UGC Letter for Subject-wise Identifying Journals by the Universities

http://api.ning.com/files/S8fITn3IbtuZdtuWu97bI3dkRygQVzlCexlJq-FXT0z9oS29OvjjrdmqAi6P4KKeYg*BfSCs69LXsFnemI-te970UHQa6oNR/6414998_regProformaforJournals.pdf

How to improve education

There is no substitute to good teacher preparation; unless teachers are well prepared, their capacity to perform is limited 

There is hardly a country in the world that is not attempting to improve its school education. Countries like Canada and Finland, which already have excellent school systems, are still trying to improve. These countries have confidence in their own approach and remain committed to those fundamentals. Like top-notch sportspeople, they are only refining nuances, many of which most other countries have not even begun appreciating. 

Then there are countries like Estonia and Korea which have much improved systems, but they want to improve more, since in their assessment the situation is not fully satisfactory. These countries are sweating the details, and are also tweaking some of the fundamentals. 

And then there is the large majority of countries which are dissatisfied with the state of their school systems. They think that they need fundamental and big changes. This list is large and has a wide range, from countries as developed as the US, UK and Sweden to developing countries such as India, China and Malaysia—and also the most disadvantaged countries, for example, in sub-Saharan Africa. 

To be sure, this is a very rough categorization. It also doesn’t reflect many important dimensions of this issue, like the reasons for dissatisfaction, including high dropout rates, poor learning levels, overburdened children, a sense of getting “left behind” in the global school education “race”, etc. 

As can be expected, there is such enormous complexity in the efforts to improve school education systems that each country and society must be understood in itself. Any efforts to draw out commonalities is fraught with risks of oversimplification and over-abstraction. 

One of the very few things which are common across these efforts, and would attract neither of the two charges that I have referred to, is the importance of the teacher in school education and its improvement. The teacher is so central to education that this is not surprising. To deal with this centrality of the teacher, four broad approaches have been adopted.

The central idea of the first approach is that teachers must be incentivized to do a better job, which will then lead to improvements. This includes negative and positive incentives: for example, punishment for lack of improvement in learning levels of children or better pay for clear improvements. The hardwired “teacher accountability” versions of this approach (such as “No Child Left Behind” in the US) have only succeeded in causing deep damage to school education. Other variations, such as the attempt to incentivize teachers through market-based competition fostered by privatization have proven ineffective in improving learning levels in school systems, and have worsened inequity. 

The second approach has been to try and attract “better” people to become teachers. The issues that can be worked on to influence this matter—for example, reasonable compensation, good recruitment practices, conditions to support professional satisfaction—are important. However, the relative attractiveness of any profession is determined by a complex interplay of economic, sociocultural, geographic and historical factors, in addition to the characteristics of the profession. And given that the number of teachers is a significant proportion of the overall population in employment in any country, this matter is very hard to influence at a systemic level. 

The third approach is to carry out better teacher preparation. Since models of teacher preparation, including the curriculum and institutional design, are easily comparable, weaknesses (such as with the Indian Bachelor of Education system) are easily identifiable. Fixing all this, however, is another matter. It is about investing significantly more in teacher education and battling vested interests. This calls for political will. But there is no substitute to good teacher preparation; unless teachers are well prepared, their capacity to perform their roles is limited. 

The fourth approach is about developing the capacity of teachers currently serving in the system. It’s quite clear that unless this is done, education systems won’t improve for decades, even if other things are somehow done perfectly. Professional development of such a large and distributed workforce, involved in roles that are inherently creative and requiring human empathy, is very complex. But it can be done if attempted on the basis of sound principles and with an intent to empower. 

The incentives approach fails because, among other reasons, of the social-human nature of education, which demands the teacher to be creative, high-expertise, empathetic and ethical. This is almost the classical prototype of a role which can only be played effectively when someone has high capacity and is internally driven. While external conditions and incentives can certainly demotivate and derail, they can’t motivate. Far more effective than any such crude notion of incentives would be better organization of schools and the system, including elimination of corruption and political interference.

On attracting “better” people to teaching, we would do well to remember John Dewey’s wise and pithy comment: “Education is, and forever will be, in the hands of ordinary men and women.” To improve education we have to invest in teacher education and professional development of teachers. There are no shortcuts for improving education. 

Source | Mint – The Wall Street Journal | 18 August 2016

Students can access answer sheet under RTI: Supreme Court

Apex court asks CBSE to “scrupulously” follow its 2011 judgment

The Supreme Court has asked the Central Board of Secondary Education (CBSE) to “scrupulously” follow its 2011 judgment that it is a student’s “fundamental and legitimate right” to access his answer sheets under the Right to Information Act. 

The recent order by a Bench led by Justice Ranjan Gogoi came on a plea by two students, Kumar Shanu from Noida and Paras Jain from Delhi, seeking the court’s permission to initiate contempt proceedings against the Board for charging Rs.700 per copy of an answer sheet. 

Over and above this, students are compulsorily required to go through the process of verification of marks for which they have to pay another Rs. 300 as fee. Only then, would they be eligible to apply for a copy of their answer sheets. 

In short, they contended that a student ends up coughing up Rs. 1,000 to the CBSE to obtain a physical copy of his answer sheet. The information came out in a reply from the CBSE to an RTI application made by the petitioners. 

The CBSE, however, contended that the charges levied were incidental and not for profit. 

The petitioners contended that the practice was in contempt of a 2011 judgment — CBSE & Anr. Vs. Aditya Bandhopadhyay & Ors — of the Supreme Court, which held that an “answer sheet is an information under Section 2(f) of the RTI Act and therefore, examinees/students have a fundamental and legal right of having access to their answer sheets under RTI Act.” 

Fiduciary relationship

The 2011 judgment had held that there existed a fiduciary relationship between the examining body and the student. 

The petitioners contended that the CBSE was levying these charges when the RTI Act had intended students to access answer sheets, which qualify as ‘information’, for Rs. 2 a page along with Rs. 10 for the RTI application. It had argued that students falling under the Below Poverty Line category were guaranteed free access to their answer sheets under the law. 

“It is ironical and astonishing that the CBSE, being an educational institution responsible for educating a large section of the society, is blatantly flouting the law laid down by the Supreme Court,” the petition said. 

Source | The Hindu | 19 August 2016

Fake Universities declared by UGC on 02 August 2016

State-wise List of fake Universities as on 02 August , 2016  

Bihar

1. Maithili University/Vishwavidyalaya, Darbhanga, Bihar.
   Delhi
   
2. Commercial University Ltd., Daryaganj, Delhi.
3. United Nations University, Delhi.
4. Vocational University, Delhi.
5. ADR-Centric Juridical University, ADR House, 8J, Gopala Tower, 25 Rajendra Place, New Delhi - 110 008.
6. Indian Institute of Science and Engineering, New Delhi.
   Karnataka
   
7. Badaganvi Sarkar World Open University Education Society, Gokak, Belgaum, Karnataka.
   Kerala
   
8. St. John’s University, Kishanattam, Kerala.
   Maharashtra
   
9. Raja Arabic University, Nagpur, Maharashtra.
   West Bengal
   
10. Indian Institute of Alternative Medicine, Kolkatta.
11. Institute of Alternative Medicine and Research,8-A, Diamond Harbour Road, Builtech inn, 2nd Floor, Thakurpurkur, Kolkatta - 700063
Uttar Pradesh

12. Varanaseya Sanskrit Vishwavidyalaya, Varanasi (UP) Jagatpuri, Delhi.
13. Mahila Gram Vidyapith/Vishwavidyalaya, (Women’s University) Prayag, Allahabad, Uttar Pradesh.
14. Gandhi Hindi Vidyapith, Prayag, Allahabad, Uttar Pradesh.
15. National University of Electro Complex Homeopathy, Kanpur, Uttar Pradesh.
16. Netaji Subhash Chandra Bose University (Open University), Achaltal, Aligarh, Uttar Pradesh.
17. Uttar Pradesh Vishwavidyalaya, Kosi Kalan, Mathura, Uttar Pradesh.
18. Maharana Pratap Shiksha Niketan Vishwavidyalaya, Pratapgarh, Uttar Pradesh.
19. Indraprastha Shiksha Parishad, Institutional Area,Khoda,Makanpur,Noida Phase-II, Uttar Pradesh.
20. Gurukul Vishwavidyala, Vridanvan, Uttar Pradesh.
Odisha

21. Nababharat Shiksha Parishad, Anupoorna Bhawan, Plot No. 242, Pani Tanki Road,Shaktinagar, Rourkela-769014.
22. North Orissa University of Agriculture & Technology, Odisha.

* Bhartiya Shiksha Parishad, Lucknow, UP - the matter is subjudice before the District Judge - Lucknow

Source http://www.ugc.ac.in/page/Fake-Universities.aspx

UGC's distance education degrees valid for central jobs

All distance education degrees, diplomas and certificates including technical education degrees and diplomas awarded through distance education mode by the universities with the approval of University Grants Commission (UGC) would be valid for central government jobs.

All distance education degrees, diplomas and certificates including technicaleducation degrees and diplomas awarded through distance education mode by the universities with the approval of University Grants Commission (UGC) would be valid for central government jobs.

The Ministry of Human Resources and Development has notified the rule in the gazette recently. The notification was necessitated due to several changes in the distance education sector. Earlier, the approval of all distance courses needed approval of the Distance Education 

The Distance Education Council which worked under the Indira Gandhi National Open University and worked as the distance education regulator was scrapped two years back and the whole gamut of distance education was shifted to UGC, the apex body of higher education.

"The central government hereby notifies that all the degrees/diplomas/certificates including technical education degrees and diplomas awarded through open and distance learning mode of education by the universities established by an Act of Parliament or state legislature, institutions deemed to be universities under section 3 of the UGC Act 1956 and Institution of National Importance declared under an Act of Parliament stand automatically recognised for the purpose of employment to posts and services under the central government provided they have been approved by the UGC," reads the gazette, dated 10 June 2015.

Source | Daily News Analysis | 21 September 2015

College teachers to protest for relaxation from mandatory NET

College teachers to protest for relaxation from mandatory NET

NEW DELHI: Thousands of college teachers from all over India will demonstrate outside the University Grants Commission (UGC) office on Monday demanding relaxation in eligibility norms for those who did their PhD before 2009 without qualifying for the national eligibility test (NET) or state level eligibility test (SLET).

The teachers, who have met HRD minister Smriti Irani and UGC officials, have said that without relaxation, nearly 10 lakh teachers all over the country will lose their jobs. Though Irani has promised to look into the grievance, UGC officials said it would be difficult to relax the criteria now. "Supreme Court has upheld our regulation," an official said.

The threat of job loss emanates from the Supreme Court order of March this year that upheld UGC's 2009 regulation on minimum qualifications required for teaching jobs in colleges and universities.

 

The apex court had said, "It is clear that the object of the directions of the central government read with the UGC regulations of 2009/2010 are to maintain excellence in standards of higher education. Keeping this object in mind, a minimum eligibility condition of passing the national eligibility test is laid down. True, there may have been exemptions laid down by the UGC in the past, but the central government now as a matter of policy feels that any exemption would compromise the excellence of teaching standards in universities/colleges/institutions governed by the UGC. Obviously, there is nothing arbitrary or discriminatory in this. In fact, it is a core function of the UGC to see that such standards do not get diluted."

The SC had also set aside orders of several high courts staying UGC's 2009 regulation.

However, the agitating teachers pointed out that there was a tradition of relaxation given by UGC. Sunil Pant of Kumaon University said, "In 1992, the first relaxation was given and PhD holders without NET and SLET were allowed to teach. Another relaxation came in 2002 which was extended till 2006. Then came the 2009 regulation which apart from mandating NET/SLET also made entrance test and six months course work mandatory. Anyone who was awarded PhD before July 11, 2009 is considered ineligible."

Pant said this has created a piquant situation. "What happens to those who registered for PhD in June 2009 but were awarded the degree in 2014. Obviously, he did PhD under the old regulation so will he become ineligible?" he asked.

 

Source | Economic Times | 29 July 2015

UGC asks HRD Ministry to give breather to PhD holders

http://cbseugcnetforum.in/media/ugc-asks-hrd-ministry-to-give-breather-to-phd-holders/

UGC once again proposed to the HRD Ministry to provide certain relaxation to PhD holders registered before 2009, a move which could provide breather to thousands of candidates applying for teaching jobs in universities.

The relaxation would help thousand of PhD holders affected by the new UGC guideline in 2009, which had made NET and PhD a minimum eligibility criteria for applying for assistant professor in colleges and universities.

At the full commission meeting here today, UGC decided to request the HRD Ministry to issue a notification in this regard after an examination of the matter.

According to a commission member, UGC had in May last year had proposed the relaxation, but the HRD Ministry had failed to act on the proposal, triggering discontent among the candidates and confusion in the academic circles.

The guideline had, however, laid down a set of procedures like course work, external assessment and entrance test to recognise a PhD.

PhD aspirants registered before 2009 and not fulfilling the laid down procedures went on a war path and protested the move, seeking reprieve from the government.

The relaxation would pave the way for recognising the PhDs on par with those done after 2009.

The commission meeting today also cleared a proposal to appoint D P Singh, the vice chancellor of Devi Ahilya Vishwavidyalaya, Indore as the new director of NAAC.

Singh, considered a right wing sympathisiser, had earlier served as vice chancellor of Banaras Hindu University and Hari Singh Gour Vishwavidyalaya, Sagar.

The meeting also decided to derecognise Sikkim-based private university for alleged irregularities in opening campus abroad and offering sub-standard degrees, a public notice of which would be issued shortly.

The decision came after numerous complaints were received against the fraudulent practices of the university.

“A public notice would soon be issued about the UGC decision,” the member said.

UGC also cleared the establishment of a Buddhist studies (a demed to be university) in Ladakh.

(With inputs from agencies)

UGC has released a list of 21 fake universities across the country

 www.ugc.ac.in

After much speculation, the University Grants Commission (UGC) has come up with a list of fake universities. This list consists of 21 universities, set up across the country. These universities have been found to be working in violation of the UGC Act, 1956.

The universities labelled as fake by UGC are listed below:

1. Commercial University Ltd., Daryaganj, Delhi

2. United Nations University, Delhi

3. Vocational University, Delhi

4. Indian Institute of Science and Engineering, New Delhi

5. ADR-Centric Juridical University, New Delhi

6. Kesarwani Vidyapith, Jabalpur, Madhya Pradesh

7. Raja Arabic University, Nagpur, Maharashtra

8. St. John's University, Kishanattam, Kerala

9. Badaganvi Sarkar Open World University Education Society, Belagum, Karnataka

10. Maithili University, Darbanga, Bihar

11. Indian Institute of Alternative Medicine, Kolkata, West Bengal

12. D.D.B. Sanskrit University, Trichi, Tamil Nadu

13. Gurukul Vishwavidyalaya, Vrindavan, Uttar Pradesh

14. Netaji Subhash Chandra Bose University, Aligarh, Uttar Pradesh

15. Varanaseya Sanskrit Vishwavidyalaya, Vrindavan, Uttar Pradesh

16. National University of Electro Complex Homeopathy, Kanpur, Uttar Paradesh

17. Mahila Gram Vishwavidyalaya, Allahabad, Uttar Pradesh

18. Gandi Hindi Vidyapith, Allahabad, Uttar Pradesh

19. Indraprastha Shiksha Parishad, Noida, Uttar Pradesh

20. Uttar Pradesh Vishwavidyalaya, Mathura, Uttar Pradesh

21. Maharana Pratap Shiksha Niketan Vishwavidyalaya, Pratapgarh, Uttar Pradesh

For more information about the fake universities, students can visit the official site, www.ugc.ac.in.

http://indiatoday.intoday.in/education/story/ugc-releases-list-of-fake-universities/1/441924.html

Social Networks Use for Education

UGC to amend Act to empower colleges to grant degrees

The status of autonomy is granted initially by the UGC to a selected college for a period of six years

The University Grants Commission (UGC) has set up an expert committee to examine a proposal to amend the UGC Act, to empower colleges to grant a degree.

UGC has laid down detailed guidelines for autonomous colleges, to ensure the proper management of academic, financial and general administrative affairs of these colleges.

“If an autonomous college fails to maintain standards, the UGC and the affiliating university can direct the connected college to maintain standards or even consider revoking the autonomous status of that college,” said Minister of State for Human Resource Development Shashi Tharoor, in a written reply to a question in the Rajya Sabha.

The status of autonomy is granted initially by the UGC to a selected college for six years.

Each autonomous college, with the approval of its academic council, formulates an appropriate mechanism to self-evaluate its academic performance, improvement of standards, and assess the extent and degree of success in the utilisation of autonomy. Self-evaluation is done annually.

In addition, a UGC Expert Committee reviews an autonomous college between its fifth and sixth year of autonomy. Any autonomous college, which has undergone three successive reviews with no adverse comments by expert committees after being granted autonomy, can function independently and there will be no further reviews by the UGC visiting committees. However, having a UGC nominee on the governing board of such councils is a mandatory requirement.

The affiliating university may also send its review committee which may include a state government nominee, to review the working of autonomous colleges at least once during the tenure of its autonomy.

Source | Business Standard | 10 December 2013

From Jan, 100 engg colleges to get virtual lessons from IIT professors

A hundred engineering colleges from across the country will in January switch to a new time-table with half of the lessons delivered virtually by IIT professors. The move comes as part of an ambitious plan to take top notch course content and high quality faculty-student interaction to India's many engineering colleges. Phase I of the Quality Enhancement in Engineering Education (QEEE) programme kick starts on January 2, 2014 as the chosen 100 odd engineering colleges begin a new semester. 

As many as nine subjects, including Mechanical Engineering, Civil Engineering, Computer Engineering and Mathematics among others, will be co-taught by senior IIT professors along with the regular college faculty. 

Sample the draft new timetable that has been drawn up for this new age classroom. A Monday morning lesson across the 100 colleges will start at 8 am with a lesson on 'Wireless Connection' by IIT Kanpur's Prof A Jagannathan. IIT Bombay's Prof Neela Natraj would teach 'Linear Algebra' in the next hour, followed by Prof C Balaji of IIT Madras who would hold forth on 'Heat Transfer' for Mechanical Engineering. From 11 am to noon, Prof B S Murthy would lecture on 'Engineering Fluid Dynamics' while IIT Delhi's Prof Saurabh Bansal would deliver the last virtual lecture of the day on 'Operating Systems'. Similar daily lesson schedules with lectures beaming out from various IITs have been shared with the colleges. 

From the Dr K N Modi University in the Tonk district of Rajasthan to the Don Bosco College of Engineering and Technology (DBCET) at Azara in Assam and the Sagar Institute of Research and Technology in Madhya Pradesh, a range of colleges are waiting to see how this experiment at bridging the quantity-quality divide pans out. 

The QEEE's 'Direct to Student' programme will be backed by supplemental evening e-tutorials by senior students and industry experts in a study circle setting. Ninety minutes of such e-tutorials per week are expected to take off initially. E-labs involving real time online access to experiments conducted at top five labs will also be a part of the larger plan, as will a range of e-books and vocational augmentation courses. 

"Engineering apart, we hope to launch similar virtual modules across several other disciplines. The virtual lectures will be recorded and later put on a QEEE portal that is being developed and later we hope to also broadcast them", a senior official in the HRD ministry said. 

This novel pedagogical project also demands investment in technology. The chosen 100 colleges are busy putting in place the stipulated infrastructure-servers in well-equipped and adequately cooled rooms, 4mbps Internet connectivity, stable LAN between institute server and classroom desktops and student PCs, classrooms with two projectors, screens, audio video systems, cameras with tripods and DTH set top boxes among other requirements. 

Source | Financial Express | 11 December 2013

Special Festive Offer: Online Course of Contemporary Free with Hard Copy of Contemporary Kit

Contemporary Study Kit for GS Mains Examination Dear Aspirants, The Objective of this kit for civil services mains is to make the candidate more compatible with the new trends noticed in the IAS exam and after the changed pattern it is quite clear now that UPSC wants aspirants to be aware of all the contemporary issues related to every part of the syllabus. UPSC is now concentrating more on concepts related to, day to day developments. Here our intention is to compile the issues from various sources and present it according to the requirement of main examination. To achieve this we have classified the issues under the following heads: Special Festive Offer: Online Course of Contemporary Free with Hard Copy of Contemporary Kit National Issues International Issues India & The World Economic Issues Science & Technologies Issues Social Issues Govt. Plans Programmes and Policies Defence & Security Related Issues Miscellaneous What you will get? Gist of the Hindu Gist of PIB Gist of Yojana Gist of Kurukshetra Social Issues (Governments Programme Plans) Gist of World Focus and others Gist of Science Reporter Gist of Economic Survey 2013 Gist of India 2013 Gist of Various other Magazines How it will benefit you? It will help you to acquire multidimensional approach to tackle the mains questions. It will help you to co-relate between concepts with current developments on various fields. It will provide you an in-depth analytical perspective. Resources World Focus Civil Services Mentor Press Information Bureau Portal Yojana Kurukshetra Science Reporter The Hindu Indian Express Various Ministries Portals Economic Survey India 2013 For Any Query Call our Course Director +91 9212043702, 011- 45041881

HRD Ministry to open 50 educational DTH channels

HRD Ministry to open 50 educational DTH channels

Link:
http://www.indiaeducationreview.com/news/hrd-ministry-open-50-educational-dth-channels/11564

The Union Ministry for Human Resource Development (MHRD) has planned to
launch 50 DTH educational channels.

Ashok Thakur, Secretary Higher Education said these channels will be
different from the existing programmes on air including Gyan Darshan as new
one will be more interactive.
......

Regards
A. Mdhava Rao

બોર્ડના ઈતિહાસમાં પ્રથમ વાર ઓનલાઈન ફોર્મનો પ્રયોગ થશે

અમદાવાદ, 29 સપ્ટેમ્બર

ગુજરાત માધ્‍યમિક અને ઉચ્‍ચતર માધ્‍યમિક શિક્ષણ બોર્ડ દ્વારા માર્ચ-૨૦૧૪માં લેવાનાર ધોરણ-૧૦ની બોર્ડની પરીક્ષાનાં ફોર્મ ઓનલાઈન ભરવા માટેની સુવિધા ઉપલબ્‍ધ કરવાની છે. શિક્ષણ બોર્ડનાં ઇતિહાસમાં પ્રથમ વખત બોર્ડની પરીક્ષાનાં ફોર્મ ભરવાનો અમલ આ વર્ષે થશે. જેમાં ઓક્‍ટોબરનાં પ્રથમ સપ્તાહથી વિદ્યાર્થીઓ બોર્ડની વેબસાઈટ ઉપર જઈને બોર્ડની પરીક્ષાનું ફોર્મ ઓનલાઈન ભરી શકશે.

પ્રાપ્ત થતી માહિતી મુજબ ગુજરાત માધ્‍યમિક અને ઉચ્‍ચતર માધ્‍યમિક શિક્ષણ બોર્ડ દ્વારા ટેકનોલોજીના માધ્‍યમથી વહીવટને વધુ સરળ અને પારદર્શી બનાવવા પ્રયત્‍નો કરવામાં આવી રહ્યા છે. જેના ભાગરૂપે માર્ચ-૨૦૧૪માં લેવાનાર ધોરણ-૧૦ની બોર્ડની પરીક્ષાનાં ફોર્મ ઓનલાઈન ભરવા માટેની વ્‍યવસ્‍થા કરવામાં આવી છે. વિદ્યાર્થીઓ ઓક્‍ટોબરનાં પ્રથમ સપ્તાહથી શિક્ષણ બોર્ડની વેબસાઈટ પર જઈ બોર્ડની પરીક્ષાનાં ફોર્મ ઓનલાઈન ભરી શકશે. આ માટે બોર્ડ દ્વારા તમામ માધ્‍યમિક શાળાઓને વિદ્યાર્થીઓને બોર્ડની પરીક્ષાનાં ફોર્મ ઓનલાઈન ભરાવવા માટે તાલીમ આપવા જણાવાયું છે. આ ઓનલાઈન ફોર્મ ભરતા પહેલાં શાળાનાં આચાર્યોએ અને જિલ્લા શિક્ષણ અધિકારીની કચેરીમાંથી બોર્ડ દ્વારા ફાળવેલ ઈન્‍ડેક્ષ નંબર અને પાસવર્ડ મેળવી લેવાનો રહેશે અને ત્‍યારબાદ બોર્ડની વેબસાઇટ ઉપર ફોર્મ ભરવાનું રહેશે. આ ફોર્મમાં વિદ્યાર્થીઓની અટક, નામ, પિતાનું નામ, બોર્ડ દ્વારા ફાળવવામાં આવેલો ખાસ જીઆર નંબર, જન્‍મ તારીખ, વાલીની વાર્ષિક આવક, મોબાઈલ નંબર, ઉમેદવારનો ફોટો અને સહી તમામ વિગતો ભરવાની રહેશે.

Fake Universities in the Country

Source- http://www.ugc.ac.in/ugcpdf/680611_publicnotice_eng.pdf

Oxford University Press bets big on digital aid tool

Oxford University Press is looking to expand its course material and assessment offering in both print and online format Oxford University Press (OUP), the world's largest university press, is betting highly on Oxford Educate, itsdigital aid for students, for increasing its business in India. Oxford Educate is a digital aid that integrates an e-book with interactive teaching tools and learning materials. Ranjan Kaul, managing director of OUP India said, "Oxford Educate proves to be an advantage for teachers since it can run on a smart mode and also be shown on a projector. It is an exciting digital teaching aid for integrating interactive e-books, which include animations, audio and video clips, slideshows and other multimedia content for all key OUP school courses." OUP launched Oxford Educate in February this year. It comes with a Test Generator, an assessment tool designed to benefit teachers by enabling them to create a variety of test papers. It is provided free of cost to schools using the OUP course books. MODERN PLATFORM Oxford Educate is a digital aid that integrates an e-book with interactive teaching tools and learning materials Oxford Educate is provided free to schools using OUP course books This digital aid incorporates a variety of resources: Interactive animations, videos, poem and prose animations and audio for English Language Training courses, instructional slide shows, lesson plans, answer keys, additional worksheets, and image references, among others This digital aid incorporates a variety of resources: interactive animations, videos, poem and prose animations and audio for English Language Training courses, instructional slide shows, lesson plans, answer keys, additional worksheets, and image references, among others. Kaul explained that when used in conjunction with the embedded tools available in the Oxford Educate platform, this would enable teachers to enrich and supplement teaching-learning in the classroom. At present, there are about 11,000 schools in India which use the printed and digital course material of OUP, which completed its 100 years of operations in India in 2012. While Kaul explained that they would envisage all these schools to use Oxford Educate in the future, OUP is looking to tap at least 20 per cent of the schools to use this resource. Since OUP also has a presence in smaller towns where there is a paucity of qualified teachers, Kaul opined that the response from smaller towns for this digital aid had been much better. Apart from this digital aid, OUP is looking to expand in India by globalisation of academic content. "We are looking at sharing of research between countries, including India, so that academic research is more widespread," said Kaul. Though OUP has books across all education levels, Kaul informed that there are not many publications available for Grades 9-10. In the coming years, OUP is looking to expand its course material and assessment offering in these grades, in both print and online format. Keeping in tune with the increase in digitisation of books, Kaul also said OUP is currently making preparations to offer books that are in demand in a digital format. One of the oldest English language encyclopedias- Encyclopedia Britannica - has been completely digitised. The company publishing this encyclopedia had decided in 2012 that it would not print any more editions and would instead offer it only online. Source | Business Standard | 26 September 2013

DIPLOMA course-thermal power plant engineering National Power Tanning Inst.

DIPLOMA course-thermal power plant engineering  National Power Tanning Inst.

Edu. : Diploma in Mechanical/Electrical & EC.

Age: Max 27 Years

Last Date: 27 Sept'2013

Web site: www.nptineyveli.in

The Times of India-Education Times.com

http://www.educationtimes.com/

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M. Phill Degree Holder-Ph. D. Guide

ભારતીય મૂળના કિશોર સ્વસ્તિક કાર્નિકે નેશનલ જિયોગ્રાફિક સ્પર્ધા જીતી

વોશિંગ્ટન, 23 મે

ભારતીય-અમેરિકન મૂળના ૧૨ વર્ષના કિશોરે પ્રતિષ્ઠિત નેશન જિયોગ્રાફિક બી હરીફાઇ તમામ પાંચ પ્રશ્નના સાચા જવાબ આપીને જીતી લીધી હતી, અમેરિકામાં કોમ્યુનિટી સભ્યોનાં બાળકો પ્રભુત્વ મેળવતા થાય તેવા હેતુથી ભૂગોળ અને અંગ્રેજી સ્પેલિંગની સ્પર્ધા યોજાઈ હતી.

ખિતાબ હાંસલ કરવા માટે કાર્નિકે પૃથ્વીનાં સેન્ટર પરથી સૌથી વધારે દૂરનો પોઇન્ટ દર્શવતાં શિખર તરીકે ઇક્વાડોરના ચિમ્બોરાઝો શિખરનું સાચું નામ આપ્યું હતું. કાર્નિકના માતા-પિતા કર્ણાટકમાંથી અમેરિકામાં સોફ્ટવેર વ્યવસાયીઓ તરીકે સ્થાયી થયેલા છે. વન-ઓન-વન સ્પર્ધામાં કાર્નિક તમામ પ્રશ્નોના સાચા ઉત્તર આપ્યા હતા. બોસ્ટનના દક્ષિણે નોર્ફોકનો વતની કાર્નિક કિંગ ફિલિપ રિજિયોનલ મિડલ સ્કૂલમાં ૭માં ધોરણમાં છે. આ વખતની રાષ્ટ્રીય સ્પર્ધામાં ભારતીય-અમેરિકન વિદ્યાર્થીઓનું પ્રભુત્ત્વ રહ્યું હતું. ૪૦ લાખ જેટલા સ્પર્ધકોમાંથી માત્ર ૧૦ વિદ્યાર્થી ફાઇનલમાં આવ્યા હતા અને તેમાંના આઠ વિદ્યાર્થી ભારતીય-અમેરિકન હતા. ફાઇનલ સ્પર્ધા ગઇ કાલે વોશિંગ્ટનમાં યોજાઇ હતી.

કાર્નિક ઉપરાંત, ત્રીજા સ્થાને ૧૧ વર્ષના સંજીવ ઉપ્પાલુરી( એટલાન્ટાના પરાવિસ્તાર રોઝવેલમાં ફલ્ટોન સનસાઇન એકેડેમીમાં ૫માં ધોરણમાં ભણે છે)વિજેતા બન્યો હતો, ચોથા સ્થાને ર્વિજનિયાનો ૧૨ વર્ષનો વિદ્યાર્થી અખિલ રેકુલાપેલ્લી વિજેતા થયો હતો.

કાર્નિકને ૨૫,૦૦૦ ડોલરની કોલેજ સ્કોલરશિપ સહિતનું મુખ્ય ઇનામ મળ્યું છે અને તેને નેશનલ જિયોગ્રાફિક સોસાયટીનું આજીવન સભ્યપદ આપવામાં આવ્યું છે.

રાષ્ટ્રીય સ્પેલિંગસ્પર્ધામાં, ભારતીય મૂળનાં લોકોનું ૨૦૦૮થી પ્રભુત્વ રહ્યું થ્છે. સમીર મિશ્રા(૨૦૦૮, લાઓડિશિયન કાવય શિવશંકર(૨૦૦૯), અનામિકા વીરમણી(૨૦૧૦), સુકન્યા રોય(૨૦૧૧) અને સ્નિગ્ધા નંદિપતિ(૨૦૧૨) વિજેતા બન્યાં હતાં.