem to some to be an adequate substitute for true international education. While technology can play a role in sharing knowledge around the world and in increasing access to education, it will never replace the type of lifelong learning that comes through a true international education experience.

Indeed, the transformational power of such an experience remains indisputable. Just ask the over 4.1 million students who are currently studying outside their home countries. For most young students, it represents an intellectual and cultural coming of age, a type of holistic education that might occur on the fringes of a formal degree but that is invaluable in shaping the mind, soul, and character of a student.


http://www.huffingtonpost.com/rajika-bhandari/an-international-students_b_4365555.html

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Spirit of Indian culture, education

What it is: In modern time the conditions of life in India have greatly changed. India is a part of a world-wide empire, and she is given a world role to play. She can’t stand apart. Mr. Lloyd George has rightly remarked,  “India must march with other nations, or her fate will be sealed.” At present she is required to be up-to-date, and accordingly she has been trying to adapt herself to the new environment. So far good. We make a mistake when we lose our hold on the national culture. What is great and good in others should no doubt, be gladly accepted to serve our own ideal  and purpose of life. The modern system of education is under the control of a foreign government, and it is as it should be from the standpoint of the rulers who are not expected to know the Ideal of Indian life, and grasp the spirit of Indian Culture. The evil effects of the present system of education are nearly set out in an educational pamphlet. To quote those “The missionary system of education in India sterilises children spiritually. They miss their own Dharma, and begin to hate that which ought to inspire them. Government and private enterprise in education is non-religious, non-moral, and non-patriotic, and only means the mental assimilation of some knowledge without character-building or enthusiasm for the life round about.” So Swami Vivekananda says “ Education is not the amount of information that is put into your brain, and runs riot there undigested all your life. We must have life building, man making, character-making, assimilation of ideas. If education is identical with information the libraries are the greatest sages in the world, and the Encyclopedias are the Rishis.” So let us see what should help the spontaneous growth of man and his intellect.

What it should be: As circumstanced India is put to a very critical situation, she is moving, so to speak, in a sensitive balance, either to drop down or to rise high up in the estimation of other  nations. She is conquered physically, her spirit and culture are still free. Foreign culture is transgressing and trying to absorb the Indian culture altogether, hence there is a conflict of cultures. In  this conflict, if the other party is successful, India will be crushed forever; if India is successful she is sure to deliver her message to the world, as she has done in the past, from time to time. Cultural conquest is the only Conquest, so education in all its branches should be guided by the spirit of Indian culture that we may prepare ourselves for our self-preservation, and self-development for the  good not only of India, but also of the world at large.

It follows from the above consideration that the characteristics of an Indian university should be so as may bring the students to the centre of Indian life, the inner life, the life of spirituality. All outer events or departments e.g., social, political, military, etc., should also be duly emphasised, but they are needed for no other gain than to secure the ideal of the nation. Everything outside should be controlled by the life within. An Indian university is truly Indian in so far as it helps the spiritualisation of the different  subjects of life and thought, and inculcates the idea of sacrifice of oneself to God in all the stages and walks. If India is to be unified it must be unified by the revival and representation of her own spirit.

Extracts from Vedanta Kesari, an English monthly of the Ramakrishna Order, published from Sri Ramakrishna Math, Chennai.




http://www.newindianexpress.com/cities/bangalore/Spirit-of-Indian-culture-education/2013/12/14/article1945015.ece

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Centre crippling school education: NGOs

BHOPAL: Centre has been actively implementing the agenda to cripple government's school education system with a view to ultimately destroy it under increasing pressure from international agencies (like, World Bank, IMF, DFID and others), alleged Shiksha Adhikar Manch. The manch, a platform of an assortment activists, were addressing a press conference on Friday.

It was pursuing this agenda, they alleged, that the government introduced schemes like DPEP and Sarva Shiksha Abhiyan (SSA) which have so worked to downgrade government schools that even the poorer sections now hesitate in sending their children in these schools.

The conference was addressed by educationist Anil Sadgopal (president, All India Forum for Right to Education), Abdul Jabbar (Bhopal Gas Peedit Mahila Udyog Sangathan), Jyotsana Milan (senior writer), G S Asival (senior trade union leader) and Vijay Kumar (RYFI) among others.

"The credibility of government schools has been purposely eroded to open doors of uninhibited profiteering by private schools. The much-talked about Right to Education (RTE) Act, 2009 is part of the same government strategy to destroy public school system. This Act does not give children the right to free and good quality education instead it gives the right of unlimited profiteering to the corporate houses and their pet NGOs," said Sadgopal.

http://timesofindia.indiatimes.com/city/bhopal/Centre-crippling-school-education-NGOs/articleshow/27350266.cms

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Jean returns from fact-finding trip to India armed with education ideas

A TORBAY Council advisory teacher has returned from a fact-finding mission in India armed with a host of ideas to help school children and professionals in Torbay and the rest of the country.

Jean Jackson spent six weeks in Kerala after being awarded an education grant from the Winston Churchill Memorial Trust.

The trust funds overseas trips for Fellows so they can share the results of their experience and best practice for the wider benefit of their community and the UK.

Jean said: "It was an amazing trip to India and I have returned with lots of stories and ideas which I hope will inspire children. It is so important to share the fun and festivities of children from other countries while teaching and learning about language and culture — it can improve their academic achievement and enrich their learning.

"The Travelling Fellowship enabled me to explore the educational system in Kerala and research the culture so I can bring a little piece of India back to schools in Torbay. I would like to thank the trust for this wonderful opportunity."

During her Fellowship Jean studied the education system in Kerala and researched storytelling traditions in the region, including Kathakali performance theatre.

She visited schools in Kottayam, Ernakulam and the tribal area of Wayanad.

Her role in Torbay mainly involves supporting schools in meeting the needs of children who have English as an additional language.

Torbay's second largest group is Malayali children from Kerala and there is a gap in educational resources available to them.

Jean will use the findings from her trip to develop her work with Malayali children who are improving their English language skills.

The research will also enable Jean to produce materials to help the children in Torbay schools to learn about life in another country.

She intends to produce a dual language book which can be used in Britain and Kerala.

Read more: http://www.thisisdevon.co.uk/Jean-returns-fact-finding-trip-India-armed/story-20314219-detail/story.html#ixzz2nRa5qWf5

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Times Higher Education rankings: India has only 10 institutes in top 100, Panjab University ahead of six IITs

The inaugural Times Higher Education BRICS & Emerging Economies Rankings 2014 have highlighted China’s ‘utter dominance’ in the higher education sector. Though India is nowhere near its neighbour, 10 of its institutes figure in the top 100 list, which was published Tuesday after analysing institutes from 22 countries.

China has claimed four of the top 10 slots, and 23 of the top 100. The country’s Peking University leads the rankings and Tshingua University is second. Taiwan, officially the Republic of China, has notched up 21 slots.

The Indian tally is led by Chandigarh’s Panjab University, which has claimed the thirteenth place, ahead of six IITs that stand between No. 30 and No. 47. A high citation record is seen as the reason behind PU’s success. Other Indian institutes on the list are Jadavpur University (No. 47), Aligarh Muslim University (No. 50) and Jawaharlal Nehru University (No. 57).

Phil Baty, editor of the Times Higher Education Rankings, told The Indian Express: “Its elite group of specialist institutions, the IITs, do well overall, but India has perhaps been so focused on meeting the extremely high demand for additional university places that it has allowed quality to suffer. Student numbers have exploded, but quality has not been maintained.”

“There are wider concerns about teaching in India — ensuring graduates have up-to-date skills for the job market, and can think creatively and prepare for an uncertain future,” he said, adding that Indian institutions needed a “stronger research culture”.

The rankings also threw up some surprises. Turkey has claimed three places in the top 10 and seven in the top 100. Russia, however, has only two institutes on the list. No institute from Pakistan, Indonesia and Philippines made it to the list.

Baty said China’s “utter dominance” should “serve as a warning to the other BRICS that they risk losing out in the global race if they do not put further energy and resources into developing their universities to compete with the very best”.

The rankings are based on thirteen indicators such as industry income, innovation, teaching, learning environment, citations, students, etc.

Apart from the BRICS nations, the rankings also considered countries classified as emerging economies by the FTSE — a provider of economic and financial data.

http://www.financialexpress.com/news/times-higher-education-rankings-india-has-only-10-institutes-in-top-100-panjab-university-ahead-of-six-iits/1203582/0

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France plans to invest in education and hospitality in Bihar

Impressed with over 10 per cent growth rate achieved by Bihar, France said there was good prospect for French companies to invest in the state's education, power and hospitality sectors stated a TOI report.

"There is tremendous prospect for French companies to register its economic presence in Bihar in the field of education, power and hospitality sectors," Francois Richier French Ambassador stated during his first three-day visit in Bihar. Richier said he would talk to about 350 French companies in India to make Bihar their destination.

French investment in India, at present stands at USD 18 billion. About 350 French companies in hospitality, manufacturing, automobile, cement, mechanical engineering and beauty products had heavy investments in states like Tamil Nadu, Maharashtra, NCR and Gujarat.

Nitish Kumar, Chief Minister, Government of Bihar at a meeting with Richier, informed him that French companies could help in the state's endeavour to lay stress on the power sector.

The ambassador, who visited Nalanda to see the site of new International Open University and the ancient one, said an MoU was signed between Nalanda International University and French Research school EFEO for educational exchange programmes of students and faculty members. He said there was also scope for student exchange with National Institute of Technology (NIT), Patna.

http://www.hospitalitybizindia.com/detailNews.aspx?aid=18280&sid=1

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India Seeks Latin American Investors in Manufacturing and Infrastructure

During a visit to India this week by business community leaders from Latin American and Caribbean (LAC) countries, India indicated it was actively seeking LAC investment in its manufacturing, infrastructure, and agricultural processing sectors.

Led by Ecuadorian Vice President Jorge Glas Espinel, the 250 member business delegation will attend a number of events and meetings hosted by the Indian Government and Confederation of Indian Industry (CII) in New Delhi and Mumbai.

It is reported that projects worth over US$35 billion were offered to business leaders during the CII-hosted opening event yesterday.

“What LAC countries need to discover is the attractiveness of the market here and in particular manufacturing. That is where the Indian market is ideally placed to receive investments,” Secretary of Industrial Policy and Promotion Suarabh Chandra said at a CII function.

Chandra also briefed the delegation about India’s National Manufacturing Policy (NMP), which provides financial incentives to overseas investors, and 2013 changes in FDI policy.

The NMP aims to raise the share of manufacturing to 25 percent of India’s GDP by 2022 from 16 percent, and create more than 100 million jobs by 2020.

The LAC delegation was specifically encouraged to invest in the development of four new industrial corridors: the Delhi Mumbai Industrial Corridor, Chennai Bangalore Industrial Corridor, Bengaluru-Mumbai Economic Corridor and Amristar-Kolkata Industrial Corridor.

External Affairs Minister Salman Khurshid also called upon India and LAC countries to increase bilateral cooperation in poverty eradication efforts and educational exchange.

Faster Visa Issuance Procedures

Noting that bilateral trade between India and the LAC has increased considerably over the past decade, Khurshid called upon small and medium enterprises (SMEs) in both India and the LAC to increase cooperation and investment.

Khurshid insisted, however, that there was an immediate need to improve Indian consular services in the LAC and issue visas to LAC citizens faster in order to boost economic engagement between the two regions.

While two-way trade between the LAC and India increased to US$46 billion in 2012 from only US$2 billion in 2000, Khurshid stated that “the figure is not reflective of the true potential of our economic engagement. We need, and I take note of this, to improve on our consular services and faster issuance of visas and I think that remains the pre-requisite that we must address.”

“This region includes five of the world’s most bio-diverse countries – Brazil, Colombia, Ecuador, Mexico, and Peru. India wishes to build a long lasting, enduring relationship with LAC,” he added.

By increasing cooperation and engagement between LAC and Indian SMEs, both sides agreed technology related to e-governance, tele-education, tele-medicine and mining could enhance economic growth potential.

A report issued late yesterday appears to indicate the delegation is already seeing early signs of success as Ecuador announced plans to invest US$70 billion into India by 2017.

The next LAC business delegation is expected to travel to New Delhi in September 2014 in order to continue strengthening political and economic relationships being forged this week.

- See more at: http://www.india-briefing.com/news/india-seeks-lac-investors-manufacturing-infrastructure-7225.html/#sthash.k4FTmcP8.dpuf

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Asian school students top global education survey

LONDON: A major global ranking released on Tuesday, which evaluated knowledge and skills of 15-year-olds, has showed Britain has failed in making it to the top 20 in mathematics, English and science for the first time.

Asian countries like China, Japan and Korea have outperformed the rest of the world in the Organisation for Economic Co-operation and Development (OECD)'s latest PISA survey in which over half a million 15-year-olds in 65 countries took tests in the three subjects.

The results have come as a shocker for the UK with British students faring poorest in mathematics — coming 26th in the league table. In English reading, they ranked 23rd and 18 in science.

Shanghai (China) and Singapore were top in mathematics. Students in Shanghai scored the equivalent of nearly three years of schooling above most OECD countries.

Hong Kong, Chinese Taipei, Korea, Macao, Japan, Liechtenstein, Switzerland and the Netherlands were also in the group of top-performing countries. The five top performing countries in reading were Shanghai, Hong Kong, Singapore, Japan and South Korea. India was not among the countries surveyed.

Of those 64 countries with trend data in maths up to 2012, 25 improved in maths, 25 showed no change and 14 did worse. Brazil, Germany, Israel, Italy, Mexico, Poland, Portugal, Tunisia and Turkey have shown a consistent improvement over this period.

Around 23% of students in OECD countries, and 32% overall, failed to master the simplest maths problems. Boys performed better than girls in maths. They scored higher in 37 out of the 65 countries and economies, while girls outperformed boys in 5 countries.

Of the 64 countries and economies with comparable data up to 2012, 32 improved their reading performance, 22 showed no change, and 10 deteriorated. Chile, Estonia, Germany, Hungary, Israel, Japan, Korea, Luxembourg, Mexico, Poland, Portugal, Switzerland and Turkey improved their reading performance across successive assessments.

Across OECD countries, 8.4% of students are top performers in reading. Shanghai-China has the largest proportion of top performers - 25.1%. Over 15% of students in Hong Kong, Japan and Singapore are top performers in reading, as are more than 10% of students in Australia, Belgium, Canada, Finland, France, Ireland, Korea, Liechtenstein, New Zealand, Norway and Chinese Taipei.

http://timesofindia.indiatimes.com/home/education/news/Asian-school-students-top-global-education-survey/articleshow/26817209.cms

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A R Rahman bats for proper music education for kids

Underlining the need for music schools for youngsters, Oscar-winning composer A R Rahman feels children across India should have access to proper music education.

Learning music is "not merely a side thing where you take tuitions in a house. If a kid wants to learn music, he deserves proper education in it," Rahman told PTI here.

The Academy Award winning composer, singer and producer was in the city to visit a flagship store in Manhattan for the leading global audio and infotainment group Harman International Industries.

A large number of Indians living in the area had lined up at the store to meet Rahman and take photographs with the music legend. Rahman was also gifted customized gold-plated JBL headphones by Harman International CEO Dinesh Paliwal during his visit to the store.

Harman had named Rahman its India Brand Ambassador for JBL by Harman's multi-year campaign.

Rahman, who founded KM Music Conservatory, a higher education institution focussed on music in 2008, said his efforts in setting up the music school has inspired people in India to "understand that education of music is very important".

"If a kid in a family of doctors wants to study music, it is his right to demand that and come to a school like the K M Conservatory," he said.

Rahman added that he had been offered to open similar music schools beyond India's borders in countries like Dubai and Malaysia but said he still needs to "perfect" the concept in India.

On whether he has plans to set up a music school in the US, Rahman said he might look at the possibility in future when he has more free time in hand.

"You cannot set up a school and let someone else manage it. You have to be passionate and be involved all the time, get constant feedback. That is my intention. For me a music school is like family, you cannot have kids and then say that they will grow up on their own. You need to take care of them. The same applies to a music school," he added.

Among the various projects Rahman is currently working on are 'Million Dollar Arm' and 'Monkeys of Mumbai', which is DreamWorks Animation's first-ever Bollywood-style animated musical adventure.

The Grammy-award-winning musician said he is always on the lookout for projects that are not repetitive and drive him to deliver his best.

"At this stage of my life, the projects have to compel, drive me. That is the kind of projects I am selecting. It is important that I do not feel that I have done this before," he added.

Rahman, 47, who recently gave cricketer Sachin Tendulkar a guitar, said he will miss the batting legend on the field but said it was the right decision by Tendulkar to retire.

"Of course, I will miss him on the field. It is very emotional but at the same time it is good to go at such heights," he said.

"Life does not come to an end" with retirement and Tendulkar can continue to share his vast experience and knowledge about the game.

Rahman said Tendulkar was moving to a new house where he was setting up a music room. Rahman bought a guitar for Tendulkar who said he would take it if it has been signed by Rahman.

Tendulkar, who retired from cricket last month, counts the guitar gifted by Rahman among the memorable gifts he has received and has said that it is "dear to me."

http://www.indianexpress.com/news/a-r-rahman-bats-for-proper-music-education-for-kids/1202707/0

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India Education Services plans 50 business school centres in 10 years

 NEW DELHI: India Education Services, an equal joint venture between HT Media and US-based Apollo Global Inc, that runs Bridge School of Management, plans to open 50 centres across India in the next ten years to train working professionals.

The company that currently has a centre at Gurgaon, will open a second one at Noida shortly. It is targeting to provide executive education programmemes to mid-level working professionals with 3-8 years of work experience.

It is aiming for a total of about one lakh students to be trained in the next decade.

"There is a lack of supply for the right talent for the right job in India today. What we are aiming is to address the 'employability' gap to help India's rapidly growing industry," India Education Services CEO Rajesh Puri told PTI.

He said by leveraging on knowledge, experience, expertise and technology from Apollo Global, Bridge will provide an innovative learning environment and industry focused management programmemes for working adults to boost their career.

"Currently, we have a total of 125 students, all coming from various industry segments, in batch of 20 each. Our aim is that in 10 years time, we should be able to train about a lakh students," he said.

When asked about the campus expansion, Puri said: "Our first centre is at Gurgaon and the second is coming up in Noida very soon. The overall vision is to have about 50 centres across India in the next 10 years."

He, however, declined to comment on investments for expansion that the company has envisaged.

Puri also said as the school moves forward, it may also take students from outside and not necessarily from industry alone as it is done at present.

Bridge School of Management is offering post graduate programmemes in management with specialisations in HR, finance, marketing and operations and technology functions. Each programmeme is of 11-month duration costing about Rs 2.5 lakh.

http://articles.economictimes.indiatimes.com/2013-12-01/news/44619568_1_bridge-school-50-centres-puri

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Education can help India overcome moral challenges: President Pranab Mukherjee

The people of the country need to make an extra effort to surmount the contemporary moral challenges, President Pranab Mukherjee today said, stressing the need to focus on education for India to be "truly developed".

"Educational institutions have a pivotal role to inculcate in our youth the core civilizational values of love for motherland, performance of duty, compassion for all, tolerance for pluralism, respect for women, honesty in life, self-restraint in conduct, responsibility in action and discipline," the President said at the 12th convocation ceremony of Rajiv Gandhi University here.

Asserting that education is the bedrock of an enlightened society, he said a good education breeds tolerance for divergent views.

"Our country has done well in terms of economic development. Yet, we cannot claim to have evolved into a truly developed society," he said.

"Development is not only about factories, dams and roads. Development, to my mind, is about people, their values and their devotion to spiritual and cultural heritage of our nation."

"At a time when we, as a nation, have to make an extra effort to surmount the contemporary moral challenges, it is holistic education that must play a definitive role in shaping our values," Mukherjee said.

The President, who was on a two-day visit to the north eastern state, expressed concerns over the declining standard of country's higher education and suggested its overhaul.

"Today, our universities lag behind the best universities in the world. According to an international survey, an Indian university or an institution is missing from the top 200 ranks. Naturally, we feel shock," he said.

"India is poised to become a world power. Not merely physical expansion is enough, we must have quality expansion. There is no dearth of quality teachers and students, what we need is quality education and an atmosphere for that," the President said.

"Why should our students go to abroad. Why can't we create reverse reaction. For that, we need to emphasise on education and research," he said.

Mukherjee said ancient universities in the country had excelled in providing education not only for one or two years but for 1,800 years, yet none of our institutes figures in list of world's top 200 such centres.

"Our ancient universities--Takshashila, Nalanda, Vikramashila, Valabhi, Somapura and Odantapuri-- were renowned seats of learning that attracted scholars from outside."

Mukherjee said country's higher academic model must undergo significant changes from the traditional pattern of delivering education.

He said every university has shortage of teachers but that cannot be overcome overnight.

Technology can play an important role for it, he said. The President also laid emphasis on conducting research activities in universities across the country.

http://articles.economictimes.indiatimes.com/2013-11-30/news/44596394_1_president-pranab-mukherjee-universities-quality-education

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