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UNIVERSITY NEWSVol. 59 April 05-11 No. 14 2021Price Rs. 30.00

A Weekly Journal of Higher Education Published by the Association of Indian Universities

In This IssueItems PageArticlesExploring New Trend in Digital

Learning Environment for Faculty Capacity-building: A Case for Adapting Learning Experience Platform 3

Rejigging Universities with a COVID-19 Moment 6

Reimagining B-Schools in India 8National Education Policy–2020: A Step

towards Maintaining Dynamic Equilibrium in Higher Education 10

Internationalization of Medical Education: Dilemma between Domestic Requirements, Policies and Global Objectives# 14

Convocation

JSS Academy of Higher Education and Research, Mysuru, Karnataka 20

Campus News 23Theses of the Month

(Science & Technology) 26

Advertisement 30

Exploring New Trend in Digital Learning Environment for Faculty

Capacity-building: A Case for Adapting Learning Experience Platform

Munir Ahmed R* and S Sacchidanand**

* Director, Rajiv Gandhi University of Health Sciences, Academic & Administrative Training Institute, Bengaluru. Jayanagar 4th T Block, Bengaluru – 560041. Email: [email protected]** Vice Chancellor, Rajiv Gandhi University of Health Sciences, Karnataka. Jayanagar 4th T Block, Bengaluru – 560041.

Learning environment is getting modified by a variety of disruptors that range from technological innovations to human aspirations. Such a change is getting reflected as fast changing contours of learning structure; a form that is fluid and adaptive to the emerging needs and compulsions (Kinshuk, 2016). It was believed that technology has a high influence to usher innovations into learning environment (Raja, 2018), but the counter argument is that technology alone is not sufficient, and therefore a combination of social and psychological factors also impact creativity in the learning environment. Senge’s (1990) places a premium on ‘mental models’ as one of the five aspects that shape a learning organisation. Therefore, we would like to place on record that the changing landscape of learning environment can sustain only when it makes a comprehensive attempt for integrating all possible variables that are significant to design and develop it.

In this background, Learning Management System (LMS) has acquired an existential status in the Learning and Development (L & D) industry for more than a decade. Lederman (2020) argued that the COVID-19 pandemic compelled both the teachers and students into embracing the digital academic experience. A joint report by KPMG and Google (2017) had projected India’s online education market would grow from USD 247 million and 1.6 million users in 2016 to USD 1.96 billion and 9.6 million users by 2021. The pandemic might have spurred this mark to an early reach in 2020.

Though there were a great many variations in the digital learning applications during the COVID-19 in the Indian universities, LMS has been a singularly attractive proposition. In the surveys that we conducted with the faculty of our University on the adaptation of digital learning, a significant chunk had used any form of digital learning, including LMS as a transient phenomenon. As we surmise from interactions with a cross-section of such teachers, there was insufficient preparedness to migrate to the digital academic environment. Such an under preparedness had also brought in either hostility or cynicism about this whole exercise.

In this context, the ‘mental model’ of Senge, referred above in particular, and the five elements of Learning Organisation assume

4 UNIVERSITY NEWS, 59(14) APRIL 05-11, 2021

importance to drive the aspirational migration of both students and teachers into the Digital Learning Environment (DLE).As of now, most of the universities and institutions have received the model of Learning Management System (LMS) as the typical learning suite. In fact LMS has also proved to be adept in absorbing and responding to the periodic disruptions in learning space.

The initial response of the teachers was to use LMS as a teaching aid (Ralhan, no date). Therefore it was designed as a repository of information that the students could access from remote locations for asynchronous learning. Its major advantage was the flexibility to pace and time their learning and assessment, as also to get instant feedback of assessment. On the flipside, it remained as a static archetype of digital curriculum delivery, that did not cater to adaptive learning and assessment features coupled with predictive analytics can help bring forth positive learning outcomes. The philosophy of LMS therefore stuck as teacher-directed approach.

The compulsions of corporate training required the learning practices to be learner-centric, and therefore, a new approach was needed to make DLE that was relevant and appropriate to such a philosophy. It was also necessary to create personalised learning solutions and layer the learning with recognition and incentives. The new-age learner was eager that his / her learning is aligned to his / her professional competencies and plots a steady growth graph. In the corporate world, the employees needed up-to-the-speed training so they can quickly master the constantly-evolving products and services, and be effective in their performance. They also needed the information to be easily accessible and in the right-size for holding their attention and focus. One of the richest sources of learning is the peer experience, which adds context validity for any learning; this has to be constantly updated on the learning platforms as a sharing of experiences. In the background of these requirements, LMS was seen to be a static and closed system that does not make provision for assimilate learning resources from sources other than the program administrators. Getting the administrators to validate and upload the peer-experiences would at best be an episodic activity, rather than a dynamic and continual effort, and this would out date the freshness of experience, and learning.

In such a background, LMS started to gradually give space to a new philosophy – learner-centric and dynamically responsive learning environment, and thus Learning Experience Platform (LXP) emerged.The migration to LXP was necessitated not so much by the technology disruptions, as by the exigencies of learning needs. In their efforts to stay relevant for the present and foreseeable future, knowledge organisations have accepted a multitude of learning approaches, the most significant of them being micro-learning and gamification. The three critical dimensions of LXP as we see include integrative and collaborative learning, microlearning, and gamification. The LXP provides a personalized, social, online learning experience for its users. It converges a variety of learning resources onto a single platform; these resources are not just the one that are predesigned as per the curriculum, but also makes room for sharing by the users as in a crowd sourced platform. Therefore, the USP of LXP would also be the speed of response.

The other significant aspect of LXP is micro-learning. Micro learning is based on breaking down new concepts into small fragments or pills of content, which can be consumed in short periods of time (Diaz, 2020). These small learning units are given to learners progressively and in a way that is suited to them. One of the reasons for the emergence of micro learning as a viable learning alternative is the observation that those who are surfing the internet have only eight consecutive seconds of continuous attention (Hayles, 2007). Hug (2006) has given a comprehensive description of micro learning, categorising it into seven areas – time, content, curriculum, format, process, media, and learning models.

Micro learning has a short time span generally accepted to be between two and five minutes. Therefore, the content is presented in short bits with well-delimited subject matters and relatively simple problems. The curriculum has to be clearly defined with ‘must-know’ and ‘desirable-to-know’ categorisation, and it is delivered in a multitude of formats such as presentations, laboratory assignments, etc, with either independent or integrated activities as iterative processes. Media would depend on the context of learning, but generally with a multimedia support. The learning models are repetitive, reflexive, pragmatic, constructivist, concept-based, connectivist, among others.


The third characteristic of LXP is gamification. One of the authentic indicator for the efficacy of learning is how engaging the learning is for the learner. For this purpose, it is important to ensure that the learning is learner-centric. It is observed that adaptation of gamification in the form of game design elements and gameful experiences in the design of learning processes support learning in a variety of contexts and subject areas and to address related attitudes, activities, and behaviours, such as participatory approaches, collaboration, self-guided study, completion of assignments, making assessments easier and more effective, integration of exploratory approaches to learning, and strengthening student creativity and retention (Caponetto et al. 2014). Gamification in application works on similar lines to the rewards given for completing specific challenges in a video game. In the Digital Learning Environment, it is intended to inspire a game-like reaction and engagement among learners, so as to enable improved information retention, motivation and increased productivity. In addition, learners are rewarded for achievements, and are persuaded to complete the courses. The results of gamification in learning are symbolised by awarding micro-credentials in the form of points, badges, levels, or leader boards.

Micro credentials are small scale certifications that demonstrates the acquisition of some specific knowledge or skills, and help the learners feel like they are making progress towards something bigger. This builds both intrinsic and extrinsic motivations to learn – Intrinsic to complete a task for the benefit of the points or badges that accrue immediately after completing a task, and extrinsic for an external reward or recognition in the form of a certification or qualification by accumulating certain set of points, badges, levels, or leader boards.

In view of the above description, LMS no doubt stands out as an attractive model for providing learning opportunities that are asynchronous and with a built-in assessment and feedback for the students to benefit from not only technology, but also to experience thee quit able benevolence of learning from the best teachers from across the world. However, to prepare our own human resources, i.e., teachers to develop

bench marked global competencies in using and developing digital learning resources, we need to also adapt the LXP, as it affords greater flexibility and authentic and immersive learning experiences to grow as a resource developer of digital learning resources.

References1. Caponetto, I., Earp, J., and Ott, M. (2014). Gamification

and Education: A Literature Review. In 8th European Conference on Games Based Learning (pp. 50–57). Germany: ECGBL.

2. Díaz Redondo, R.P., et al. (2020). Integrating Micro-learning Content in Traditional E-learning Platforms. Multimedia Tools and Applications.

3. Hayles, K. H. (2007). Hyper and Deep Attention: The Generational Divide in Cognitive Modes. Media 1:187–199.

4. Hug, T. (2006). Microlearning: A New Pedagogical Challenge (introductory note). In: Microlearning: emerging concepts, practices and technologies after e-learning: proceedings of microlearning conference.

5. Kinshuk, Chen, NS, et. al. (2016). Evolution Is Not Enough: Revolutionizing Current Learning Environments to Smart Learning Environments, International Journal of Artificial Intelligence in Education. 26, 561–581.

6. KPMG and Google (2017). Online Education in India: 2021.

7. Lederman, D. (2020). Will Shift to Remote Teaching be Boon or Bane for Online Learning. Inside Higher Education.

8. Raja, R and Nagasubramani, P (2018). Impact of Modern Technology in Education. Journal of Applied and Advanced Research. 3. 33.

9. Ralhan, B D (2020). Why Traditional Learning Management System is Not Fit For 21st Century Learning. Accessed on 07th December 2020 from https://inc42.com/resources/ learning-management-system-lms/

10. Senge, P M (1990). The Fifth Discipline :The Art and Practice of the Learning Organization. New York :Doubleday/ Currency.

11. https://www.pathgather.com/what-is-a-learningexperience-platform/

12. https://www.raven360.com/blog/learning-management system-vs-learning-experience-platform


* Adviser, All India Council for Technical Education, Nelson Mandela Marg,Vasant Kunj, New Delhi-110070

The title of this article is inspired by ‘Kodak moment’, a phrase used to describe an occasion suitable for memorializing with a photograph. There was a time in history when uttering the phrase evoked an emotional sense of nostalgia. The Kodak moment ironically also represents that short (and game-changing) time when executives fail to realize how consumers are changing and how markets will transform and head in new directions without them. Yes, Kodak, the giant of analogue photography fell to digital transformation that ironically grew in its own backyard and is now confined to case studies! Having gobbled up Kodak and giving many more Kodak moments in its ascendancy, digital transformation has taken over the world, touching almost every sphere of human lives and the march continues, amplified now by Artificial Intelligence (AI).

In its most basic sense, digital transformation reflects the evolution of models, processes and supporting systems to democratization and also optimizing how organizations work. Anything that gets expressed in 0s and 1s gets democratized and education too has to follow that path. That the academic cycles have survived the COVID-19 global pandemic, clearly points out deep ingress of digitalization/ IT in the education sector, now ripe for a COVID-19 moment! Read on to know about the moment, but first some momentum through a flashback.

Our education systems have persisted with transactions in knowledge at their core and more specifically, the universities have existed performing the role of repositories and generators of knowledge. The teachers have been there as transmitters of knowledge to equip graduates with knowledge and values,not to forget training more of their ilk to perpetuate the system. The graduates turned-out by them in turn should create value out of the resources and knowledge around, besides cohesive and tolerant communities. As intellectuals, teachers offer rational and timely criticism in areas of public policy, and social and economic life, and thus condition the civil society. Certifying the learners as holders of certain ‘degree’

of knowledge by offering them ‘standardized and approximate courses of knowledge’ has been another career building/ influencing role of universities. In short, universities have been there as repository, transmitter and certifying body-on the academic front besides performing research and training functions (not covered in this article).

The universities have sourced the human resource needed in the industrial society, for over the last two centuries, as a teacher-centered dispensation. To serve the growing demand for higher education, universities created their Continuing Education wings. In order to further increase the access, Distance Education emerged to reach the learners left out of the conventional education system and also those wanting to move upwards in their workplaces. With improvement and advancement in communication technology- tape recorders, video players, television etc supplemented their learning material. The emphasis was on pushing the learning material, closing the distance and empowering the learners but the Open & Distance Learning (ODL)- along with its variants and the conventional education remained two! Luckily then internet happened and ‘distance’ started liquidating further, with now learner and the knowledge, just a touch apart!

Unfortunately, we still have conventional, open/ distance and online education as separate modes and regulated differently, even though the knowledge imparted through them is the same, leashed though it stands by the number of hours to be dedicated by a learner in different modes. Luckily the COVID-19 pandemic pushed the entire system to go online, creating a historic opportunity for ‘integration’ of Conventional, Open, Virtual, Internet-based & Distance Education into one. A COVID-19 moment! The pandemic has taught us that academic attainments can be insulated from the mode and there can be just universities, shorn of adjectives giving the autonomous learner, an option not only to choose the mode, but also subjects and the medium; of course, with a potential to end the continuing concern on enrolment in higher education.

With knowledge repositories in their hold, teachers in their fold and academic records held as gold,

Rejigging Universities with a COVID-19 MomentNeeraj Saxena*


a university hitherto has been a knowledge superpower to a learner who could learn only what the university had to offer and what its teachers could teach. Further, it examined the students in what it’s teachers knew and not in anything beyond. This authority and supremacy has continued until the arrival of internet, but a learner is now aces up, with knowledge of humanity in front on a screen fitting into the palm! Yes, the equation is tilting in favour of a hyper-connected digital learner. The digital transformation, if it gave a ‘Kodak moment’ to analogue photography, is now poised to give the same to education too.

The internet has taken away the role of books completely and begun hurting the teachers too, leaving examination and certification in the hands of universities. But this too could be short-lived as focus and expectation of recruiters is shifting towards skills which are not congruent with degrees, redolent from the rise of nano-degrees or micro-credentials. Interestingly, there are some changes, which universities are failing to note (as did Kodak) and respond to: decline in writing, note-taking, book marking, highlighting, sketching, doodling, map-making, creation of mnemonics, etc.; all suggestive of reducing need to commit information to memory and outsourcing memorization to machines. This notable change at the heart of learning process should not be ignored as much the fact that online learning happens now from the first row of classroom itself (and teachers too, alike other professionals update themselves online)!

It, however, needs to be understood that online education does not and should not mean making teachers deliver instructions before a camera, conduct quiz/ tests using a social media group or putting a camera on the head of an examinee or tracking their eye movements. The greatest benefit that online learning brings in, is the flexibility in the education system and also empowering the learner by increasing the choices of subjects (including skills, competencies, languages) of interests; and shift focus from academic success to demonstrate attainments and skills beyond standard curricula. Besides, facilitate learning from anywhere and anytime (and any language in near future); lay down one’s learning pathway; choose a source of learning/ teacher; collaborate with peers in learning or

experimenting; take assessments as per convenience; generate digital lifelong learning records etc. To put it succinctly, online learning is the mainstream now.

Even as universities brace up to go online, universality should begin to reflect in their character. They must prepare themselves for accepting answers in any language and in any format (written, audio, video, animation, 3D models, etc); embrace open-book examinations and stop proctored limited-hour examinations altogether; encourage peer-learning and peer-evaluation; incentivize teachers for good quality questions, and lastly, give up acknowledging academic failures (which are integral part of learning). It may be argued that online doesn’t support practical/ experiential learning, but haven’t we pushed it to the side-lines by the emphasis given to theoretical knowledge and generous marks in practical? We need to bring experiential learning at the centre of education and plug it to the mainstream online learning. This should prompt the excited learners to search and connect with the theory; research and construct new knowledge and in the process, treasure the associated skills and experience (of success and failure) gathered. These could well be the changes to avert the Kodak moment.

Peter Diamandis, the founder of Singularity University says, “As education becomes dematerialized, demonetized and democratized, every man, woman, and child on the planet will be able to reap the benefits of knowledge. We’re rapidly heading toward a world of education abundance.” Should then, in the era of education abundance, the universities not universalize higher-education through online courses rather than admit learners selectively? Integration of all modes into virtual and position online/ virtual as mainstream, should dim the din on enrolment and increase focus on gross empowerment for access to- anyone, anytime, anywhere & in any language. With digital learners there now having free access to knowledge, it befits universities to rejig themselves to not just teach for enhancing knowledge and examine learners on it but also on abilities and skills, to turn out well-rounded graduates. Universities, need to get ready for the ‘COVID-19 moment’ to live on than face a ‘Kodak moment’ to freeze.


* Deputy Secretary (Finance and Sales), Association of Indian Universities, New Delhi-110002** PGDM (Marketing) student at Institute of Management Technology, Ghaziabad-201206 (Uttar Pradesh)

Education is of paramount importance to a nation. It plays a pivotal role in the holistic growth and development of a nation’s economy, which simultaneously lifts all the boats the way a rising tide does. Education not only builds a nation but is also the passport to its sustainable future. Management education offers numerous tools to equip one with the necessary techniques of successfully handling various business and management-related issues.

Management refers to the administration of an organization, whether it is a business, a not-for-profit organization, or a government body, to ensure that it is well-aligned to its vision, mission, and strategy. Thus, Management Education plays a critical role in creating a vast pool of managerial talent. In India, there is a pool of management institutions among which the Indian Institutes of Management (IIMs) established by the Union Government are the most prestigious and reputed ones. Pt. Jawahar Lal Nehru, the first Prime Minister of India, initiated the establishment of IIMs on the recommendation of the Planning Commission of India. Indian Institute of Management, Kolkata (IIM Kolkata) was the first IIM set up in the country in 1961. At present, there are 20 IIMs in the country, offering world-class management education to the brightest managerial minds in India. The Government declared IIMs as ‘Institutions of National Importance’ in 2017 on the enactment of the Indian Institutes of Management Act, 2017’ after which they started offering degrees. Before that, IIMs were offering diploma courses. However, their Diplomas were given the equivalence of degree by the Association of Indian Universities, an authorized institution in India for granting equivalence of degrees.

Apart from IIMs and other exclusive management institutions like Xaviers Institute of Management, Indian Business School, Narsee Monji Institute of Management Studies at Mumbai, Institute of Management Technology, Ghaziabad, FDDI, Noida; universities also have management departments with excellent faculties. Exclusive Management Institutions are also called Business Schools or B-Schools.

Management education has evolved drastically over the past couple of decades, both in infrastructure and pedagogy. India’s tag of being a “Knowledge Economy” is supported by management education, but the outcome is not as expected. Several gaps are visible glaringly, showing that management education is evolved enough to produce management experts who can resolve all the issues. However, in this VUCA world, where there is no certainty of things, management education should train the students to be sensitive and reflective. Thus, there is a need to reimagine management education to make it suitable for the country’s management needs. It is necessary to redefine the content, the format, and the delivery of management education to prepare a generation of leaders capable of solving problems presented to them and leaders who see merit in technological proficiency and social consequences. There is a need for leaders who believe that profits and purpose can co-exist and balance the power of big data with respect for individual privacy.

COVID-19 is one of the worst disruptions that have occurred in the history of humankind. It has attacked every aspect of human life. It gave an unprecedented shock to the job market and seriously affected the teaching-learning process, learning outcomes, and job prospects of students studying in B-Schools and Management Institutions. This creates much more necessity to revisit management education, particularly in view of its content and delivery.

It is time to introduce new ways of thinking and prepare young leaders for the age of disruption. There is a requirement to bring a new set of ideas, principles, and frameworks and collaborate with institutions to make India a potential global hub for management education. Some such ideas are discussed here.

Technology has impacted almost every dimension of life today, and Management Education is no exception. It is playing a critical role in the current crisis. Online learning has become a new reality. Every Institute offering Management Education is required to create online teaching modules that are engaging and flexible. Technology needs to be suitably integrated to make the learning experience more meaningful, enjoyable, and relevant. Institutes should offer a real classroom environment and enhanced learning experience to the students through interactions, videos,

Reimagining B-Schools in IndiaRanjana Parihar* and Shorya Parihar**


presentations, simulations, academic talks, guest lectures, and assignments. Management students need to be exposed to new-age technologies to stay abreast and ahead on exposures like Robotics, Automation, Internet of Things, and Data Analytics across all disciplines of Management Education.

There is a need to give graded autonomy to institutions offering Management Education, which allows the Institutes to take critical decisions related to offering their own programmes without seeking concurrence from the Government authorities. It enables the Institute to experiment with innovative ideas in the changing environment.

Future Management Education has to be competency-based instead of mere information or knowledge-based, and demand-driven instead of supply-driven. It should imbibe and inculcate professional business skills amongst students. Therefore, more autonomous institutions and standalone B-Schools should come up as they will have the authority to constitute their academic councils and take independent decisions on other academic matters like curriculum.

Quality Business Academics having knowledge and corporate expertise and an ongoing spirit of business and corporate research to sustain and support the need for developing excellence by the students are critical areas for reimagining management education. There is a need to emphasize effective pedagogy and give utmost importance to the students’ learning needs. Faculties are required to be subject experts and should promote global best teaching-learning processes. The emphasis should be on blended education with a mix of flipped classrooms and online activities in teaching. The faculty recruitment process should also be revamped to find the right people for the right job as they are the change agents of professional management education.

Cross-functional Courses such as Design Thinking, Innovation, Negotiation, and Cross-functional simulations should be added to the curriculum to add inventiveness, nimbleness, and flexibility to the students’ problem-solving skillset and groom them to become leaders in the long run. B-Schools should offer students Action-Based Courses on Sustainability, Social Welfare, and Social Responsibility to help them learn with the community through on-ground projects, understand how different people live, and how decisions taken in business impact society.

Management Institutes are required to provide a hands-on learning experience to the students through the Internship Programmes, where they can get a first-hand experience of the industry. It will help students

understand the industry’s operational aspects and make them more aware of the market needs. Moreover, students must go through an Experiential Learning Process through live projects as a part of different courses. Thus, a robust mechanism to strengthen academia, industry linkages, and engagement is the need of the hour. B-Schools should work out a strategy for building employability skills amongst the students. Employability skills include retrieval and handling of information, effective communication, presentation, planning, and problem-solving skills. Employers often outline the skill sets they look for in B-School students.

The social instability, constant fear, lack of human interaction, and over-involvement of social media technology have led to a definite negative impact on the students’ minds. An agile and growth-oriented mindset takes on a new meaning. Therefore, Management Institutes must sow seeds of agility as success today requires the quickness and drive to rethink, reinvigorate, react and reinvent constantly.

Good listening and writing skills ensure a smooth flow of ideas without conflicts, creating a productive and healthy work environment. Thus, B-Schools should emphasize developing soft skills such as effective communication and negotiation amongst the business students to help them gain an edge over other colleagues working in the modern workplace. Good soft skills ensure a productive, collaborative, and healthy work environment, all of which are crucial attributes required by the employer in an increasingly competitive world. Conclusion

Management Education continues to be in high demand in India. With the globalization of management education, the emergence of new technologies, and the demand for new skill sets, B-Schools need to bring radical reforms in management education delivery. To stay relevant in the changing times, B-Schools should build a state of the art human capital and social infrastructure. Culture, structure, leadership, process, and strategic approach are critical elements that must be stressed to succeed and stay relevant in the long run. Lateral leadership is more important than vertical leadership. B-Schools have to inculcate strong networking capabilities, interpersonal leadership skills, digital marketing solutions, assertive communication, and work from home skills in their students to meet the new demands from the industry. They have to bring in pedagogical innovations with new digital tools and integrate learning with the real-world experience.


* Professor, School of Humanities and Social Sciences, Jamia Hamdard (Deemed to be University), Mehrauli Badarpur Road, New Delhi, Delhi -110062. E-mail: [email protected]** Professor, School of Management, Jamia Hamdard (Deemed to be University), Mehrauli Badarpur Road, New Delhi, Delhi -110062.E-mail: [email protected]*** Research Scholar, Jamia Hamdard (Deemed to be University), Mehrauli Badarpur Road, New Delhi, Delhi -110062. E-mail: [email protected]

The New Education Policy–2020, published by the Indian government after a 34-year long hiatus on the matter and change of the millennium, was launched with the intention to make India a global knowledge superpower in the coming decades. Dr Kasturirangan, the former ISRO Chairman, conceptualized the policy, along with a highly distinguished eight-membered committee that also included Prof. Manjul Bhargava, Professor of Mathematics at Princeton University and the first Indian to win Fields Medal in Mathematics for his path-breaking work in Number Theory Prof. Bhargavacontributed significantly to ensure that rigid silos were broken and replaced with a multi-disciplinary education system facilitating holistic education, which has been in vogue during ancient times.

This policy document has proposed multiple innovative initiatives to make education free of silos and demolish inter-disciplinary barriers between art, science, vocational and academic activities of educational institutions suggesting promotion of conceptual learning across science, social science, arts, humanities and other disciplines. This policy paper treats education as a public service and recognizes education as the fundamental right of every child. Education should be universally available, irrespective of location or financial status, rather than being a rare, rationed resource, only having its reach to the ‘creamy layer’ of the population.

The NEP–2020, has provided more options to the students regarding their subject-preference, based

on their interest across various disciplines. The aim is to prepare them for a more meaningful life and lead them towards financial independence. Thus, the rigid compartmentalization of disciplines and the fragmented education system will be replaced by a holistic approach with more significant payoffs for the students. In view of the above highlights of the New Education Policy (NEP), this article investigates the proposed structural changes in the areas of higher education which would be conducive in realizing the goals framed in the policy paper. Since the policy offers a functional shift, it must be supported by an equally strong institutional structure essential for evoking effective processes to attain the goals.

The paper proposes to discuss five recommendations of the policy which describe the proposed structural change in managing and imparting higher education in India. These include:

1. Institutional Restructuring and Consolidation. 2. Transforming Regulatory System.3. Effective Governance and Leadership4. Inclusion of skill-based Vocational Education5. Internalization of Higher Education

Institutional Restructuring and Consolidation

The most courageous and futuristic recommendation of the policy is that in the next 20 years, all higher educational institutions would turn into multi-disciplinary institutions and would be offering multiple choice-based options for the students. Accordingly, in future, there would not be colleges offering only science and arts courses.

To begin with, the policy paper envisages that this model of interdisciplinary institutions would be established in each district of India in the next ten years, with an annual intake of over 3000 students. This initiative would catalyze the attainment of the desired Gross Enrolment Ratio (GER) of 50 percent by 2035, with an annual growth rate of nearly four percent. For meeting the said enrollment target, the policy recommends the opening of more institutions

National Education Policy–2020: A Step towards Maintaining Dynamic Equilibrium in Higher Education

Ali A Firdausi*, Shibu John** and Akshita Kukreja***


of higher education in both public and private sector. However, it is felt that there is a need to open a large number of outstanding institutions in the public sector to cater to the contemplated demand hike. The structure of Indian premier higher education institutions like IITs and IIMs will be tailored as per this concept where Engineering, Arts, Management, Social Sciences programs will be offered under one roof. The policy also introduces undergraduate programs with 3- or 4-year duration having different exit options, out of which, the 4-year undergraduate programs will be research-oriented and make the students eligible to pursue PhD right after they graduate. These programs have a holistic approach and intend to provide the students with necessary employability skills. The setting up of the National Research Foundation (NRF) is a crucial step to promote, inculcate and develop the culture of research across universities.

The term ‘university’ itself would be used to describe an educational institution offering multi-disciplinary courses with high-quality teaching resources and research calibre while promoting community engagements among the students. One utterly unique proposition is to give higher education institutions the liberty and the option to define their expertise and determine their respective course of action, for instance, imparting only teaching courses or undertaking only research assignments and projects. The universities may also engage in both teaching and research activities in varied proportions. The institutions offering and managing multiple undergraduate degrees will be categorized as Autonomous Degree-Granting Colleges (AC). The autonomy to institutions will be granted in stages, determined by their performance and ability to transition from one stage to another.

Further making the education scenario more independent and allowing autonomy, no stringent and rigid demarcations among higher education institutions will be set and they would be permitted to develop mutual support for each other as well as jointly or single-handedly support other institutions of learning such as schools.

The COVID-19 pandemic has caused the shift from contemporary classroom learning to online learning. Both education and work-related activities have emerged as location-independent. The dilemma

of whether online learning will continue to be part of the education delivery system post-pandemichas gripped people worldwide. India has no choice but to resort to the online mode of education without the availability of proper infrastructure to support it. To continue seamless education delivery in the same manner, it is imperative to invest in building adequate IT infrastructure. The Education policy comes as a far-sighted move in the adoption of online and distance education as one of the essential methods of learning to enhance the GER. With the policy in place, the higher education institutions can tap the enormous opportunities that lie in launching courses for Open Distance Learning (ODL) and online digital courses. Early adopters of these two emerging and well-received modes would maximize their gains and establish themselves. Institutions that are able to gauge the impact of technological disruptions on the world as we know it, also encompassing education, will gain goodwill in the market. As mentioned earlier, the single-stream institutions would be phased out, and they will have options to either turn into a multi-disciplinary institution or join as a unit of a cluster of higher education institutions.

All existing affiliated colleges will be phased out in the next 15 years, and they will not be affiliated to any university, but gradually turn into autonomous institutions based on their potential and performance. The restructuring of institutions of higher education would culminate in having only one nomenclature for university. It is further recommended that all prefixes such as ‘deemed to be’, ‘affiliating’ and ‘unitary university’ will be eliminated.

The emphasis of these recommendations is on the consolidation of the higher education system and developing an umbrella culture instead of maintaining individual and fragmented single or limited disciplinary silos.

Transforming Regulator System

From controlling mode of management, the new policy intends to start a regulatory regime to manage institutions of higher learning. By annihilating the involvement of multiple bodies in the assessment and accreditation of the higher education institutions, the NEP has taken a crucial and much-needed measure to avoid ambiguity. This decision is in tune with the intention to ensure more autonomy among the educational institutions. The


regulatory bodies are part of the executive branch of government with statutory authority to supervise and regulate the functions of the organization they are supposed to hold.

The proposed regulatory system of higher education would have four broad functions. These are for the purpose of regulating institutions of higher education, conducting periodic accreditation of the institutions; ensuring financial funding along with its supervision; and maintaining overall academic standards. These four regulatory functions would be carried out by following four independent vertical entities:

National Higher Education Regulatory Council (NHERC)

This council will act as a single-point authority accountable for overall framing, evolving and effectively implementing various regulatory norms for institutions. However, for medical and legal education, there would be separate but similar regulators.

National Accreditation Council (NAC)

This will be based on the existing system of NAAC for periodic assessment of public disclosure made by the institutions and provide them with accreditation, as per the prescribed norms.

Higher Education Grant Council (HEGC)

This newly proposed vertical would function as the fund provider to institutions. The funding would be based on the criteria evolved for the purpose, while ensuring complete transparency, process-wide.

General Education Council (GEC)

Another new vertical, this council would be responsible for measuring and assessing the extent and volume of the outcome of the learnings departed by the institutions.

All the above bodies would function as separate arms performing their respective functions under the umbrella of the proposed Higher Education Commission of India (HECI). The GEC will establish a National Higher Education Qualification Framework for recommending the required qualification and competence for teaching in higher

education institutions. These recommendations are aimed at creating domain expertise for managing various functions of the institutions and enhancing the coordination under the umbrella of HECI, albeit with independent domain functions.

Effective Governance and Leadership

Governance of an institution depends on accountability, transparency, efficiency and inclusiveness. The policy, while keeping the parameters and the related issues in mind, recommends that over a period of the next 15 years, all institutions would be equipped and prepared to be self-governing. To reach that stage, several prerequisites such as internal capacity building, inventing and adopting innovative modes to frame and manage their various academic and non-academic activities, with the sole propose of achieving excellence in performance, will need to be fulfilled. These aspects would be monitored through a system of periodic accreditation and assessment of the scope of granting them gradual or graded autonomy. Once the institution reaches the stage of autonomy, a Board of Governors (BOG) will be formed to govern the institution transparently, while adhering to the parameters as prescribed by HECI through NHERC. The BOG is proposed to be in place by 2035.

NEP has undertaken a rigorous exercise to ascertain framing an effective management paradigm for ensuring the success of the recommended mechanism to improve the system and making it as per with the global standards of managing through sound practices of governance.

Inclusion of Skill-based Education

The policy strongly recommends the inclusion of skill-based vocational education and soft skill programmes to generate employment. It suggests that by 2025 at least 50% of students who are either in school or pursuing higher education should be exposed to employment-oriented vocational courses. However, the plan to achieve this challenging target is still to be formulated and expected to be released soon. The NEP has advocated the need for incubation centres in all the Universities in collaboration with respective government departments. Extensive collaborations between the ministries and industries to develop the curriculum and pedagogy would be imperative for the implementation of the devised changes.


Internalization of Higher Education

Internationalization of education through the creation of Model Public Universities called MERUs (Multidisciplinary Education and Research Universities) has been emphasized. These institutions will be enabled to compete with the world’s best, with backing from the government. Government has already taken steps in this direction and identified 20 higher education institutions as Institutions of Eminence (IoE). Similarly, it intends to lay down the path for some notable universities from the top 100 universities globally, to set up their campuses in India. This will attract the international students to study in India at a far lesser cost than Western countries and also reduce the number of Indian students opting for foreign universities, by making the delivery of international quality higher education possible domestically. Highly ranked Indian universities also have the opportunity to set up campuses abroad and gain international recognition, which would further aid India in making a name in the global rankings.

Although this article has only covered five prime recommendations of the NEP–2020, it is a fact that the document puts forth several innovative ideas and foresight. However, the overall focus is on being Indian and promoting national ethos, while creating a dynamic education system, fit for the 21st century, with no dearth of opportunities. This is a great balancing act of the visionary policy document which has come as a landmark move in revolutionizing Indian education.

Conclusion

The document, which was a combined and all-inclusive result of working some of the best brains over the last few years from all the stakeholders, was a welcome move and widely applauded. The Policy document has covered almost all aspects of our education system; however, it still lacks rationalization regarding its target about doubling the Gross Enrolment Ratio to 50 % which is unfortunately

not backed by a proportionate increase in the budget which may go up to 6% of the GDP from the existing 4.7 percent. Further, it fails to justify the modality to bridge the teacher-student ratio gap to 1:20 or less and focus on faculty skill enhancement, especially for those teaching in Universities or Colleges.

All the new propositions in the policy are to be implemented by the internal stakeholders. Therefore, the institutions have to make visible structural and functional changes also. These alterations include decentralization of decision making; autonomy to schools/centres/faculty in framing and managing courses; maintaining school-wise financial accounting; developing faculty to face emerging challenges; transparent balancing between teaching and research; implementing differential incentives for performance; minimizing administrative and bureaucratic interferences; improving infrastructure and maintenance of periodic worksheets by teaching and non-teaching staff.

The inclusion of credit-oriented programs and projects in the areas of community engagement and environmental education is a testament to the advanced and futuristic approach of the policy. Agriculture and associated disciplines have been strongly emphasized to enhance agricultural productivity by putting a well-structured and research-oriented curriculum in place. Healthcare and Legal education will be re-envisioned according to the need of the hour. Integrated healthcare education that links Allopathic medicine with Ayurveda, Yoga and Naturopathy, Unani, Siddha, and Homeopathy (AYUSH), with a greater focus on preventive and promotive healthcare will also be one of the significant developments as per this policy.

Put in simple words, 21st Century functions cannot be performed under a 19th Century structure, and this policy document can play a crucial role in catering to the needs of a ‘new’ India if implemented in spirit too, and not just on paper.


Foreign participation in the health care sector has gathered momentum in the recent years due to growing importance to internationalization at policy level though their participation in diversified areas is evident from many decades back. Nonetheless, the medical education sector can’t be segregated from the health care industry and thus from the interests of foreign providers. As pointed out by the WHO (2011) educational institutions must implement reforms that allow them to recruit from the communities they serve, teach to the local disease burden, and educate students to practice within the care delivery models that are likely to best serve the local population health needs. In this context, the participation of the foreign providers should address the local needs of the region concerned. But, the multiple problems faced by the Indian health sector demand a well formulated policy framework to address these problems keeping into consideration the rising interests for Indian medical education market. Post GATS agreements of WTO, has encouraged more foreign participation in the education sector simultaneously raising the issues of regulations of foreign collaborations regarding the standards and quality of services provided by them.

In the context of the kind of training provided in the health care sector in India the National Knowledge Commission Report (2006) on medical education has described the health oriented education across the board in the country is directionless, unregulated and non-standardized, apart from a few institutions. The quality, quantity and distribution of the health oriented human resources being produced leaves much to be desired when compared to other developed and developing countries. With reference to the quality, there is no accountability, effective monitoring or implementation of laid down standards, by any regulatory body or well-designed need oriented educational programmes. With the existing problems persisting in the medical education system such as, the problems related to the availability of hospitals linked with medical education,

Jinusha Panigrahi*

Internationalization of Medical Education: Dilemma between Domestic Requirements, Policies and Global Objectives#

medical personnel, quality faculty, curriculum, innovations, technology and skills etc. the possible challenges and opportunities and the role of regulatory mechanism in terms of standards and accreditation is vital for a developing country like India.

Internationalization of Medical Education and Challenges

Medical education in general is facing major challenges due to cross border education providers around the globe. The interface between medical education and healthcare delivery is the important aspect that should be taken care of while assessing the challenges and opportunities of such cross border providers. According to the study by Jolly (1997), comparative advantages enjoyed by top most universities because of their rankings (prestigious medical institutions), a wide range of choice, the flexibility of the system, the weight accorded to the degrees conferred by such institutions, and consequent educational linkages to the political and business elites judge the capacity of those institutions to attract foreign providers. The universities in the western system, particularly in the United States and the United Kingdom, are such kind of institutions providing quality medical education.

The proliferation of arrangements between foreign universities and local universities through the establishment of “local branch campuses,” or “subsidiaries” as well as through “twinning arrangements” with local universities in the region (i.e., commercial presence) enable the students to undertake their tertiary education at foreign universities. The establishment of local branch campuses accords numerous benefits to receiving nations. Besides the provision of medical education to the labour force it provides the much needed educational resources in terms of skills and modern technology and developed infrastructure in the region. It has been argued that commercial presence can generate additional resources for investment in and upgradation of healthcare infrastructure and technologies, generate employment, reduce underemployment of health personnel besides providing expensive and specialized healthcare services (Chanda, 2002). Commercial arrangements

#Reprinted from University News, Vol 58 (25) June 22-28, 2020.*Assistant Professor, Centre for Policy Research in Higher Education, National Institute of Educational Planning and Administration, 17-B Sri Aurobindo Marg, New Delhi-110016, Email: [email protected]


are becoming prominent in Asia-Pacific region mainly through franchising and twinning arrangements (OECD, 2004). It follows a capacity building approach where the emerging countries try to build up their capacity through policy instruments such as encouraging foreign institutions and programmes to participate and operate private for-profit ventures under government regulations to maintain compatibility with the country’s economic policy agendas. India is also in the process of following such kind of approach. To facilitate knowledge transfers there are instances of twinning or partnership arrangements by the local providers of the countries such as South-East and North Asia and Middle East (e.g. Malaysia, Hong Kong, China and Singapore) with the foreign countries. There are instances in Asian countries like Thailand, Indonesia, Malaysia and Singapore where the universities of west seek to penetrate further their educational market by expanding a number of collaborative activities between local universities and foreign service providers.

But, for a developing country like India such benefits are minimised due to the focus of such collaborations in urban and developed areas that are not reachable by the majority of the rural masses. Further, the disease patterns of the interior areas in the country basically require preventive treatments in terms of primary and secondary healthcare rather the specialised tertiary healthcare. Financing of such healthcare services would be a big issue besides training of the manpower. The standards of curriculum and the role of the regulatory mechanism to access the quality and relevance of education imparted would always be a challenging aspect to get the benefits of such internationalisation.

According to Altbach (1991) and others, there are

substantial benefits out of the exchange programmes through twinning partnerships where the students of the host country can make use of their knowledge and networks to build up business linkages with foreign nations e.g., Western Europe, North America and Australia. However, such business motives would again ignore the difficulties of the host country (if, it is a developing country) give stress to the tertiary healthcare only that is again most prominent in developed countries.

There are many positive effects of such internationalization as argued in the literature. They are; creation of new courses and programs, modification of the curricula as per international standards, alternative delivery methods, and expansion of work-study opportunities with the objective of improving international skills and competencies among the students and staff (JRM and Associates, 1998). New delivery methods enable access to medical education services. These changes are argued to put profound impact on policy and practice in medical education sector (Mallea, 1997, 1998; JRM and Associates, 1998; Bennell and Pearce, 1998). But, in the long run, the success in the provision of medical education in the presence of foreign providers is achieved if quality and standards are improved with the help of efficient and effective accreditation agencies. The relevance of courses and programmes and expertise of international standards to the health sector requirement of a country would be an area of concern.

According to the World Health Report (WHO, 2011) while there is a global shortage of health professionals India is amongst the countries experiencing the greatest shortfall in this regard.1 The data given in Table -1 indicates the shortages in India

Table 1 Institutions, Graduates, and Workforce by Region (2008)

Countries Population (Millions)

Estimated number of School

Estimated graduates per year (thousands)

Workforce (thousands)

Medical Public Health

Doctors Nurses / midwives

Doctors Nurses / midwives

China 1371 188 72 175 29 1861 1259India 1230 300 4 30 36 646 1372North America 361 173 65 19 74 793 2997Latin America / Caribbean

602 513 82 35 33 827 1099

Source: WHO, 2011

1South and South-east Asia, Bangladesh and Indonesia come under the same category.


compared to other countries and Figure-1 gives the picture of India only in this regard.

As Table-1 indicates, India has larger number of medical schools compared to China, and North America by the year 2008 though in terms of total population the number may not be sufficient to fulfil the health requirements of the whole population. On the contrary, the figure on the estimated number of public health school is dismal compared to the figures of other countries and also extremely low to address the primary health issues of a population of 1380 millions. This is what shows the inability of a developing country like India which health system has failed to generate enough human resources for health to meet the demand of primary health care services. Given these shortfalls the role of foreign providers in aggravating the existing challenges or contributing towards reduction of those challenges is a matter of concern. This is because, the foreign medical education providers specialising in tertiary health care services and new technology would have difficulties to cope with the healthcare needs of local population of India. The study by DGCIS-IIFT (2013) has found that 43 percent of revenue in trade in Education services is coming from Medical education followed by Management education, general education and Engineering. If, such trade is existing in India then, the concern for the contribution of different modes in overall trade and hence, the resulting challenges to the health sector would remain an area to explore.

Perspective Towards Internationalization by Indian Medical Colleges

The medical institutions in India under the collaboration or twinning or franchising method can make use of their strengths in developed countries by establishing their campus outside or encouraging

foreign providers to India. But, competitive advantage is the factor that must govern such collaborations to gain out of such partnerships in trade in medical education services. It has been observed by Bhusan (2004) that, medical education under commercial presence may be beneficial subject to the market access limitations and the public providers in medical education from abroad. The license for entry of foreign medical institutions in India under commercial presence may be provided to selective reputed public medical providers those impart quality medical education that would tackle human resources for Indian health care sector. Otherwise, many number of foreign

providers without limitations would create chaos in the healthcare system regarding their quality, curriculum, and pedagogy, service delivery of the graduates from these institutes and above all their accreditation and regulations. The matter of accreditation and regulations becomes far more complicated with the entry of private foreign providers.

The development of branch campuses under mode 3 is evident from Universities and Institutes like Manipal. Many medical colleges in India have allocated seats for Indian Diaspora particularly for the students in South-East Asian countries. With regard to such higher demand of Indian Diaspora the Manipal University has opened its branches in Malaysia, Dubai and Nepal to impart medical education and skills to residents of such countries. Under a twinning programme, Melaka-Manipal Medical College was set up in 2001 in Malaysia in partnership with the Manipal Academy of Higher Education (Manipal Group, 2013).

The source from Embassy of India (GOI, 2014) has mentioned that, replicating the experience of Manipal, Vinayaka Missions University from Salem in Tamil Nadu, established twinning arrangements with Penang International Dental College (PIDC) in 2005. The Vinakaya Missions University has recently announced further investments in establishing educational institutions in Johor Bahru. Many other Malaysian educational institutions have also entered into twinning arrangements with Indian educational institutions e.g. University Science Malaysia (USM), Penang, has a twinning arrangement with the KLE University, Belgaum, for the MBBS degree course; and the Management Science University (MSU), Shah Alam, has a twinning arrangement with the M.S. Ramaiah Medical College, Bangalore, whereby they

Figure 1 Institutions, Graduates, and Workforce in India (2008)

Source: Generated from Table- 1


have set up a special International Medical School (IMS) in Bangalore specifically for their MBBS twinning course. Many other Malaysian institutions are also sending their students for short-term clinical practice training to India.

Similarly, the Pravara Institute of Medical Sciences (PIMS – DU) in Maharashtra, a Deemed University have undertaken many numbers of collaborative programmes in the areas of twinning, and franchising since year 2007. The rural hospital RUHSA (Rural Unit for Health and Social Affairs) of Christian Medical College (CMC), Vellore, Tamil Nadu (one of the oldest and most highly regarded hospitals in India) has twinning partnership with the University of Colorado Health Sciences, Denver, Colorado, USA in the discipline of Diploma in Allergy & Asthma (DAA) with subspecialty in Allergy, Asthma and Immunology (Christian Medical College, 2013). Joint degrees are awarded to the students and faculty exchange programmes are in operation. National Institute of Epidemiology (NIE), Chennai, Tamil Nadu with Sri Ramachandra University, Chennai has developed meaningful collaborations with several national and international institutes.

A MoU between ICMR and University of Minnesota, USA was signed in October, 2006 at New Delhi for the development and expansion of medical education and clinical programmes in the areas of medicine and public health (ICMR, 2013). The Post Graduate Institute of Medical Education and Research has a twinning partnership with Virginia Commonwealth University since 2006 in the streams such as; Psychiatry, Genetics, Internal Medicine. It has fostered faculty collaboration and the potential for future student exchange programs (Post graduate institute of Medical education and Research, 2013).

The foreign collaborations should be driven by health needs of population concerned. The WHO (2011) suggest for transformative scale up in medical education that insists for delivering educational reforms that addresses not only the quantity, but also the quality and relevance of health care providers in order to achieve improvements in population health outcomes. Take for example: in the low-income countries communicable diseases, maternal and perinatal conditions and nutritional deficiencies represent 69 percent of the disease burden whereas in high-income countries it is only 8 percent (OECD, 2004). A mere increase in the number of medical graduates (imbibed with skills and competencies) through foreign collaborations may not

solve the problem of the shortage of professional health workforce unless there is a collaboration between the medical educational institutions (whether of host or foreign country) and the healthcare needs of the host country concerned. Thus, the local relevance as well as disease specific provision of medical education should be the objective of the foreign providers.

Quality and Regulations

The most difficult challenge is aligning the academic regulations to encompass all individual requirements and ensuring that the essential elements are agreed by all partners. Joint academic regulations should be a minimum regardless of whether it is a joint or dual/multiple degree (Institute of international Education, 2011). As a key goal of Bologna Process, fair and transparent recognition of degrees of the multiple foreign providers in the education process is a matter of major concern of the European higher education system for medical education (Rauhvargers et al. 2003). To keep a track of the multiple providers regarding their ranking in their country of origin and quality and recognition of their degrees under their regulatory agencies concerned is an important affair before entering into any kind of collaborations in medical education. The multiple varieties of education providers from different countries and lack of information about the quality of education provided may end up with low quality providers that are only “degree mills” and poor quality assurance and accreditation agencies as “accreditation mills” (OECD, 2004). Here comes the importance of regulatory and accreditation agencies of the host country to coordinate the process of collaborations that will be helpful to the host country in reaping the benefits of such collaborations in medical education and fulfil the requirements of its health sector.

The strategic partnership between World Health Organization (WHO) and World Federation for Medical Education (WFME) formed in 2004 to improve health of all people through promotion of high-quality medical education considers accreditation as an important parameter of quality (WHO, 2004). WFME Global Standards program, initiated in 1997 now being used in all regions as a basis for improving medical education also stands for facilitation of exchange of medical education programmes between countries (Van Niekerk & De, 2003).

India has to open its education sector as part of its international commitments on the General Agreement on Trade in Services (GATS). The study


by the Association of Indian Universities (AIU, p.29, 2012) has stated that there is the need of regulatory modules to safeguard the interest of traditional institutions as well as traditional knowledge system of India and hence a clear policy should be chalked out to make foreign education providers socially justice-able and culturally viable. Further it stands for the need of strengthening our own position in terms of infrastructure, student support system, placement policies, and management and governance of institutions. It emphasises on the faculties who are coming in with the foreign education providers to be equally qualified as they are in their home campus and competition should be in a healthy environment and under strict regulations. The study of AIU (p.30, 2012) has also identified certain challenges that India would encounter with the foreign education providers. As these foreign education providers come with their own complications and requirements with non-compliance would be costly and lead to loss of reputation and good-will. They do not give complete and correct list in their websites and thus, emerge as a medium of cheap mergers and acquitions. Therefore, it suggests for a kind of competition in a healthy environment but under strict regulations.

The Foreign Educational Institutions (Regulation of Entry and Operations) Bill, 2010 introduced in the Lok Sabha on May 3, 2010 seeks to regulate the entry and operations of Foreign Educational Institutions, including technical and medical institutions, imparting or intending to impart higher education in India. It states that; “to regulate entry and operation of foreign educational institutions imparting or intending to impart higher education (including technical education and medical education and award of degree, diploma and equivalent qualifications by such institutions) and for matters connected therewith or incidental thereto” (p.1, 2010a).

The diversified health requirements of Indian population where the primary and secondary health care is given greater emphases looking at the types of diseases majority of Indians are suffering, the curriculum of a developed country may not provide the desired solution to the persisting problems. The services provided by such medical graduates who pass out from the institution of such foreign provider may not serve the true purpose of medical education for a country like India. Thus, the syllabus and curriculum of medical education provided by such foreign providers should have connections with Indian health care industry. Take for example: all courses offered by Foreign Educational Institutions in New Zealand have

to be approved by its statutory authorities concerned (Parliament of India, 2011).

Since medical education is linked with health care industry and development the training of the graduates must take care of the safety of patients. The norm of MCI for mandatory license of any medical teacher or doctor is suggested to be enforced and monitored for the foreign providers too (Parliament of India, 2011). Similarly, the norms and standards followed by the foreign medical institutions in their home country are suggested to be at par with Indian norms and standards as mandated by Indian regulatory agencies. A clause on the medical ethics of different countries and the level of ethics required in our country is suggested to be included by PSC.

The affiliation of Indian medical institutions engaged in collaborations with foreign medical education providers is a matter of concern too. All those medical education institutions in India mapped to be in some sort of collaborations with foreign education providers are private or government. But, in case of un-aided private medical institutions in India (e.g. KSHEMA, Apollo etc.) in collaborations with foreign education providers may not serve the purpose of medical education that is associated with service domain in the context of Indian health care requirements. Likewise, the ranking of the foreign provider in its own country’s statutory body should be taken into account before entering into any kind of collaborations under mode 3.

ConclusionIt is quite evident that, the medical education

system in India struggling to build up a linkage with the health care industry may be dragged to accumulating uncertainties for the students, medical personnel as well as the poor patients fighting for free medical care. Besides, the possibility of commercialization by the foreign providers may not be ruled out in medical education sector too. Such happening would further aggravate the existing problems of health care in India. Healthcare education in India seldom addresses topics such as regulatory norms, ethics compliance, and entrepreneur skills and does not focus on creating an innovation-oriented educational environment and research facilities all of which has direct impact on healthcare delivery. The ultimate impact should be on ranking of such institutions by making it a global objective to encourage medical education institutions to enhance quality in the presence of required regulations and therefore meeting the demands for local as well as global requirements for healthcare professionals. A coherent curriculum is a challenge which addresses


the needs of glocal requirements with existing country centric regulations and policies.

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M Venkaiah Naidu, Hon’ble Vice President of India delivered the Convocation Address at the 10th Convocation of JSS Academy of Higher Education and Research, Mysuru, Karnataka on November 02, 2019. He said, “One of the things, I have noticed in the wake of technological advancements in the medical field is the gradual erosion of human touch or human element in doctor-patient relationship. I feel that today’s doctors are not communicating adequately with the patients and rather performing their duty in a mechanical fashion—probably due to work pressure. I think there should be an effective communication between the doctor and his/her patient. It should be remembered that doctors are treated like God by patients and the latter should always be treated with empathy and humanism. It is quite important to always uphold highest standards of ethics morals. Medical courses curriculum should also include subjects like bio-ethics, humanities and communication skills.” Excerpts

I am pleased to be with you all today to deliver the convocation address at the 10th Convocation of JSS Academy of Higher Education and Research, Mysuru. This day is indeed very special for all the graduating students who have gathered here. Graduation ceremony marks a momentous occasion in your lives. As you celebrate, it is also important to acknowledge a new beginning. I believe that after passing out today, some of you might opt for higher studies, some may start working as healthcare professionals and some others might set up their own ventures.

Dear Students, whatever you choose, always dream high and strive hard with unwavering commitment and passion to realize your goal. Never falter, remain sincere and steadfast in pursuing your dreams. Always remember that true wisdom consists not only seeing before your eyes but the foreseeing. As I see, most of you will be in the medical profession–may be as a doctor, pharmacist or researcher, in whatever capacity you are working, your role will be very important.

India has achieved significant progress since Independence on various health indicators. With successive governments according high priority to health and the wellbeing of the people, the average life expectancy has increased to 69 years and India’s disease burden due to communicable, maternal, neonatal, and nutritional diseases has dropped from 61 per cent to 33 per cent between 1990 and 2016. There are noteworthy improvements in health indicators relating to Infant Mortality Rate (IMR) and Maternal Mortality Rate (MMR) due to increasing penetration of healthcare services across

the country, extensive health campaigns, sanitation drives, increase in the number of government and private hospitals in India, improved immunization and growing literacy,

India’s health sector has a number of competitive advantages--, from a large pool of well-trained medical professionals to a flourishing Pharma industry which excels in generic drug manufacturing, to cost effective and quality medical procedures. The cost of surgery in India is substantially less when compared to the US or Western Europe, which makes India a healthcare destination of choice. In spite of all these advancements, there is a long and arduous road ahead of us.

Our health sector still grapples with inadequate public spend, low doctor-patient ratio, high share of out-of-pocket expenditure, inadequate infrastructure in rural areas, lack of penetration of health insurance and inadequate preventive mechanisms. Despite the progress made by the nation in various fields and the advancements made in modern medicine, we still face a huge shortage in the number of qualified medical practitioners in India, especially specialist doctors. It has been estimated that India is facing a shortage of 6 lakh doctors and 20 lakh nurses. The National Health Profile 2018 says that there is just one allopathic government doctor available for around 11,082 people across the country-- more than 10 times the WHO recommended ratio of 1:10

There are around 71,000 MBBS seats in the 500-odd medical colleges, whereas we only have 32,000 postgraduate seats. The newly constituted National Medical Commission (NMC) is a step in

Indigenous Health Care System of India: Relevance for Present Times


right direction. I hope this Commission will provide for a medical education system that is inclusive, affordable, and ensures availability of adequate and high quality medical professionals in all parts of the country.

India is witnessing a troubling transition, from Communicable Diseases to Non-Communicable, lifestyle diseases (NCDs). A WHO report attributes nearly 61 per cent of deaths in India to non-communicable diseases. Studies show that the contribution of cardiovascular diseases to mortality increased by 34·3 per cent from 1990 to 2016. During the same period, the age-standardized diabetes prevalence rose by 29·7 per cent in India. Also, we need to keep in mind that this data was largely based on self reporting by people.

A Lancet study finds the NCDs are typically present in individuals aged 55 years or older in many developed countries, but their onset occurs in India a decade earlier at the age of about 45 years. This is mainly because of genetic predisposition, changing lifestyle and factors like pollution. Eating unhealthy food and leading a sedentary lifestyle were contributing to increase in NCDs. To counter this prevalence of Non Communicable Diseases, we must adopt a healthy lifestyle and good dietary habits.

I feel that there is a need to establish NCD clinics in both urban and rural areas and the private sector must play a prominent role in setting up such clinics. I would also like call upon the doctors in both public and private sectors to visit the nearest schools in their localities and conduct awareness campaigns on the need to maintain healthy lifestyle.

One of the things, I have noticed in the wake of technological advancements in the medical field is the gradual erosion of human touch or human element in doctor-patient relationship. I feel that today’s doctors are not communicating adequately with the patients and rather performing their duty in a mechanical fashion—probably due to work pressure. I think there should be an effective communication between the doctor and his/her patient. It should be remembered that doctors are treated like God by patients and the latter should always be treated with empathy and humanism. It is quite important to always uphold highest standards of ethics morals. Medical courses curriculum should

also include subjects like bio-ethics, humanities and communication skills.

Society regards a doctor as ‘God’ because he saves life. But we often keep reading the stories of exploitation, especially in private medical sector. For example, take the case of increasing number of Caesarean section (C-section) deliveries in India. A study by IIM, Ahmedabad found that many of these C-section deliveries were unnecessary and were driven mainly by financial motives. It is also observed that quite often unnecessary tests and expensive medicines are prescribed putting much pressure on the pocket of poor patient. This is unacceptable. This is unethical. This is not expected of a conscientious doctor.

So Dear Students, I call upon you to raise your voice and protest wherever you come across such malpractices. Your heart should always be filled with empathy for those who are suffering. I have also observed that focus of medical education has been on curative aspects rather than preventive aspects. I personally feel that the old saying ‘Prevention is Better Than Cure’ is very true and essential in today’s era.

The Prime Minister has launched Ayushman Bharat with an objective to provide accessible and affordable healthcare for the common man. This is the world’s largest government funded healthcare program. I hope that Ayushman Bharat will address the issues of people getting pushed into the vicious cycle of debts due to out-of-pocket expenses and high treatment costs.

As you all are aware, India is blessed with a unique advantage—about 65 per cent of our population is below the age 35 years. We have to fully realize this demographic dividend. The young population can contribute to nation-building only when it is motivated, adequately trained and skilled and most importantly when this population is healthy and fit. That is why, I feel that role of health professionals is very important. A nation with unhealthy population cannot progress. Encouraging the youth to take part in regular physical activities, encouraging them to learn and practice Yoga would entail better results.

Here, I would like to draw your attention to the fit India campaign launched by Prime Minister


Narendra Modi. I appeal to all of you to take this mission forward and make it a people’s movement to build India that was both healthy and happy. As said by the father of our nation Mahatma Gandhi, “It is health that is real wealth and not pieces of gold and silver.” We must revisit our age-old traditions. Our youngsters need to be made aware of the important role diet plays in leading a healthy lifestyle. The food prescribed by our ancestors was time tested and was in accordance with the requirements of the geographical regions, climate and seasons.

I also advise the youth to take a break from the technology-driven lifestyle and spend some time in the lap of nature as it will re-energize and rejuvenate them. It’s time for not just returning to our traditional healthy lifestyle but also to re-explore our history. We need our own sense of history that is reflective of Indian perspective and Indian values. This right sense of history and pride in one’s cultural heritage is very important for a nation that aspires to become a world power. I am very pleased to see that under able guidance of His Holiness Swami ji, JSS group of institutions is promoting Indian values

and serving the society in the true spirit of Sri Suttur Math has been guiding light of humanity since ages, showing us the path of transforming societies with compassion and humanity.

I am happy to know that JSS Academy of Higher Education & Research, Mysuru has been ranked among the top 50 universities/Higher Education Institutions in India by National Institutional Ranking Framework (NIRF) by MHRD, Government of India. In the end, I would say that this is also very special day for the parents as they see their young children successfully completing one phase of their life and move on to the next and more independent phase of their life.

Always remember that your parents have sacrificed a lot for your education. They have made innumerable silent sacrifices so that you have a bright and prosperous future. So always work to make your parents, teachers and the alma mater proud.

My best wishes and congratulations once again to all the graduating students!

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CAMPUS NEWS

International Webinar on Quality Concerns in Education and Educational Research

A Three-day International Webinar on ‘Quality Concerns in Education and Educational Research’ was jointly organized by the Department of Education, The Gandhigram Rural Institute (GRI), Dindigul, Tamil Nadu and All India Association for Educational Research, recently.

Dr. Ponnusamy, Assistant Professor, Department of Education, at the outset of the programme, explained the history and legacy of The Gandhigram Rural Institute and joint effort taken by AIAER in collaborating with GRI for the successful conduct of the webinar. Dr. A Jahitha Begum, Professor and Head, Department of Education, GRI welcomed the gathering and briefly touched upon the need of the Quality in Education and Educational Research. Dr. William Baskaran, Dean, School of Social Sciences, GRI delivered presidential address of the webinar discussing the quality of Education, Educational Research and the new perspective of educational research. Dr. Sunil Behari Mohanty, President, AIAER stressed on Quality Research Reporting, Research Publications in indexed Journals with high quality and Need of Interdisciplinary Research. Dr. P S Sreedevi, Assistant Professor, Department of Education, GRI proposed the Vote of Thanks.

Prof. Manjula Vithanapathirana, Resource Person, Department of Educational Psychology, Faculty of Education, University of Colombo, Sri Lanka delivered a lecture on ‘Buddhist Psychology Perspective for Educational Research’. She compared Buddhist Psychology with Western Psychology and highlighted cognitive aspects of Psychology for wellbeing, intervention research as practice based research, importance of interdisciplinary research paradigm, action research, etc. The concluding remarks of the session was delivered by Dr. Ponnusamy Assistant Professor, Department of Education, GRI.

During the Technical Session, Dr. A Jahitha Begum, Professor and Head, Department of Education, GRI welcomed the gathering and introduced the Resource Person of the session, Prof. Margaret M Solomon, Professor of Education and Leadership, La Sierra University, USA. The resource person delivered

her lecture on ‘What is Good Research and How to do Good Research? She drew the attention on what is research, four types of knowledge, Theoretical explanation of research, Methodology and problem as deriving force for research, genuineness of giving empirical finding of the research, Research for justice, equality and social change. The session ended with the concluding remarks given by Dr. R Bagdha Vachala Perumal.

Dr. K Thiyagu, Assistant Professor, Central University of Kerala threw light on ‘Required ICT Tools in Terms of Its Usage to Research Scholars and Teaching Fraternity’. To mention a few ICT tools like lens.org, Mendely, Zotero, Easy Bib, Endnote, Google scholar button, Microsoft forms, Refine, Evernote, Google assistant, etc. He elaborately explained the various softwares useful in research. He provided the active webpages of softwares. A very good hand on experience was given to the participants. Dr. R Bagdha Vachala Perumal concluded the session.

Prof. A Jahitha Begum, Professor and Head, Department of Education, GRI delivered the lecture on ‘Quality Concerns in Education and Educational Research’ and stressed the ways to select appropriate research problem, nature of psychological variables and assessment, process of systematic research, required research skills, need for qualitative method in research, right attitude and trustworthiness in research, the importance of genuine reviews and genuineness in research reporting. The session came to an end with the concluding remarks of Dr. N Devaki, Assistant Professor, Department of Education, GRI.

Dr. Ravichandran, Associate Professor, Binary University, Malaysia focused on the theories of online teaching and different domains of educational experiences like social, cognitive, teaching presence and discussed the concept divides (Elements and Categories motivating and encouraging) by Garrison, Salmon’s five-stage models, strategies to enhance students’ participation such as independent networking, pedagogical approach, hybrid model and new pedagogical approach and symbiotic relationship along with appropriate resource, needs of policy makers, positive attitude, and critical approach. With the concluding remarks of Dr. N Devaki the session was


over. Dr. VPR Sivakumar, Registrar, GRI appreciated the effort taken by Department of Education, GRI and All India Association for Educational Research (AIAER) to conduct the event and the interested participation from different states of India and a few countries also and then the webinar ended formally with the vote of thanks proposed by Dr. M Deivam, Assistant Professor, Department of Education, GRI.

International Conference on Advances in Mechanical Engineering Design

A two-day Virtual International Conference on ‘Advances in Mechanical Engineering Design’ is being organized by the Design Division, Department of Mechanical Engineering, College of Engineering Technology, SRM Institute of Science and Technology, Kattankulathur Campus, Chengalpattu, (Tamil Nadu) during May 03-04, 2021.

Engineering Design in Mechanical Engineering is advancing at a rapid pace due to rapid growth of technologies in various related fields including computer science which has revolutionized the way in which the information is processed, shared and inferred. One of the main purpose of engineering design is to provide a solution to a problem by applying scientific knowledge and in doing so it also becomes important for the design to have an aesthetic look with an enhanced product life. For any design engineer it becomes necessary to look into the need of the design, research the possible designs, selecting the most promising design, evaluating the design, communicating the design and re-design if required. The conference will focus on the recent topics of design engineering where various sessions will be conducted on recent topics ranging from designing concept to simulation of concepts further digging into enhancing the product life. The topics of the event are:

Finite Element Methods. •Experimental Mechanics. •Biomechanics and Ergonomics/Bio Medical and •Image Processing.Modelling and Simulation. •Optimization Techniques. •AI / ML Applications. •Collaborative Design. •Design of Experiments. •Design for Manufacture. •Vibration and Noise. •

Condition • Monitoring and Signal Processing.Fracture Mechanics. •Rapid Prototyping/ 3Dprinting. •Virtual and Augmented Reality. •Product Design and Reliability. •Rotor Dynamics. •Tribology Multi-body Dynamics. •Nonlinear Mechanics. •

For further details, contact Co-convenors, Dr. E Vijayaragavan / Dr. Sandipan Roy, Department of Mechanical Engineering, College of Engineering Technology, SRM Institute of Science and Technology, Kattankulathur Campus, Chengalpattu-603023 (Tamil Nadu), Mobile: 09884214710 / 08584966296, E-mail: [email protected] Website: For updates, log onto: https://www.srmist.edu.in/icamed-2021/

International Conference on New Directions in English Language Teaching

A Three-day International Conference on ‘New Directions in English Language Teaching: Issues, Practices, Challenges’ is being organized by the Department of English, Swami Keshvanand Institute of Technology, Management and Gramothan, Jaipur during May 03-05, 2021. The faculty members, industry experts, research scholars, students from multi-disciplines may participate in the event.

Gone are the days, wherein, the language teachers used to handle a chalk and talk programme, writing all that was necessary to be infused into the minds of the language learners, on black board and then washing their hands off, leaving all to the end of the learners to be acclimatized with the advanced grammatical systems, norms, rules etc. The theory was dumped into the brains of the learners, reproduced by them in times of necessity. However, the system of learning has undergone a tremendous change during the 21st Century, wherein, the teacher-centered approach has turned into learner-centered approach. Language items were stopped figuring on black boards and instead, they started to appear in the form of sound systems and the practice sessions. New approaches were found interesting and thus the shift in paradigm has benefited the language learner a lot and left more challenges to the language teacher, who has to meet the challenges to adopt different teaching methodologies and language teaching approaches to the heterogeneous groups of learners. To make the language learner quite suitable to meet the global


needs in developing language competencies, the language teacher of the modern times has to pick up an appropriate model and adopt the apt teaching approach and methodology to impart language learning habits among the learners. As English educators, our goal is to equip students with the knowledge of global literacy and critical awareness of how new directions in the teaching of English defines and positions their languages symbols identities communities and futures. Consequently, English educators and teachers of English need to envision the subject of English within the context of global management mediation and multimodal communications. To accomplish these goals, a teacher of English should sync with multiple topics to identify the cultural frames of reference in order to evaluate the values and beliefs constructed to the messages. Participation in the proposed conference will promote interaction among English teaching expert professionals’ teachers and scholars to enable them to discuss the major challenges and issues related to English teaching in the present context eventually catering to a virtual paradigm for basic building blocks of language learning to face the challenges in the present scenario. The Broad Thrust Areas of the event are:

The Role of Grammar in the Teaching of English. •Post-COVID Approaches and Methodologies. •Curriculum / Materials. •Use of ICT in Language Teaching. •‘English for All’: Issues and Possible Solutions. •Testing English Proficiency: Problems and •Perspectives. Second Language Acquisition. •Corporate Collaboration in the Teaching of •English. Teaching Young Learners. •Teaching English as a Foreign/ Second Language. •Mass Media and the Teaching of English. •Other Areas in ELT. •Regional Language v/s English Language as a •Medium of Teaching.

For further details, contact Organising Secretary,

Dr. Geetika Patni, Swami Keshvan and Institute of Technology, Management and Gramothan, Jaipur-302 017 (Rajasthan), Mobile: 09785805888, E-mail: [email protected] updates, log on to: www.skit.ac.in.

International Conference on Shifting Paradigms in The Teaching-learning

Scenario Post COVID-19

A two-day International Virtual Conference on ‘Shifting Paradigms in The Teaching-learning Scenario Post COVID-19’ is being jointly organized by DAV Centenary College, Faridabad, Uttar Pradesh and AINET during April 29-30, 2021. The Subthemes of the event are:

Approaches to interaction inside and outside the •classroom. Effective teaching and learning tools in both face to •face and online modesDeveloping meaningful and rewarding teacher •- teacher / student - student /teacher - student interaction.Effective classroom management. •Active classroom participation. •Empowering classroom pedagogy. •Effectively managing a multicultural classroom. •Innovation in teaching skills. •Online pedagogy. •Digital initiatives of the Government of India. •Implementation of Language Policy for Promotion •of Mother Tongue.Methodology to upgrade and update the evaluation •process.Role of Curriculum in moulding students' learning •process and career path.

For further details, contact Dr Priyanka Angiras, Department of English or Ms Bindu Roy, Department of Commerce, DAV Centenary College, Faridabad-121001(Uttar Pradesh), Mobile: +91 9899210204 / +91 9953150048, E-mail: [email protected].


THESES OF THE MONTH

SCIENCE & TECHNOLOGY A List of doctoral theses accepted by Indian Universities

(Notifications received in AIU during the month of January-February, 2021)

AGRICULTURAL & VETERINARY SCIENCES

Entomology

1. Naganna, R. Molecular characterization trap designing and mass trapping of mango fruit fly under Saurashtra Region. (Dr. D M Jethva), Department of Entomology, Junagadh Agricultural University, Junagadh.

Horticulture

1. Meena, Dinesh Chandra. Effect of integrated nutrient management on growth, yield and quality of okra [Abelmoschus esculentus (L) Moench]. (Dr. M L Meena), Department of Applied Plant Science, Babasaheb Bhim Rao Ambedkar University, Lucknow.

BIOLOGICAL SCIENCES

Biotechnology

1. Malhotra, Girisha. Production and purification of thermostable Xylanse. (Dr. Shilpa S Chapadgaonkar), Faculty of Engineering and Technology, Manav Rachna International Institute of Research and Studies, Faridabad.

2. Sanjay Singh. Histone acetylation related enhanced expression of CREB targeted genes may underlie erasure of fear memory leading to extinction. (Prof. D R Modi and Prof. Anand Prakash), Department of Biotechnology, Babasaheb Bhim Rao Ambedkar University, Lucknow.

Botany

1. Sombir Singh. Brassinosteroids mediated physiological and biochemical alterations in Vigna mungo (L) hepper under salt stress. (Dr. Somveer Jakhar), Department of Botany, Kurukshetra University, Kurukshetra.

Food Science & Nutrition

1. Sharma, Vinita. Isolation, modification, characterization and utilization of starch from non conventional sources. (Dr. Kawaljit Singh Sandhu), Department of Food Science and Technology, Chaudhary Devi Lal University, Sirsa.

Life Science

1. Bhurani, Vishakha Manoj. Induction of memory T cells by mimicking natural course of infection. (Dr.Sarat Dalai), Department of Life Science, Nirma University, Ahmedabad.

2. Iyer, Bhagya Nagarajan. Biochemical basis of repression of Mineral Phosphate Solubilization (MPS) phenotype in rhizobial species. (Dr. Shalini Rajkumar), Department of Life Science, Nirma University, Ahmedabad.

3. Joshi, Madhaviben Udayankumar. Effect of recurrent Hypoglycemia on NRG-1/ErbB receptor subtypes during diabetes

and its implications in motor and cognitive functions. (Dr.Amee Nair), Department of Life Science, Nirma University, Ahmedabad.

4. Parmar, Krupali Jitendra. Biochemical and biophysical studies on thermostable and thermoactive enzymes and understanding the molecular determinants of protein thermostabllity. (Dr.Mili Das), Department of Life Science, Nirma University, Ahmedabad.

5. Patel, Pooja Ishvarbhai. Investigation on anti-pathogenic potential of herboheal formulation and Phyllanthus Emblica L. seed extract against selected human-pathogenic bacteria. (Dr. Vijay Kothari), Department of Life Science, Nirma University, Ahmedabad.

6. Patel, Rushika Bharatkumar. Development of bioprocess for identification of pollutant levels in industrial wastewater. (Dr. Nasreen Munshi), Department of Life Science, Nirma University, Ahmedabad.

7. Patel, Swetaben Bharatbhai. Evaluating the immunological environment of liver and its metabolic shift following gut microbiota alteration in diet induced type 2 diabetes. (Dr. Sriram Seshadri), Department of Life Science, Nirma University, Ahmedabad.

8. Trivedi, Varsha Bhagavatprasad. Role of HLA antibodies (Class-I & II) and infections among renal transplantion. (Dr.Sarat Dalai), Department of Life Science, Nirma University, Ahmedabad.

Microbiology

1. Boricha, Aarti Amubhai. Characterization of lactobacilli for functional probiotic properties. (Dr. B R M Vyas), Department of Microbiology, Saurashtra University, Rajkot.

2. Thakrar, Foram Jitendra. Molecular studies on the alkaline proteases of the haloalkaliphilic actinomycetes isolated from saline habitats of the Gujarat Coast. (Dr. S P Singh), Department of Microbiology, Saurashtra University, Rajkot.

Zoology

1. Dev, Param. Investigations on mulberry and non mulberry silkworm pupal oil. (Dr. Venkatesh Kumar R), Department of Applied Animal Sciences, Babasaheb Bhim Rao Ambedkar University, Lucknow.

2. Jyoti. A Study on the Ecology and behaviour of blackbuck, Antilope cervicapra (Linnaeus, 1758). (Dr. Deepak Rai), Department of Zoology, Kurukshetra University, Kurukshetra.

3. Vijender Singh. Cinnamomum: Antioxidant profile and its impact on oxidative stress induced apoptosis signaling pathway. (Dr. Sanjeev Kumar), Department of Zoology, Kurukshetra University, Kurukshetra.


EARTH SYSTEM SCIENCES

Environmental Science

1. Das, Sanchayita. Characterization of Himalayan Glaciers using synthetic aperture radar data. (Dr.Manab Chakraborthy), Institute of Science, Nirma University, Ahmedabad.

2. Manjunath, S. Ecological studies on Gudavi and surrounding wetlands with special reference to hydrological variables. (Dr. J Narayana), Department of Environmental Science, Kuvempu University, Shankaraghatta.

Geophysics

1. Bhukta, Kuntal. Study of lithosphere dynamics and seismic hazard in the Eastern Indian shield region. (Prof. Prosanta Kumar Khan), Department of Applied Geophysics, Indian Institute of Technology, Dhanbad.

ENGINEERING SCIENCES

Chemical Engineering

1. Ravuru, Narasimha Reddy. Hydrogen production via catalytic glycerol reforming. (Dr. Sanjay Patel), Department of Chemical Engineering, Nirma University, Ahmedabad.

2. Saxena, Parag Anilkishore. Determination and estimation/prediction of some properties of biodiesel and biodiesel- diesel-butanol blends. (Dr. Milind Joshipura), Department of Chemical Engineering, Nirma University, Ahmedabad.

3. Saxena, Priya Parag. Studies on electrochemical treatment of reactive Black-5 dye and urea solutions using indigenously developed and commercial electrodes. (Dr. J P Ruparelia), Department of Chemical Engineering, Nirma University, Ahmedabad.

Civil Engineering

1. Bhoraniya, Tushar Hematlal. Damping evaluation studies for elastic and inelastic structural systems: Analytical and experimental investigations. (Dr. Sharad Purohit), Department of Civil Engineering, Nirma University, Ahmedabad.

2. Joshi, Tejas Mukundbhai. Development of pervious concrete for pavement applications. (Dr.Urmil Dave), Department of Civil Engineering, Nirma University, Ahmedabad.

3. Tiwari, Ashokkumar Ashwinikumar. Rheological investigations on cement paste and concrete with fly ash and ground granulated blast furnace slag. (Dr.Urmil Dave), Department of Civil Engineering, Nirma University, Ahmedabad.

Computer Science & Engineering

1. Ansari, Md Tarique Jamal. Design and development of a novel methodology for security threat oriented requirements engineering. (Dr Dhirendra Pandey), Department of Information Technology, Babasaheb Bhim Rao Ambedkar University, Lucknow.

2. Banerjee, Polash. A geospatial analysis of the environmental impacts due to broadening of highway in Sikkim Himalaya. (Dr. Ritika Pradhan and Dr. M K Ghose), Department of Computer Science & Engineering, Sikkim Manipal University, Gangtok.

3. Gadhavi, Lataben Jasvantdanji. Performance analysis of adaptive cloud through workload prediction supporting resource

provisioning. (Dr. Madhuri Bhavsar), Department of Computer Science & Engineering, Nirma University, Ahmedabad.

4. Kompal. Improving the performance of web crawler for effective information retrieval. (Dr. Rajender Nath), Department of Computer Science & Engineering, Kurukshetra University, Kurukshetra.

5. Nivratti, Bhimanpallewar Ratnmala. A Hybrid machine learning based IOT application to monitor, assess and improve precision in agriculture system. (Dr. M R Narasinga Rao), Department of Computer Science & Engineering, Koneru Lakshmaiah Education Foundation, Guntur.

6. Patil, Jyoti Sudhakar. Development and analysis of automatic brain tumor segmentation using deep learning algorithm with handloop cluster image storage. (Dr. G Pradeepini), Department of Computer Science & Engineering, Koneru Lakshmaiah Education Foundation, Guntur.

7. Sharma, Vivek. Optimization in search based software engineering and genetic algorithm. (Dr. Rakesh Kumar and Dr. Sanjay Tyagi), Department of Computer Science & Engineering, Kurukshetra University, Kurukshetra.

8. Trivedi, Avani. A framework of Management Information System in business process outsourcing industry for strategic decisions. (Dr. Dhanraj Verma), Department of Computer Science & Engineering, Dr. A.P.J Abdul Kalam University, Indore.

9. Varma, Bharat Siva. Function annotation of a hypothetical protein to identity druggable components using insilico methods. (Dr. K Subrahmmanyam), Department of Computer Science & Engineering, Koneru Lakshmaiah Education Foundation, Guntur.

Electrical & Electronics Engineering

1. Kiran, Karuna. Limited range variable speed operation of brushless doubly fed reluctance machine using model predictive current control technique under primary flux orientation. (Prof. Sukanta Das), Department of Electrical Engineering, Indian Institute of Technology, Dhanbad.

2. Parmar, Harikrushna Chandubhai. Power aware test architecture for system-on-chip. (Dr. Usha Mehta), Department of Electrical Engineering, Nirma University, Ahmedabad.

Electronics & Communication Engineering

1. Gowd, R Bhargava Rama. Development of optimized routing and restoration algorithms for improving QOS in optical networks for multimedia applications. (Dr. S Theneppan and Dr. M N Giri Prasad), Department of Electronics & Communication Engineering, Jawaharlal Nehru Technological University, Hyderabad.

2. Kallaunta, Ravi Kumar. Design of Internet of Things (IoT) based Vamsadhara river basin management information system using geo-spatial technology. (Dr. Venkata Ratnam Kolluru and Dr. A Siva Sankar), Department of Electronics & Communication Engineering, Koneru Lakshmaiah Education Foundation, Guntur.

3. Shailendra Singh. Design and development of higher order subharmonic mixers. (Dr. S. C. Bera and Dr. Dhaval Pujara), Department of Electronics & Communication Engineering, Nirma University, Ahmedabad.


4. Thakur, Niharika. Intelligent power quality improvement under deregulated environment. (Dr. Y K Awasthi and Dr. Anwar S Siddiqui), Department of Electronics & Communication Engineering, Manav Rachna International Institute of Research and Studies, Faridabad.

5. Trivedi, Kedar Niranjanbhai. Bandwidth enhancement of dielectric resonator antennas using stacked and fractal geometries. (Dr. Dhaval Pujara), Department of Electronics & Communication Engineering, Nirma University, Ahmedabad.

Fuel & Mineral Engineering

1. Jha, Gourav. Studies on sintering behaviour of iron ore using biomass. (Prof.Shatrughan Soren), Department of Fuel, Mineral & Metallurgical Engineering, Indian Institute of Technology, Dhanbad.

2. Nanda, Diptimayee. Studies on beneficiation low grade goethitic iron ore fines by selective flocculation. (Prof. N R Mandre), Department of Fuel, Mineral & Metallurgical Engineering, Indian Institute of Technology, Dhanbad.

Instrumentation Engineering

1. Gandhi, Ravi Vikramkumar. Design and implementation of controller for electromagnetic levitation system in presence of disturbances. (Dr.Dipak Adhyaru), Department of Instrumentation and Control Engineering, Nirma University, Ahmedabad.

Mechanical Engineering

1. Jagota, Vishal. Impact of heat treatment on the sliding wear behaviour of AISI H13 tool steel. (Dr. Rajesh Kumar Sharma), Department of Mechanical Engineering, National Institute of Technology, Hamirpur.

2. Kotak, Sonal Shankerlal. Mechanical and durability studies of ambient cured alkali activated concrete with various source materials. (Dr.Urmil Dave), Department of Mechanical Engineering, Nirma University, Ahmedabad.

3. Makhesana, Mayurkumar Ashwinbhai. Performance assessment of solid lubricants and minimum quantity lubrication in machining. (Dr.K M Patel), Department of Mechanical Engineering, Nirma University, Ahmedabad.

4. Ranjan Kumar. Analysis of burst margin and critical speed of gas turbine DISC for aeroengine application. (Prof. Sanjay K Ghoshal), Department of Mechanical Engineering, Indian Institute of Technology, Dhanbad.

5. Reddy, P Venkateshwar. Numerical analysis and a parametric experimental investigation by a novel method on the bulge forming characteristics of tubular materials. (Dr. B Veerabhadra Reddy), Department of Mechanical Engineering, Jawaharlal Nehru Technological University, Hyderabad.

6. Shah, Dhaval Bipinchandra. Experimental and numerical investigations on minimization of spring-back deformation for a CFRP parabolic antenna reflector used in space applications. (Dr. K. M. Patel), Department of Mechanical Engineering, Nirma University, Ahmedabad.

7. Srivastava, Madhulika. Peening of Austenitic stainless steel surfaces using ultrasonic pulsating water jet technology. (Prof. Somnath Chattopadhyaya and Prof Amit Rai Dixit), Department of Mechanical Engineering, Indian Institute of Technology, Dhanbad.

8. Upadhyay, Darshit Shaileshkumar. Investigations on influence of steam injection and catalyst on producer gas quality in a fixed bed gasifier with lignite as feedstock. (Dr. R N Patel), Department of Mechanical Engineering, Nirma University, Ahmedabad.

Mining Engineering

1. Asif, Mohammad. ECBM by CO2 sequestration in Jharia Coalfield, India: An experimental and analytical assessment. (Prof. D C Panigrahi and Prof. Keka Ojha), Department of Mining Engineering, Indian Institute of Technology, Dhanbad.

MATHEMATICAL SCIENCES

Mathematics

1. Murmu, Birendra. Some models in hydrodynamics lubrication of bearings having surface roughness in micropolar fluids. (Prof.Srinivasa Rao Pentyala), Department of Mathematics and Computing, Indian Institute of Technology, Dhanbad.

2. Saha, Shalini. Propagation characterization of elastic waves in layered structure with initial stress, functional gradient and viscoelastic properties. (Prof.Abhishek Kumar Singh and Prof.Amares Chattopadhyay), Department of Mathematics and Computing, Indian Institute of Technology, Dhanbad.

3. Sangeeta Kumari. Dyanamical studies of Malware propagation models in wireless sensor network: An epidemic approach. (Prof. R K Upadhyay), Department of Mathematics and Computing, Indian Institute of Technology, Dhanbad.

4. Thomas, Abin. Modeling of gene expression for cancer biomarkers using Bayesian framework. (Prof. Gajendra K Vishwakarma and Dr. Atanu Bhattacharjee), Department of Mathematics and Computing, Indian Institute of Technology, Dhanbad.

MEDICAL SCIENCES

Audiology

1. Valame, Deepa A. Normative data for Vestibular Evoked Myogenic Potential (VEMP) and its clinical application in neuro-otologic conditions. (Dr. Geetha Gore), Faculty of Allied Health Sciences, Maharashtra University of Health Sciences, Nashik.

Ayurveda

1. Nesari, Manoj. Study on national and international regulations for traditional medicine with special reference to promotion of Ayurveda. (Dr. Rajendra Huprikar), Department of Ayurved, Maharashtra University of Health Sciences, Nashik.

Biotechnology

1. Alok Kumar. A study of newer prognostic epigenetic markers SFRP1 & IGFBP3 in colorectal in carcinoma. (Dr. G Sunil Babu and Dr. Pradyumn Singh), Department of Biotechnology, Babasaheb Bhim Rao Ambedkar University, Lucknow.

2. Dubey, Durgesh. NMR based metabolomics of synovial fluid from patients with Reactive Arthritis (ReA) for identifying abnormal metabolic status. (Dr. Dinesh Kumar), Department of Biotechnology, Babasaheb Bhim Rao Ambedkar University, Lucknow.


Genetics & Plant Breeding

1. Manoj, N V. QTL mapping for drought tolerance in F2 population of bread wheat (Triticum aestivum) and development of synthetic hexaploids of triticum durum x aegilops squarrosa. (Dr. H K Chaudhary), Department of Genetics and Plant Breeding, CSK Himachal Pradesh Krishi Vishvavidyalaya, Palampur.

2. Thakur, Sanchit. Studies on genetics of cold stress tolerance and transferability of markers from related legumes to chickpea (Cicer arietinum L). (Dr. Jaidev), Department of Genetics and Plant Breeding, CSK Himachal Pradesh Krishi Vishvavidyalaya, Palampur.

Pharmaceutical Science

1. Bhayani, Dhara Rajeshbhai. Effects of ionizing radiations on the stability of selected drugs and their formulations. (Dr.Priti Mehta), Institute of Pharmacy, Nirma University, Ahmedabad.

2. Chokshi, Nimitt Virenbhai. Formulation development and characterization of targeted nano drug delivery systems for the treatment of tuberculosis. (Dr. Mayur Patel), Institute of Pharmacy, Nirma University, Ahmedabad.

3. Khatri, Hirenkumar Natvarlal. Formulation and evaluation of ligand appended lipid nanoparticulate systems for oral delivery of anti-cancer agents. (Dr. Mayur Patel), Institute of Pharmacy, Nirma University, Ahmedabad.

4. Patel, Misari Dhruv. Bio-analytical method for the combination of lipid-lowering and anti-hypertensive agents. (Dr. Charmy Kothari), Institute of Pharmacy, Nirma University, Ahmedabad.

5. Patel, Viral Arvindbhai. Design and development of topical nanoformulations for the treatment of fungal diseases. (Dr.Tejal Mehta), Institute of Pharmacy, Nirma University, Ahmedabad.

6. Prajapat, Manali Dhanraj. Design and development of drug delivery systems for solubility enhancement of nimodipine. (Dr. Shital Butani), Institute of Pharmacy, Nirma University, Ahmedabad.

7. Rajput, Amarjitsing Premsinh. Development of nasal lipidic nanocarrier systems for the treatment of Alzheimer’s disease.. (Dr. Shital Butani), Institute of Pharmacy, Nirma University, Ahmedabad.

8. Rawal, Tejal. Formulation development of lung targeted drug delivery system for treatment of tuberculosis. (Dr. Shital Butani), Institute of Pharmacy, Nirma University, Ahmedabad.

9. Sayyad, Hasina Ayub. Evaluation of drug promotional literatures using WHO guidelines and its impact on prescribers. (Dr. B B Ghongane), Faculty of Medicine, Maharashtra University of Health Sciences, Nashik.

10. Upadhyay, Jagatkumar Rajendrakumar. Design, synthesis and biological evaluation of heterocycles targeting dipeptidyl peptidase-4 (DPP-4) for management of type 2 diabetes. (Dr. Anuradha Gajjar), Institute of Pharmacy, Nirma University, Ahmedabad.

Statistics

1. Pandya, Milan Manojkumar. A study on milk procurement profile of Amar dairy-Amreli. (Dr. Haresh Tank), Department of Statistics, Saurashtra University, Rajkot.

PHYSICAL SCIENCES

Chemistry

1. Baral, Basudev. An investigation on Bismuth Vanadate (BiVO4) based isotype heterojunctions for water oxidation and pollution abatement. (Prof. Kulamani Parida), Department of Chemistry, Siksha O Anusandhan University, Bhubaneswar.

2. Choudhury, Prasun. Carbonaceous nanomaterials and composites: Green techniques for organic synthesis. (Prof.B Basu), Department of Chemistry, University of North Bengal, Darjeeling.

3. Gupta, Neeta. Preparation, characterization and antimicrobial evaluation of silver nanoparticles. (Dr. Swati Goyal), Department of Chemistry, Dr. A.P.J Abdul Kalam University, Indore.

4. Masimukku, Sivakishore. Innovative stability indicating spectroscopic and chromatographic methods for the simultaneous analysis of active pharmaceutical ingredients in multi-component blends. (Dr. D Ramachandran), Department of Chemistry, Acharya Nagarjuna University, Nagarjuna Nagar.

5. Ravinder Kumar. Synthesis of some nitrogen containing heterocyclic compounds of medicinal importance. (Dr. Raj Kamal), Department of Chemistry, Kurukshetra University, Kurukshetra.

6. Thippeswamy, D. Development of low-cost and nontoxic aqueous electroplating baths for composite coatings. (Dr. Y Arthoba Nayaka), Department of Chemistry, Kuvempu University, Shankaraghatta.

Physics

1. Gangradey, Kumari Ranjana. Pumping speed of hydrogen and helium gases using activated carbons as sorbent material at liquid helium temperature for cryopump applications. (Dr. Vipul Tanna), Institute of Science, Nirma University, Ahmedabad.

2. Majumder, Mandira. Polypyrrole and polyindole based electrode materials for supercapacitor application. (Prof.Ram Bilash Choudhary), Department of Physics, Indian Institute of Technology, Dhanbad.

3. Mohapatra, Saswat. Design and fabrication of gold nanostructures on flexible substrate for label-free plasmonic sensing applications. (Prof.M Rakesh Singh), Department of Physics, Indian Institute of Technology, Dhanbad.

4. Orpe, Prachi Bhalchandra. The study of magnetic nanostructures in relation to its atomic ordering and oxidation state. (Dr. Balasubramanian C), Institute of Science, Nirma University, Ahmedabad.

5. Sharma, Amitabh. A study on indirect tunneling through double barrier structure in quantum mechanic. (Dr. Kaushlendra Prasad Singh), Department of Physics, T M Bhagalpur University, Bhagalpur.

6. Sharma, B Narasiha. Investigations on systems and methods for performance simulation and characterization of spaceborne electro-optical imaging systems. (Dr. Arun Bhardwaj), Institute of Science, Nirma University, Ahmedabad.

7. Thomas, Jinto. Study of laser produced plasma plume and its dynamics in nickel thin film. (Dr.Ajai Kumar), Institute of Science, Nirma University, Ahmedabad.


NATIONAL INSTITUTE OF EDUCATIONAL PLANNING AND ADMINISTRATION (NIEPA)

(Deemed to be University)17-B Sri Aurobindo Marg, New Delhi-110016

Web: www.niepa.ac.in

ADMISSION NOTICE 2021-22

(i) Integrated M.Phil.-Ph.D. Programme (ii) Ph.D. (Full-time) Programme(iii) Ph. D. (Part-time) Programme

The National Institute of Educational Planning and Administration (NIEPA), a Deemed to be University fully funded by Ministry of Human Resource Development, Govt. of India is engaged in capacity building and research in Educational Policy, Planning and Administration.

NIEPA offers Integrated M.Phil-Ph.D, Ph.D (Full-time) and Ph.D. (Part-time) programmes in Educational Policy, Planning and Administration from a broader inter-disciplinary social science perspective. The research programme of NIEPA covers all levels and types of education from both national and international development perspectives. NIEPA invites applications from eligible candidates for admission to its Integrated M.Phil.-Ph.D, Ph.D (Full-time) and Ph.D (Part-time) programmes for the year 2021-22.

Fellowships

All candidates selected for the integrated M.Phil- Ph.D and Ph.D (Full-time) shall be offered NIEPA fellowship. NET qualified candidates, who have been awarded Junior Research Fellowship by the UGC and who fulfil the required qualifications, are encouraged to apply for UGC fellowship. However, part-time Ph.D. candidates are not given any fellowship.

Eligibility Criteria

(i) Integrated M.Phil.-Ph.D. Programme

(a) A candidate seeking admission to the Integrated M.Phil/Ph.D. Programme or Ph.D. programme shall have a minimum of 55% marks (50% shall be allowed for the candidates belonging to SC/ST/OBC (non-creamy layers)/ Differently-abled category in the entrance examination conducted by the Institute) or its equivalent grade in Master’s Degree in Social Sciences and allied disciplines from a recognized university. Candidates possessing Master’s degree in other areas may also be considered if he/she has teaching experience or experience of working in the area of Educational Policy, Planning and Administration.

(b) Three copies of the brief write-up (in the prescribed format) on the proposed research topic of a contemporary issue within the broad framework of Educational Policy, Planning and Administration

(ii) Ph.D. (Full-time) Programme

A candidate seeking admission to Ph.D. (full-time) programme should meet the eligibility criteria as mentioned in Para (a) & (b) above.

(c) A Candidate shall have an M.Phil. Degree in an area closely related to Educational Planning and Administration and/or exceptionally brilliant academic record coupled with publications of high quality.


(d) M.Phil. Graduates will be eligible for admission to the Ph.D. Programme after due scrutiny by the Admission Committee, if they obtain a FGPA of 5 or above on the ten point scale.

(iii) Part-time Programme

A candidate seeking admission to Part-time Ph.D. programme is required to meet the following criteria: (i) Should meet the eligibility criteria as mentioned in Para 3.1 (a & b) above; (ii) Currently, should be in full-time employment; (iii) Should be a senior level educational functionary with a minimum of five years’ work experience in teaching/research in educational policy, planning and administration.

Note: It will be compulsory to attend one-year full-time course work by all part-time and full time scholars.

Mode of Selection

Initial short-listing of applications will be carried out on the basis of Eligibility criteria mentioned above. Short-listed candidates will be required to appear for a written test and those qualifying in the written test will be subjected to personal interview to assess their potential leading to final list of selected candidates, in order of merit.

NIEPA will follow all mandatory provisions in the reservation policy of the Government of India. Admissions to Integrated M.Phil-Ph.D,Ph.D (Full Time) and Ph.D (Part-time) programmes will be made purely on the basis of merit following the prescribed criteria of the Institute.

The Institute reserves the right to decide the number of seats to be filled in the year 2021-22, the criteria for screening of applications; and the selection procedure of candidates for admission to its M.Phil and Ph.D programmes.

Candidates possessing the eligibility qualifications must submit statement of marks at the time of written test on 19th June 2021.

How to Apply

Candidates should apply online in the prescribed Google form for admission to M.Phil and Ph.D programmes of the Institute. A print of the filled in Google form should be sent along with the required documents (according to the list given in the prospectus) and three copies of the brief write-up (in the prescribed format) on the proposed research topic of a contemporary issue within the broad framework of Educational Policy, Planning and Administration. For further details, please refer M.Phil-Ph.D Prospectus, 2021-22 of the Institute.

A non-refundable sum of Rs. 400/-(Rs. 200/- for SC/ST and EWS candidates) through online payment as application fee is mandatory for seeking admission for the above programme. The hard copy of Prospectus can be obtained from NIEPA, if required after filling the Google form.

A link of Google form will be available on the NIEPA website.

Last Date for submission of Application

Application should reach the Registrar, NIEPA, 17-B, Sri Aurobindo Marg, New Delhi-110016 on or before 15th May, 2021. For further details, please visit our website www.niepa.ac.in

For any query related to admissions please send email on [email protected].

Registrar

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Edited, Printed and Published by Dr Sistla Rama Devi Pani, on behalf of the Association of Indian Universities, AIU House, 16 Comrade Indrajit Gupta Marg (Kotla Marg), New Delhi-110 002. Phones: 23230059 (6 Lines). Fax: 011-23232131, E-Mail : [email protected], [email protected], [email protected], [email protected] (for subscription), [email protected], [email protected], Website: http://www.aiu.ac.in

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Licenced to post without prepayment under WPP No. U(C)-109/2021-23 Postal Regd. No. DL (C)-05/1241/2021-23UNIVERSITY NEWS 59 (14) April 05-11, 2021 Regd. No. RNI-7180/1963Published on Monday: 05-04-2021 No. of Pages 32 including covers Posted at LPC Delhi RMS, Delhi-6 on Tuesday/Wednesday every week

university news vol-59, no-14, april 05-11, 2021 - AIU

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