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MADHYA PRADESH STATE EDUCATION SUMMITEVENT REPORT
Conferences like the State Education Summit
act as a platform for knowledge exchange, and
sharing of the best practices and ideas to address
the gaps and challenges of the states education
sector, the minister said.
The consortium brought together thoughtleadership from across the country to focus on the
development of the state.
Speaking on the occasion, the Information
Technology Department Secretary of the State,
Hariranjan Rao said, ICT has become an integral
part of our education system and new solutions
are coming up to keep the education sector up-
dated. He said virtual classrooms can play an im-
portant role in bridging the digital divide in our
country, and in making quality education acces-
sible to students living in remote areas.
The summit had parallel sessions on higher
and school education and was attended by emi-
nent personalities in the education sector, think-
tanks, academicians, policymakers, educational
institutions heads and students, and others, dis-
cussing the various issues, challenges and best
practices in the education sector.
In the inaugural session, a host of speakers in-
cluding Lokesh Mehra, Director-Education Advo-
cacy, Microsoft; Dr Veera Gupta, Former Secretary,
CBSE & Associate Professor, National University for
Education Planning & Administration (NUEPA); DrMichael Harnar, Mosaic Network, US; Ritu Ghosh,
Head-Education Initiatives, Hewlett Packard;
Suresh Mhatre, Vice President, Tata Consultancy
Services (TCS); Vikram Kant Upadhyay, President,
Team India & Board Member, Indian Angel Net-
work; and Dr Basheerhamad Shadrach, Country Di-
rector, TESS -India, Open University, UK, expressed
their views.
The parallel pre-lunch sessions on school
education and higher education enlightened the
education stakeholders where a large number of
domain experts participated. All those who have
excelled in different areas of the education sector
were awarded the Shiksha Ratna during the con-
cluding ceremony of the event.
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MADHYA PRADESH STATE EDUCATION SUMMIT SCHOOL EDUCATION
Vocational education and training
is an important element of national
education initiatives and has been
given special emphasis in the 12th
Five-Year Plan. The session delved
upon the importance of vocational
education and capacity building
if India has to reap the benefit of
population dividend
Vocationalising Education, and
Capacity Building of Teachers
Dr RB Shivagunde,
Joint Director,
PSSCIVE, Bhopal
The Ministry of Hu-
man Resource and
Development has in-troduced NVEQF and it
is expected by the end of
the 12thFive-Year Plan. It will
make mandatory for all post-secondary schools to
introduce vocational education as a part of regu-
lar education, which will allow us to impart skills
to 55 crore people by 2025.
The government has also set up the National
Skills Development Corporation (NSDC). They have
scanned the entire universe of vocational education
and divided into 21 sectors and prioritised them.
The challenge is quality education and perception
that vocational education is for unemployed people.
However, like the Koreans or the Chinese, we should
all be adequately skilled before getting a job.
Rashmi Arun Shami, Commissioner-cum-Director, Rajya Shiksha Kendra (RSK) &
Ex-Officio Secretary-School Education, Govt of MP
The perception is that vocational education is low paying needs to change in the country. The
notion that only engineering and medical is high paying needs to be revisited. The belief that
vocational education produces low quality workers for ourselves and for the rest of the world.
This approach is fundamentally wrong. We should be looking at vocational education of higher
quality that not only gives people basic skills, but also polished and higher skills. To be the best
in the world, we need to produce more people with higher and better skills. This is a challenge be-
cause we do not have enough quality vocational training teachers. However, I am hopeful we will be
able to overcome this in the future.
Harvender Khalsa,
Principal, Himalaya
International School
It is very important to under-
stand that vocational educa-
tion does not mean empha-
sising only on practical or
theoretical knowledge, rather
it has a deep focus on provid-
ing an environment and train-
ing to a student in such a man-
ner that he can easily earn for
himself.
Sunil Pandya, Administrator,
Vidyasagar School & College
There is a strong need to identify creativity
and convert it into innovation, enhanc-
ing logical and interpretational skills, and
providing better career opportunities. The
time has come that we should accept that
along with primary-secondary education,
we need vocational training also as every-
one cannot become an engineer, doctor,
etc. Vocational education plays an essen-
tial role in an individuals growth which in
turn, results in the economic growth.
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SCHOOL EDUCATION MADHYA PRADESH STATE EDUCATION SUMMIT
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MADHYA PRADESH STATE EDUCATION SUMMIT SCHOOL EDUCATION
Alternative AssessmentStrategies and InnovativeApproaches in Evaluation
Rajesh Awasthi, Principal,
Choithram School, Indore
At times, evaluation becomes more quali-
tative as compared to assessment. So, if
we add quality to the assessment it will
lead to evaluation, but ultimately, the
focus should be on attaining some basicskills, which will help a student in ex-
pressing his ideas and work. Grading and
giving marks to the student should not be
the only criteria to evaluate a student, we
must also focus on skills development.
Dr Basheerhamad Shadrach, Country Director,
TESS-India, Open University, UK
The Open University, UK, works with different organ-
isations in many ways, by providing courses, collabo-
rating on new curriculum, validating programmes,
and sharing expertise to help other distance learning
ventures become established. The focus for all our col-
laborative ventures is on finding new ways to fulfil our
mission of opening up educational opportunities to more
people at more places.
Mohit Yadav, Director, Annie Besant School, Indore
In the times to come, the evaluation process will have tohave more of assessment so that examination does not be-
come scoring just a grade or marks, but a tool for teachers
to understand students, and for students, a better way to
understand themselves.
Dr Michael Harnar, Mosaic Network, US
Evaluation does have some sort of participatory element, participatory process has three major dimen-
sions selection of the people, depth of their involvement, and control over evaluation.
Alternative assessment is a form of student
performance grading that allows for a more
holistic approach for student assessment
over the traditional form. With this kind
of assessment, students are enabled to
provide their own responses rather than
simply selecting from a given list of options.
The session delved upon best practices
and innovative ways of assessments in
classrooms
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SCHOOL EDUCATION MADHYA PRADESH STATE EDUCATION SUMMIT
Inclusive teaching means recognising,
accommodating, and meeting the
learning needs of all students. The
session focused on strategies and
methods to make learning more
holistic, while also trying to make itinclusive, not just within classrooms,
but in the society as a whole
Creation of InclusiveLearning Environments inClassrooms
Sarita Manuja, In-Country Advisor-
Center for Assessment, Evaluation
and Research, CBSE
Effective inclusion improves the educa-
tion system for all students, regardless
of their learning ability, race, linguistic
ability, economic status, gender, learn-ing style, ethnicity, cultural background,
religion, family structure, and sexual
orientation.
L K Kandpal, Principal, New Digambar School,
Indore
An inclusive classroom is one where students and staff
alike recognise, appreciate, promote the diversity, and
try to enrich the overall learning experience. In order
to make a class inclusive, the system must encourage
all learners, irrespective of gender, ethnicity, religious
affiliation, socio-economic status, and personal beliefs to
develop skills to understand and face the challenges of life.
Prakash Choudhury, Principal, Prestige Public
School, Indore
As teachers, we should be like researchers and findwhether a child is able to learn the way we teach him. And
if he is not, we must find ways to help him learn the way
he wants to.
Pradeep Pandey, Principal, Pioneer Convent School, Indore
We should make learning interesting and technology can be leveraged to achieve this goal. Inclusive
learning is beyond giving equal opportunity to all. Inclusion is no longer a problem as all students are
being enrolled in education. But, we have to make sure that they integrate well with each other. For better
integration, the learning experience needs to be made interesting.
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MADHYA PRADESH STATE EDUCATION SUMMIT SCHOOL EDUCATION
Right to Education and its
Implications for Schools
Suchitra Dutta, Principal, Maharashi Centre For Educational
Excellence
Education is a fundamental human right, without which capabilities for a decent
life and ef fective participation in society are less likely to be developed. The RTE Act
has provided us the tools to provide quality education to all our children. It is now
imperative that we, the people of India, join hands to ensure the implementation
of this law in its true spirit. The government is committed to this task, though real
changes will happen only through collective action and we must come forward
willingly for the same. At the grassroot level, realisation of the intent of this his-
toric legislation cannot be solely left to the government machinery. Civil society
and all stakeholders in education must step forward to implement the RTE Act.
Sangeeta Sood, Principal, J J Public
School, Indore
The Right to Education Act is forward
looking, but I hope it does not become like
the other acts, which are only applicable
on paper. Just giving admission and pay-
ing fee is not sufficient. How can the wide
gap in the economic status be bridged? RTE
children cant afford the luxuries which their
counterparts studying in private schools have.
The consequences could be drastic. Such children may either adopt
unfair means or develop inferiority complex and negativity.
Ruchira Ghosh, Head Business Development
Schools, British Council Division
As an organisation, we would like to work with the gov-
ernment as well as the private sector. Our international
school awards provide global benchmarking projects
that recognise schools for their outstanding work.
RTE provides a ripe platform to
reach the unreached, with specific
provisions for the disadvantaged
groups. The session deliberateted
on the implications for RTE in
schools in India and strategies for
addressing the opportunities and
challenges for the same
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Madhya Pradesh Shiksha Ratna Award for the Best
School: The Sanskaar Valley School, Bhopal
The Sanskaar Valley School, Bhopal is affiliated to the leSE board
and plans to introduce the International Baccalaureate (IB) in
the coming years. It won the Madhya Pradesh Shiksha Ratna
Award for the Best School for its deep sense of commitment to
provide innovative education and overall growth of the students
by integrating sports, hobby activities, special day celebrations,
commu-nity service, eco-friendly initiatives and excursions in
its curriculum. The school is a member of the Round Square
Organisation, and encourages its students to participate in the
International Award for Young People (IAYP) programme.
SHIKSHA
RATNA
Shiksha Ratna Awards For School Education
Madhya Pradesh Shiksha Ratna Award for the Best
Teacher Training Programme in School: Gwalior Glory
High School, Gwalior, M P
The motto of Gwalior Glory High School, Gwalior, is to nurture
its students into caring and capable individuals with an adapt-
ability to their environment, both natural and socio-cultural.
The school has well-equipped science laboratories, a hi-tech
computerlaboratory and a playground for basketball, hand-
ball, Kho-Kho, tennis courts and a 200-metre track. The school
has immensely focused on teacher training programmes.
Shiksha Ratna Awards felicitated schools and higher
education institutions that have carved their niche in the
development of education in Madhya Pradesh. The Awards
recognised the remarkable work done by the schools and
higher educational institutes to make leaming innovative and
student centric for the holistic development of learners
Madhya Pradesh Shiksha Ratna Award for the Best
International School: Gyan Ganga International
Academy, Jabalpur
With an emphasis on all round development of a child, CyanGanga International Academy, jabalpur, has carved out a cur-
riculum that lays equal emphasis on academics and personality
development. It is one of the unique international educational
institutions in the state. The school focuses on continual devel-
opment and the process is led by a quality management system.
A dedicated team of quality professionals has been appointed to
assist students to achieve excellence.
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Madhya Pradesh Shiksha Ratna Award for Academic
Excellence in School: Green Wood Public School,
Gwalior
Green Wood Public School is one of the outstanding schools in-
Gwalior. Its aim is to mould the personality of a child by devel-
oping his mind, sharpening his intellect, nurturing his creativity,
strengthening his body, and above all, imparting him the val-
ues that make him a good human being and a good citizen, The
school has continuously delivered excellent results over the years.
Madhya Pradesh Shiksha Ratna Award for the Best
Emerging School: Global Indian International School,
Indore
The Globa! Indian International School. Indore, provides global
exposure and insights through international knowledge-ex-
change programmes. GlIS worldwide has won many awards for
academic excellence and best practices. GIIS imparts world-class
education to its students across 22 campuses, spread over three
continents and seven countries.
Madhya Pradesh Shiksha Ratna Award for the Best
ICT-enabled School: Gyansagar International School
(GSIS), Sohagpur
GSlS, Sohagpur, has technology-enabled classrooms with 28
digi classrooms, The level of lCT implementation in the school is
commendable. At the beginning of the new session every year,
the school gives training to its teachers in order to facilitate more
aids for teaching and to help them cope up with the new and fast
changing education technologies.
Madhya Pradesh Shiksha Ratna Award for the Best
Sports Facility in School: WendySchool Junior
College, Gwalior
Wendy School Junior College is one of the premier educationalinstitutions of Gwalior. It has the best of infrastructural facili-
ties, high-tech labs, well-stocked library and medical room, play-
ground, cafe, etc. The prerequisites that make for a wonderful
school life are available, by default, to all Wendyites. The school
has transformed all the traditional classrooms into smart class-
rooms equipped with the latest technology.
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Madhya Pradesh Shiksha Ratna Award for the Best
Higher Education Institute: NIIT Foundation District
Learning Centre
The NlIT Foundation District Learning Centre works for the un-
reached. uncared and unattended for ensuring inclusive develop-
ment. It aims to be the global pathbreakers in employability train-
ing. gainfully employing at least two million underserved youth
every year. It has begun a number of programmes that would
positively impact the underserved of the country through variouseducational interventions.
Madhya Pradesh Shiksha Ratna Award for Leading
Private University: AI SECT University
The AISECT University. Bhopal. is one of the leading private uni-
versities of Madhya Pradesh. It is committed to academic excel-
lence and overall development of its students. The university fo-
cuses heavily on research and encourages students to excel and
strive through education that emphasises on the power of dis-
covery and the foundation of critical thinking. It aims to deliver
not only world-class education in state-of-the-art facilities. but
also an environment for holistic learning that will help groom
students into confident and smart individuals.
Madhya Pradesh Shiksha Ratna Award for the
Best Management Institute: Sanghvi Institute of
Management and Science
The Sanghvi Institute of Management and Science. Indore. was
started with the motto to give a new direction to the entire learn-
ing process to meet the futuristic needs despite cultural and infra-
structure constraints of Madhya Pradesh. It believes that educa-
tion is about growing as a human being with the right knowledge.
skills and attitudes.
Madhya Pradesh Shiksha Ratna Award for the Best
Engineering Institute: Truba Institute of Engineeringand Information Technology
Truba Institute of Engineering and Information Technology en-
gages in imparting quality education in the field of technological
development. The institute not only focuses on the curriculum
of the university. but the faculty members have also made it dy-
namic in nature. The institute gives appropriate attention to the-
ory and field work. The Center of Innovation of Truba promotes
students great ideas and helps bring them to reality.
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Madhya Pradesh Shiksha Ratna Award for the Best
Infrastructure Development by the Institute: SIRT,
Bhopal
The Sagar Institute of Research & Technology (SIRT) is creating
new avenues for the corporate world to explore the academia of
the country and to foster industry-institute partnership. Its mas-
sive infrastructure. well-equipped labs. state-of-the-art networked
computing labs. national and international journals in the li
brary. and ample opportunities for students to showcase their
talents in extracurricular and cultural activities. make it a true
learning centre.
Madhya Pradesh Shiksha Ratna Award for the Best
Emerging Institute: Gyan Ganga Group of Institutions,
Bhopal
Gyan Ganga Group of Institutions, Bhopal, is dedicated to create
knowledge leaders. Being one of the largest group of institutions
of its kind in Central India, it aims to enhance its leadership stance
by proving quality education. Now, it has seven institutes under
its flagship having courses in the areas of engineering, manage-
ment, computer application, information technology (BEd). and
school education etc.
Madhya Pradesh Shiksha Ratna Award for the Best
lCT-enabled Institute: Sri Aurobindo Institute of
Technology, Indore
Sri Aurobindo Institute of Technology, Indore, aims to be the best
seat of learning in the respective disciplines it offers. At SAIT. the
clear intent is to produce engineers for the 21 century. who are
competent to face the challenges of the global economy.
Madhya Pradesh Shiksha Ratna Award for the Best
Faculty in Institute: PIMR Indore
The Prestige Institute of Management and Research, Indore,has been rated as an A-class management institute by the
AAC. It has also received international accreditation from the
International Accreditation Organisation. In recognition of its
performance and high standards in providing quality educa-
tion. the institute has been conferred the autonomous status
by the University Grants Commission as well as the Devi Ahilya
Vishwavidyalaya.
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Madhya Pradesh Shiksha Ratna Award for the Best
Government Initiative: Centre for Research & Industrial
Staff Performance (CRISP)
The Centre for Research and Industrial Staff Performance
(CRISP). Bhopal. has been established in the year 1997 as a so-
ciety under the Indo-German Technical Cooperation agreement.
The organisation has excellent infrastructure in terms of sophis-
ticated laboratories in various fields. It is one of the preferred ser-
vice providers in the areas of Technical Vocational Education &
Training (TVET). training institution management. and entre-
preneurship development.
Madhya Pradesh Shiksha Ratna Award for the Best
Private Sector Initiative: Rumi Education
Rumi Education provides comprehensive and sustainable educa-
tion solutions that enable schools. teachers and students reach
their full potential through effective and innovative teaching
methods. It aims to be the market leader in providing education
solutions that empower talent and develop creativity as the foun-
dations of a prosperous society. Its innovative teaching methods
and programmes are designed to support teachers and students
in their desire to improve and succeed.
Madhya Pradesh Shiksha Ratna Award for the Best
Vocational Education Institute: Virtual Voyage Institute
of Design Media and ManagementVirtual Voyage Institute of Media and Management has a clear
and focused vision. It strives to provide world-class training and
filling up the gap of required skilled human resources. The insti-
tute focuses on new and smart courses that suit the demands of
the new age and are in sync with the talent of individuals as well
as offer a promising future. It won the Madhya Pradesh Shiksha
Ratna Award for the Best Vocational Education Institute.
Madhya Pradesh Shiksha Ratna Award for the
Best Technical Education Institute: Rajiv Gandhi
Proudyogiki Vishwavidyalaya (RGPV)
Over a sprawling campus of about 247 acres. the Rajiv Gan-
dhi Proudyogiki Vishwavidyalaya is marching towards devel-
opment into a center of excellence in the arena of technical
education. research and innovation. There are 5 UTDs . 217
affiliated engineering colleges. 95 pharmacy colleges. 88 MCA
colleges and four architecture colleges under its umbrella. It
won the Madhya Pradesh Shiksha Ratna Award for the Best
Technical Education Institute.
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MADHYA PRADESH STATE EDUCATION SUMMIT HIGHER EDUCATION
Employability Skills andProficiency Levels amongst Youth
Best Practices and Next Practices
Lokesh Mehra, Director-Education
Advocacy, Microsoft India
We need to develop the skills on 5Cs and
3 Is: Creativity, Critical thinking, Collab-
oration, Communication and Comput-
ing; and Innovativeness, Intuitiveness,
and Incremental.
As of now, we are focusing too much
on the professional side. An impetus needs
to be given towards arts and humanities.
Siddharth Chaturvedi, Director, AISECT University
Higher education institutions need to develop capacity in employer involvement,
build flexibility in training programmes, and embed the entire concept of em-
ployability, but not as an adjunct for one or two semesters. They need to invest in
professional development of the staff, bring in activities and action learning into
the curriculum, and engage the participants in a more qualitative and meaning-
ful manner.
Manoj Bhatia, Director,
Sanghvi Institute of Management &
Science
The complete integration of employabil-
ity skills in our education and training
system is yet to come. The proposal is
to have a developmental model wherein
different skills can be brought together
to deliver something more than skills,
that is, employability skills.
Dr Prashant Rajvaidya, President,
Mosaic Network, US
The IT set up in India is usually impracti-
cal and there is a lack of competent teach-
ers and trainers. In order to change it,
you have to work bottom up which also
includes enhancement of employability
skills. The goal should be to treat those as
assumptions and then create solutions
that work around these assumptions.
Finding a job-ready workforce that
can deliver quality continues to
be a worry quotient for employers
across the globe. This session not
only brought out a comprehensive
summary of what ails the
employers and the institutes,
but also gave some specific
solutions that can benefit the twostakeholders
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MADHYA PRADESH STATE EDUCATION SUMMIT HIGHER EDUCATION
Changing Dynamics of Higher Education
Envisioning Strategies for
the Future
Dr V K Verma, Vice Chancellor,
AISECT University
Both quality and quantity are required to
meet the national goal of economic devel-
opment. At present, we have 18 million stu-
dents in higher education, and by the end
of 12thFive-Year Plan, we will have 25 mil-
lion students in higher education. But, we
are still lacking in the quality part.
In a country of millions of students and
lakhs of teaching force, why cannot we
have a cadre for administration of the technical education system? Why cannot there
be a forward thinking of our rules and regulations? Why cannot the regulatory body
take the role of a mentor, counselor and a facilitator?
This session delved upon the changing
patterns in the education sector and
the ways to maintain quality standards
in education. It also emphasised on
the need to motivate students to
make them lead and not merely get
employed to earn a livelihood
G C Sharma, Head-Financial Education, National Stock
Exchange (NSE)
Financial literacy should become an essential life skill for the masses.
Prof Satish Sharma, Maharaja
Education Campus, UdaipurWhy to serve others to make people serve
you? We should prepare real workers for
the nation. Why do we prepare them to
work for others? They should work for
themselves, to make the nation more and
more prosperous.
Dr Appu Kuttan K K, Director,
Maulana Azad National Institute
of Technology (MANIT)
Innovation will keep going. We need to
motivate and promote the students. We
should always have a positive attitude
and positive publicity of things. Smallthings done by the students should be ap-
preciated in the media.
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MADHYA PRADESH STATE EDUCATION SUMMIT HIGHER EDUCATION
Dr P K Sen, Head, Dept of Applied
Physics, Shri Govindram Seksaria
Institute of Technology and Science
In India, we talk more than we do. When
it comes to implementation, we divert our
attention. The time has now come for us tostart criticising ourselves.
Knowledge is no more segregated. We
have to gather knowledge from all the sec-
tors if we want to create good quality engi-
neers, technologists, and scientists.
Dr R K Khandal, Vice Chancellor,
Gautam Buddh Technical
University (GBTU), Lucknow
Based on the technologies required, you
need to decide how you are going to frame
your strategies, devise plans, develop poli-cies, and put them in place to match what
is required and where gaps exist.
Technology can put you in the leader-
ship position. But, it cannot lead you. It
will always be your assistant. The lead-
ership role has to come from the human
factor and that is from the teacher. The
teacher has to play the role of showing the
student the way to go forward.
Ritu Ghosh, Head-Education
Initiatives, HP
We have villages without schools,
schools with no classes, classes with no
teachers, and teachers with no books.
The root cause of this problem is thatall our resources are not integrated. To
cover this up, such schools have ghost
teachers to sign their attendance and
get paid. And, in reality, these teachers
live in the cities and consequently, there
is a high student dropout rate, which is
evident. The question is if we are creat-
ing this youth to add to the economic
growth.
About 95 percent of all business
education uses technology in some
way or the other. With a panel formed
of representatives from the industry,
the government sector, universities,
private institutes, entrepreneurial
development centres, and investors,
the session took us through the
emerging trends in the education
sector
Emerging Trends in use ofTechnology in Education
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Sumeet Ponda, Chairman, M K
Ponda College of Business and
Management
Technology is opposed to the basic concept
of education. It is not an ingredient to com-
plete a more effective education. Technol-ogy desensitises us. The more technology
we use, the more insensitive we become.
Technology is only a facilitator.
The idiom of technology has gone so
deep into our lives that students from nurs-
ery to research are put almost on a con-
veyor belt. The teachers and parents have
become insensitive to their toddler, infan-
tile and teenager needs. Technology can be
a good slave, but, we are making it become
a master.
Suresh Mhatre, Vice President,
Tata Consultancy Services
(TCS)
The dearth of quality faculty, keep-
ing consistency in quality across all
spheres of education, and leveraging
technology for meeting volumes are
the three reasons why we need to
rely more on ICT.
Vikram Upadhyay, Board Member,
Indian Angel Network
Besides the basic parameters of a team:
the market space, need, and demand and
supply, investors look for scalability of the
business. In the business model of the edu-
cation space, the fastest and most proven
stability and scalability comes from the use
of technology. A technology which can
reduce the time and increase the space is
given high weightage by the investors.
Dr Sanjiv Tokekar, Director,
Institute of Engineering and
Technology, Devi Ahilya
Vishwavidyalaya
Our enrolment ratio has scaled three times
from about 49 lakh in 1991 to about 1.5
crores at present. This is a problem created
because of massification, a term given by
the UNESCO. Massification has also given
way to unethical practices in the system.
Education runs as a business these days.
Dinesh Khare,
Regional
Coordinator,
Centre ofEntrepreneurship
Development
The BA, MA, BSc
and MSc courses in
our country are not
up to the mark. Do-
ing these courses
is not good enough
to make a student employable. A student may be having a
first class degree. But, the curriculum is still based on mug-
ging and rote-learning system. This process does not make
a student competent enough to take effective decisions. The
improvement of the quality of teaching-learning process of
these courses will facilitate betterment of the overall educa-
tion system.
Prof Jagdish Bhagwat, Faculty for Operations,
Supply Chain and Marketing, Jaipuria Institute of
Management, Indore
In todays world, technology is readily available to us and
sometimes, students are a step ahead of us in technology.
Technology is indeed, a boon to all of us and we need to lever-
age it to develop better managers for tomorrow.
8/14/2019 State Education Summit 2012 MP
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MADHYA PRADESH STATE EDUCATION SUMMIT HIGHER EDUCATION
The session opened on the note
of several challenges in one of the
fastest growing sectors of our country.
It brought into light the fact that
employability is the biggest challenge
in the technical education sector in
our country. It pointed out some of the
phobias and assumptions made bythe industry, academia, parents and
students
Technical Education in India
Challenges, Opportunities
and Insights
Dr Lovi Raj
Gupta, Vice
Chancellor,Baddi University
The major chal-
lenge in technical
education is getting
a good job. Factors
like employability,
quality of teachers,
and less practical
exposure are as-
sociative. The need of the hour is to think out-of-the-box. We
need to define the box today and the rest will be done.
The society has already taken in the privatisation in school
education and senior secondary education. Most of us send our
kids to private schools. But still, the society has not gulped in the
privatisation of the higher education sector
Dr Mukesh Pandey, Dean-Industrial Technology, Rajiv Gandhi
Proudyogiki Vishwavidyalaya
The principal challenge with the massive expansion of technical education is main-
taining the quality. The premier institutes in our country like the IITs, NITs and even
the RGPV, have failed to inspire or nurture innovation, entrepreneurial skills, and path
breaking technological ideas as generated in foreign universities like the MIT or Stan-
ford.
We need to reposition our institutions and universities in response to the global
changes that are happening on a day-to-day basis.
Dr Rajeshree
Dutta Kumar,
Vice President Strategies
and Alliances,
Mosaic
Network, India
Twenty five per-
cent of the popu-
lation of India
is still illiterate.
Only 15 percent
of Indian students actually go to high school. Out of those
15 percent, only seven percent are able to make it to the grad-
uate level. Population is not a challenge for us; it is an op-
portunity. Even though about 3.5 lakh engineering students
graduate in our country every year, we are unable to optimise
on the existing talent pool that we have
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