Education loans: Banks to rate institutes

To tide over their bad loans and structure their loan products in a better way, banks will now rate B-schools and other educational institutions. In a recent meeting between banks and over 150 education institutes, it was decided that Indian Banks Association will come up with a rating model for institutes. This would be done under the aegis of Pritam Singh, director, International Management Institute, New Delhi.

“Now, bankers are going to be liberal in providing education loan. When you provide loan, recovery is equally important. We will use criteria like placements, academic standards, intellectual capital and connection with the industry, etc to rate the institutions,” said Pritam Singh.

The process may take about six months. After the meeting with education institutes, IBA, in a note, said, “Ideally, a system of rating of educational institutions based on placement records of students should help banks to structure their loan products better. A good placement history with higher salary offer for poor students would make the loan less riskier and would enable banks to offer better security terms and lower interest rates.”

Banks say they can refine the assessment process by combining college rating with the rank obtained by the student in the qualifying exam. Banks can also rate students year to year and fix interest rates linked to the rating. “Lenders are insisting on ratings to ensure that they (institutes) are not fly by night operators, and have adequate infrastructure and the quality of education is such that it makes student employable,” said IBA senior advisor Sangeet Shukla.

Banks also want to track students who take loans after they pass out. Authorities in colleges, said IBA, are willing to associate with banks to take full advantage of the offer. There is also a need for a legislation making it mandatory for employers to deduct loan installments and remit to banks periodically.

Banks are worried about the rise in loan default rate. The educational loans began to grow substantially from 2004-05. Many of them will come up for maturity in the next two financial years. There could be an increase in delinquency as many students either remain unemployed or earnings are inadequate to repay loans.

After realising the adverse impact loan defaults will have on the already stressed banks’ balance sheets, the government has announced the formation of education loan credit guarantee fund. The details are being worked out, said another IBA official.

Educational loans have grown by 13.4 per cent in 12 months to Rs 49,500 crore in January 2012. The pace has moderated from 20.9 per cent in previous 12 months.

At present, an education loan of up to Rs 10,00,000 is considered for studies in India and Rs 20,00,000 for abroad. A recent report by M V Nair Committee for Priority Sector Lending has revised the ceiling for priority sector status to Rs 15,00,000 and Rs 25,00,000 respectively.

The IBA and education institutions also discussed the issue of whether to charge differential rates on education loan. There could also be flexibility in terms of repayment. “Considering that sometimes the student borrower does not get a placement with salaries comparable with others in the batch and he may find difficult to service the loan during the early part of his career, it was suggested that flexibility may be brought into the scheme by fixing progressively stepped up installments,” said a member who was part of the meeting with IBA.

http://www.business-standard.com/india/news/education-loans-banks-to-rate-institutes/468562/

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McGraw-Hill to announce global education CEO in 2-3 weeks

McGraw-Hill Companies Inc (MHP.N), the New York-based parent of credit rating agency Standard & Poor's, will appoint a new CEO for its global education business within a month, its chief executive told Reuters on Wednesday.

"We have a name and it's an exciting name. My guess is that probably in the next 2-3 weeks," Terry McGraw, a great-grandson of the founder said.

The company, which will split into McGraw-Hill Financial and McGraw-Hill Education, has been on the lookout for a CEO to run its education business ever since the announcement. Terry McGraw heads the financial business.

McGraw-Hill has a presence in India through Standard & Poor's Ratings Services, CRISIL, McGraw-Hill Education, J.D. Power Associates and Platts, among others.

The company expects digital learning content to grow at a higher double-digit rate in India and drive the growth of its education business here, Mcgraw said.

McGraw-Hill plans to push for learning programmes related to vocational training online and is working on making more learning material and textbooks available across various digital platforms.

"The growth outlook is really quite healthy for the education business and we expect that to continue," McGraw said.

Globally, however, the education segment has been under stress but has recently seen a better performance in higher education help offset low spending for elementary and high school textbooks.

The company is also looking to strike joint ventures with Indian companies to impart skills learning in India, McGraw said.

In China, it has a joint venture New Oriental to provide skills training.

McGraw also said the environment for its global ratings business had started showing signs of improvement.

"The debt crisis isn't over... From the credit ratings standpoint, we look at pipelines and the pipelines are filling up," Terry McGraw told Reuters.

http://in.reuters.com/article/2012/03/21/mcgraw-hill-india-idINDEE82K0BR20120321

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Govt. has taken steps to increase literacy, ramp up higher education: PM

New Delhi, Mar 21 (ANI): The Prime Minister, Dr. Manmohan Singh, on Wednesday said the government has taken a number of steps to increase literacy, ramp up higher education particularly in science and engineering, impart skills to young citizens and develop vocational education.


Speaking at the Centenary celebrations of the Oxford University Press India here, Dr. Singh said: "India has a large number of young people hungry for education, skills and training and this number is growing in leaps and bounds. It is a challenge as well as an opportunity for us to equip them with the skills they need to find productive, gainful employment and a means to a better future."


Stating that India can fuel the engines of growth of the global knowledge economy, Dr. Singh said: "If we can achieve what we have set out to do, then we can create a huge asset pool in this new knowledge based world."


"But for this the world has to remain open to the flow of such talent and skills. It is for this reason that India seeks a multilateral rule-based regime for the movement of not just intellectual property but also knowledge embodied in natural persons," he added.


Dr. Singh said the present challenge is to widen the population of readers, not just the market for books.


"I see a great hunger for knowledge in our country. We need to provide our people, particularly our youth, access to quality books. While publishing houses may worry more about the number of books sold, we in government must focus on number of books read!" he said.


The Prime Minister said the government recently commissioned a National Mission for Libraries, anchored in the Ministry of Culture, with this objective in mind


"The Mission will focus on improvement of the public library system of the country particularly concentrating on the States where library development is lagging behind. The National Mission hopes to cover approximately 9,000 libraries in three years," said Dr. Singh.


"It will conduct a national census on libraries, work towards upgradation of infrastructure of reading resources, and seek to modernize and promote the networking of libraries," he added.


Dr. Singh also urged the respective state governments and every municipality and panchayat to pay special attention to the setting up and maintenance of public libraries, including community, locality and village libraries.


"The mission that I have been talking about cannot succeed through governmental effort alone. We have to rope in resources available in the community, private sector and non-governmental organizations," said Dr. Singh.


"Affordable modern information technology can be deployed today to extend the resources of our libraries. A young reader sitting in his village public library should be able to access books and information from across the world," he added.


The Prime Minister said the world has come to recognise that India with its youthful population and skilled manpower has the capability to bridge the human resources gap in the global knowledge economy


"For decades, development economists would say that India's population is its curse. Today, as many developed economies grapple with the challenge of ageing, the world has come to recognise that India with its youthful population and skilled manpower has the capability to bridge the human resources gap in the global knowledge economy," he said.


Commending the work done by Oxford University Press India in spreading the light of knowledge in the country, Dr. Singh said: "I wish to take note of two particular initiatives. The first is the effort of the Press in publishing bilingual dictionaries in Indian languages such as Hindi, Bengali, Tamil and Marathi and many others. The other is OUP's translations programme, through which a 100 titles, including a number of anthologies of Urdu, Bengali, Malayalam Dalit and Tamil Dalit writing, have been published."


"I conclude by conveying my very best wishes to the Oxford University Press India and hoping that they will continue to provide leadership to the publishing industry in the country for many, many years to come," he added. (ANI)

http://www.newstrackindia.com/newsdetails/2012/03/21/276965-Govt-has-taken-steps-to-increase-literacy-ramp-up-higher-education-PM.html

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Despite RTE, 70% kids not getting proper education: Expert

VARANASI: "India needs to address five core problems if it wants to become a developed and modern nation. The five key problems hurting the nation are education, water, energy, corruption and governance. India also has the world's richest natural and historical resources that need to be preserved for the development of the country," said Padma Bhushan awardee and noted scientist P M Bhargava in a press conference at Banaras Hindu University (BHU) on Wednesday.

Bhargava was invited for a special lecture on 'art and science' by the varsity as a part of special series of lectures to mark the 150{+t}{+h} birth anniversary celebrations of Pt Madan Mohan Malviya, founder of BHU on Wednesday. The noted scientist and founder director of Centre for Cellular and Molecular Biology (CCMB), Hyderabad, laid stress on de-commercialisation of education.

"It hurts when we come to learn that not a single provision of Right to Education (RTE) Act has been implemented after nearly two years of its enactment in the country. We need to follow common school system where rich and poor get education under the same roof without any discrimination. We need to extend the reach of central school system (Kendriya Vidyalays) to cater to the needs of students," he added on the occasion. He said that though the literacy rate in the country is increasing, nearly 70% of school-age children are still not getting proper education.

"How can we expect to improve and change the higher education scenario when the primary education that provides the base and foundation is not given attention? There is a need to bolster spending in education to nearly 6% of GDP and we can come up with nearly five lakh government-run high schools on the lines of central schools. We also need to develop and upgrade technology keeping in mind the needs and requirements of our people so that the benefits of technology could reach the community," he added.

Sharing some nostalgic moments and his Varanasi connection with the journalists, Bhargava said that he was one of the fortunate students to get direct admission in class IX when he was merely 10 years old. "I passed the tests in English and maths under the university's board system (BHU board) and got direct admission in class IX at Besant Theosophical School (BTS) in 1939. My early education was done at home and my father, who was a doctor in UP government service, was posted at different places in east UP region including Azamgarh and Ballia. I spent many years in the city during my stay at Kamachcha and later shifted to Sigra in 1941. I was also fortunate to meet Mahatma Gandhi, Pt Madan Mohan Malviya and Shiv Prasad Gupt during my stay in the city," he told.

Peeved at the rising pollution in Ganga, the noted scientist said that the department of environment, which was set up as a separate department, had come up with a concrete plan to curb pollution in Ganga two decades ago. It had stalled nearly 600 projects including construction of dams to maintain the natural flow of the river, but unfortunately, the department was merged with department of forests and the proposals were never implemented. He also added that country needs to come out of the patent system which restricts the spread of knowledge. "I think the country made a blunder by signing TRIPS agreement and joining WTO, as it reduced the chances of attaining self-sufficiency in science and technology," he added. Bhargava and BHU vice-chancellor Lalji Singh also released the special issue of Pragya after the press conference.

Later, speaking as the chief guest of valedictory function of 60th guidance course of UGC Academic Staff College in the varsity, Bhargava emphasised the logical use of knowledge. A total of 43 participants from various colleges and universities in the country had participated in the 28-day guidance course that concluded on Wednesday.

http://timesofindia.indiatimes.com/city/varanasi/Despite-RTE-70-kids-not-getting-proper-education-Expert/articleshow/12359187.cms

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India’s education system belongs to the industrial age

Rote-learning worked when employability hinged on fitting into a task-based role. Today, such work is outsourced to machines and we are expected to deliver in terms of ideas

With increasing frequency, both in private life and in political discourse in the country, people have begun to wonder: What were our policy-makers thinking? What thought processes, what information and what decision models were used to arrive at a particular decision? The accusation is that of an intellectual vacuum in decision making. This leads to two questions: Who is responsible for this? How can this be filled?

The answer to the first is clear. We have failed to educate our students to become good decision makers. The purpose of education is to enable individuals to decide between the choices they create for themselves and society. And to then have the courage to stand by their decisions. The training for babugiri suited the industrial age, when employability depended on being able to slot into a task based role and repeat it reliably. Today, such functions are often outsourced to machines — and humans are expected to deliver more in terms of ideas, solutions and leadership.

This clearly cannot be done using our traditional views on education. Rote learning, leading to achievement in examinations with set patterns is clearly not learning. Assessments do have a role to play in the learning process, but it is a limited role. Assessment systems are about proof, and by definition can only test for memory, skills or aptitude. There is no test in the world that can declare a student ‘learned’ or ‘educated’. They can also indicate that the candidate has acquired a certain degree of proficiency in managing the test. In a way, the only learning here is the ability to recognise patterns in the assessment system and to adapt work processes to that pattern. Our schools and colleges have been allowed to degenerate to become such assessment machines. We go to school not to learn, but to pass exams and purchase entry into the next rung on the ladder.

To answer the second question, in educating our next generation we need to give them experience of skills that will help them generate value. They need to be able to identify opportunities, recognise problems, seek options, find resources, share responsibilities and design outcomes. It is the task of educationists to design curricula and standards to meet these needs. But, may be it is too much to ask of those who have only been trained to replicate the learning of the past. Learning today is about creating new futures based on enterprise, opportunity and innovation.

Nothing in our current school or higher education systems reflects these needs. We do not even deliver on basic employable skills required by current industries, let alone encourage our students to think for themselves and explore the world around them. If anything is included in the syllabus, it is memorised, regurgitated and forgotten — unlikely to be useful in the future, since application of the knowledge was rarely part of the assigned task.

Current education policies deliver neither quality nor relevance to its key constituency — the students. The attempt at creating a mass of literate and numerate citizens falls at the altar of poor design and thus poor implementation. The Right to Education Act, however well intentioned, may never deliver its lofty goals as it is impeded by its own loopholes and shortsightedness — thus almost an example of the intellectual vacuum we bemoan.

The  Five Year Plans are supposed to focus on education — throwing investments at creating infrastructure for ‘massification’ with scant regard for the quality of education. As the rise in education spend is tempered, the dialogue moves towards quality — with little concrete by way of an over arching view of what quality means. A number of patchy attempts, including sector skills councils, accreditation systems etc. have been mooted — but they too find little to anchor them to the nation’s education policy framework.

We seek to increase participation in higher education, targeting a Gross Enrollment Ratio of 25 per cent, having reportedly increased it dramatically to 17 per cent this year. But what are we expecting students to gain from superficial engagement with poor quality content delivered by those whose reputations do not even make a mark in the world’s rankings? The reputation of our universities, based on research and teaching and assessed by peer reviews is dismal. We do not figure anywhere in the top 100, according to the Times Higher Education Reputation rankings released a few days ago. The Indian Institute of Science, which was the lone representative of the nation was edged out by competition this year. With our institutions slipping, many having been damaged for years, where do we find this intellectual capital to fill the vacuum?

It is said, that when Pandora’s box was opened, and chaos reigned — all that was left at the bottom of the box was hope.Our hope, though it still languishes unsupported at the margins, is through multiple private efforts to create innovative learning models that foster learning beyond fear.

The writer is an education strategy consultant who has lived, worked and taught in London for over a decade. She is now based in New Delhi.

http://www.dailypioneer.com/columnists/item/51284-india%E2%80%99s-education-system-belongs-to-the-industrial-age.html

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Students get only 6% of education funds: Survey

NEW DELHI: It's no surprise that just about half the country's standard V children can read a standard II textbook, and far fewer can do basic arithmetic. India's budget for elementary education has doubled between 2009 and 2012, and yet learning abilities continue to stagnate. A new survey has found that despite a hike in funds, 78% of the education budget was invested in teachers and management costs, with students receiving a mere 6% of the total investment. Particularly popular was whitewashing of walls and expenditure on school events.

Between 2009-2010 and 2011-2012, India's elementary education increased from Rs 26,169 crore to Rs 55,746 crore (including state and Central share). Across India per child allocation has increased from Rs 2,004 in 2009-2010 to Rs 4,269 in 2011-2012. However, most of this money was used to build school-level inputs through a large education bureaucracy - controlled and managed by both state and central government - according to PAISA report by Pratham and Accountability Initiative.

Between April, 2010 and November, 2011, schools spent their money on essential supplies, 68% schools whitewashed their walls, 69% spent on school functions, 89% purchased charts, globe and registers. Pointing out this disparity in increased outlays that have not led to improved outcomes, Accountability Initiative director Yamini Aiyar said, "PAISA did not find any co-relation between expenditure on teachers and children's learning levels. In fact, increased outlays does not mean an improvement in outcomes and we found that teacher training and investments on children were under-prioritized in favour of school infrastructure and teacher's costs."

The study was conducted in 14,283 schools in seven states across rural India. Of the SSA budget, school grants account for a mere 5% of the allocation. Though small, these are the only funds over which school management panels can exercise some expenditure control.

The report has expressed concern over the "top-heavy" approach in disbursal of grants under SSA pointing out that schools did not receive according to their requirements. It was also found that while in theory it is not important but in practice release of funds was linked to a utilization certificate given for earlier expenditures. "We find that whitewashing is so popular because it is a job that is quick and easy and requires very little effort on the part of the school," Aiyar added.

http://timesofindia.indiatimes.com/india/Students-get-only-6-of-education-funds-Survey/articleshow/12361365.cms

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Hundreds Of Poor Children In India Benefit From The Free Educational Programs Offered By Tarang

Mumbai, Maharashtra – India is in great need of the services of non governmental organization and there are many sectors in India that depend a lot on the work of non profit organizations. The educational industry in particular needs a lot of assistance to improve the literacy rate of the country. Many statistics report that one of the reasons for the highest rate of poverty in India is poor literacy rate. Tarang is a full fledged non-profit organization which offers social service in India concentrates on the education sector. The India NGO offers free education in India in particular concentrating on the slums of Mumbai. There are already many educational institutions working in India and several organizations focus on Mumbai because of the immense need in the city.

Tarang in particular has been working on the single goal of alleviating poverty in Mumbai by offering the best quality educational programs to the slum children of Mumbai though the educational programs offered are totally free. The India NGO regularly launches new educational programs based on the needs of the society. This highly discerning educational NGO has in fact done well to spot the needs of the society and has already launched four streams of educational programs and all the programs benefit the poor greatly.

One of the most popular among the four educational streams launched by the company is Project Daaitwa. The program focuses on helping children that are unable to attend school during the day time because of the family situation whereby the child is one of the bread winners of the family. Another useful program from the NGO is Project Lakshya or weekend school. Number of slum children are benefiting from Project Lakshya learning mathematics and computers. Other two educational programs offered by the company include Project Shiksha and Project Aadhar. Project Shiksha supports a school in Faridabad, India to offer free education for over 250 children.

Project Shiksha also offers accommodation for over 30 orphan children. Project Aadhar tries to empower youth by offering youngsters quality education. The list of noble works done by the India NGO continues and the challenge however is sourcing funds to manage all the programs. It is one thing to have noble ideas and it is totally another to have the ideas executed. Execution of welfare ideas require a considerable amount of money and Tarang gladly welcomes donations from the well wishers and from people that like to make a difference in the society. Many people are already supporting the projects of Tarang but that is not enough to sustain the programs and to make them successful. There are many people that like to make a difference in the society but don’t have time to engage in full fledged social service, such people will certainly be able to achieve the noble goals by joining hands with Tarang.

http://www.prurgent.com/2012-03-20/pressrelease231576.htm

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Education Startup Edutor Gets Seed Funding From Hyderabad Angels

Hyderabad-based education services startup Edutor Technologies (India) Pvt Ltd has raised Rs 2 crore ($0.38 million) in seed funding from Hyderabad Angels. Sashi Reddi, serial entrepreneur and founder of SRI Capital led the investment by infusing Rs 1 crore.

Founded in 2009 by Ram Gollamudi, Edutor develops interactive learning platforms for K-12 students. Last year, it had launched a touchscreen device (roughly the size of a smartphone) that came pre-loaded with content aligned to school curriculum. The content can be upgraded as a student moves up.

According to Gollamudi, the funding will be used for product development and marketing the same in different cities. The company currently caters to Hyderabad and adjoining areas, and has tied up with 20-25 schools located in Hyderabad and Bangalore. It has a subscription-based revenue model and offers yearly packages for schools.

“We mainly focus on 6th-12th grade curricula and currently have 70,000-80,000 units of content covering this space. But we plan to add more content every day as content creation happens to be an ongoing process. We mostly provide Tablet-compatible learning platforms and will continue to do so,” said Gollamudi.

The company might require another round of funding after a year and a half and would aim to scale up its revenue from Rs 2 crore to 10 crore in the coming year, added Gollamudi.

http://techcircle.vccircle.com/500/education-startup-edutor-gets-seed-funding-from-hyderabad-angels/

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Education quality down on poor funds utilization

Poor utilization of funds and irregular disbursals have been cited as the reasons for India’s school education system failing to show desired improvement even as the government has more than doubled funds for education programmes in the past two years.

The government has spent just 70% of the funds allocated for Sarva Shiksha Abhiyan (education for all) and Right to Education in 2010-11 compared with 78% in the year earlier, according to the Planning, Allocations and Expenditures, Institutions: Studies in Accountability report, prepared by the Accountability Initiative, a wing of Centre for Policy Research.

The report, which surveyed 14,283 schools in rural India, found that flow of funds had slowed in the first half of 2010-11. “The timing of the grant receipts has worsened. By November 2009, 59% of schools reported receiving grants. In 2011, grants receipt by November dropped to 53%.”

In the national budget for the year starting 1 April, finance minister Pranab Mukherjee increased the allocation for Sarva Shiksha Abhiyan and Right to Education by 21.7% to Rs.25,555 crore. The government is increasing spending on education to help prepare the youth to join the workforce and contribute to the economic growth of Asia’s third biggest economy.

Funds, including allocations by states, for Sarva Shiksha Abhiyan has more than doubled between 2009-10 and 2011-12. The allocation increased from Rs.26,169 crore to Rs.55,746 crore, according to the Accountability Initiative report.

Studies have indicated that the quality of India’s school education is declining and such a trend can affect the long-term competitiveness of an economy that aims to become the knowledge hub of the world.

“An increased financial allocation does not necessarily mean better quality of education,” said Yamini Aiyar, director of Accountability Initiatives. “We did not find this in our survey. The utilization of resources is a huge concern.”

Only 84% of the schools received maintenance grants in 2010-11 under the Sarva Shiksha Abhiyan compared with 85% a year earlier, the study said. Similarly, development grants reached just 77% of the schools during the same period, a drop of six percentage points from the previous year.

Meanwhile, the human resources development (HRD) ministry held a meeting on Tuesday to assess the outcome of the implementation of the right to education in the past 18 months.

HRD minister Kapil Sibal said the impact of the spending will be visible in five years. “The success of the Right to Education can be achieved through partnership between the Centre and state governments, civil society, parents and teachers,” a ministry statement said, citing Sibal. “He also underlined the need for curriculum and text books reform as it is seen that books are not always age appropriate.”

Enrolment at elementary level has increased to 192.8 million in 2010-11 from 179 million in 2006-07, according to the ministry. The total number of teachers in government schools have increased to 4.19 million in 2010-11 from 3.6 million in 2006-07, improving the teacher-student ratio, it said. Following the implementation of the right to education, there has been a “substantial increase in the availability of basic facilities in schools, including increase in percentage of schools having drinking water facility (92.6%) in 2010-11, according to HRD ministry. Separate toilets for girl students are now available in 57% of schools, the ministry said.

The Accountability Initiative report said there was some improvement in school infrastructure but 47% of schools still have fewer classrooms than required.

On the issue of the poor management of funds allocated for Sarva Shiksha Abhiyan and Right to Education programmes, a ministry official said that “they are aware of the situation and talking to states to iron out the issues”. The official, who declined to be named, said fiscal prudence is one of their key focus now and in coming years one can “see the difference.”

http://www.livemint.com/2012/03/20215832/Education-quality-down-onpoor.html?atype=tp

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Shiv Nadar University announced partnership with Babson College of US

New Delhi: The Shiv Nadar University today announced a partnership with Babson College, the world's no. 1 business school for entrepreneurship to offer global leading programs in Entrepreneurship Education to India. Babson's MBA program has been ranked no.1 for entrepreneurship for 19 consecutive years by U.S. News & World Report. Notable entrepreneurs from Babson include the likes of Roger Enrico, former Chairman, PepsiCo; William D. Green, CEO, Accenture. 

Shiv Nadar University will offer three distinct entrepreneurship-focused management programs as part of its offerings from the School of Business. These include:

·         Bachelors of Business Administration (BBA) - 4 year program with the option to study one or two semesters at Babson College

·         Masters of Business Administration (MBA) – 2 year program with the option to study a semester at Babson College

·         MS in Entrepreneurship - 1 year program with first semester at Babson College

All programs will commence in 2013. Students completing the programs successfully will obtain a degree issued by Shiv Nadar University and a certificate from Babson College.


The partnership will also pave the way for the creation of the Center of Entrepreneurship at SNU. The Centre for Entrepreneurship will serve as a centre of excellence for entrepreneurship in India in entrepreneurship research, incubation programs, outreach programs and case studies.

Announcing the partnership, Nikhil Sinha, Founding Vice Chancellor, Shiv Nadar University said, "India's distinct entrepreneurial nature is reflected in its family-run businesses and the new first generation enterprises. While individuals and business families in India have displayed sharp business acumen and have established global recognition, there is a need for structured and formal intervention through education to nurture and promote leadership in entrepreneurship. The collaboration would leverage Babson's expertise in entrepreneurship education to develop India-focused leading entrepreneurial education and help take Indian enterprises to even greater heights."

Len A. Schlesinger, President, Babson College said, "The world needs entrepreneurs and visionaries who pursue both economic and social value-who create not only wealth, but also a wealth of opportunities for others. At Babson College and Shiv Nadar University, we understand that thinking and acting entrepreneurially is more than just an inclination. We believe that entrepreneurship can be taught and how it is taught can make all the difference in the way businesses can be a success."

The partnership also paves the way for the Shiv Nadar Foundation's membership to the Global Consortium for Entrepreneurship Education (GCEE) of which Babson College is the founding member. The GCEE is a dedicated body to shape and advance the future of entrepreneurial education and create a global community from different geographies dedicated to shaping and advancing the future of entrepreneurial education in the future.

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