Showing posts with label cricket games. Show all posts
Showing posts with label cricket games. Show all posts

Monday, April 4, 2011

Sibal rejects call for RTE monitoring body

New Delhi: Human Resource Development Minister Kapil Sibal on Friday rejected the proposal by the National Commission for Protection of Child Rights(NCPCR) for a grievance redressal mechanism for the implementation of the Right to Education (RTE) Act.

The NCPCR, which monitors the implementation of the RTE Act, has been calling for such a mechanism to tackle the large variety of complaints coming in from all over the country.

"The range of complaints related to right to education is varied and the same agency cannot address all of them and at different levels," Shantha Sinha, NCPCR chairperson, said at an event on Thursday.

A set of grievance redressal rules that looks into registering the complaint, investigating it and also looks at the appeal process is required," she said.

Supporting this, Kiran Bhatty of the RTE division of the NCPCR, said: "One of the main challenges we face is the lack of a well-defined grievance redressal system. Hence, along with a committee on corporal punishment, such a system is our main policy recommendation".

Sibal, however, said that he does not agree with the proposal.

"Such a redressal system is not required. The states can take care of the complaints coming from their areas," he said while releasing a report on the RTE Act on its first anniversary on Friday.

Saturday, April 2, 2011

'Lack of political will hampering implementation of RTE Act'

New Delhi: A year after the implementation of the Right to Education (RTE) Act, the dream of universal education still remains a distant reality for many children due to the lack of political will in the states, experts said on Thursday.

According to the National Commission for Protection of Child Rights (NCPCR), the chief monitoring body of the Act's implementation, only 13 states have notified their state rules.

"Without notification, how can the states implement the RTE Act? Notification of the rules means a financial commitment on behalf of the states, liketeachers' salaries and the like. For this there has to be a political commitment," NCPCR chairperson Shantha Sinha said.

Taking stock of the progress of the RTE Act, she added, "There are drawbacks, including lack of human resources but with political commitment, we can skip timelines to make sure the RTE reaches every child in this country." 

A report taking stock of implementation of RTE in India was presented by the RTE Forum - a coalition of over 25 national civil society organizations and over 10,000 grass roots networks - at the conference.

According to the report, there were several provisions within the Act that had to be fulfilled within the first year, but not much progress has been made.

The report said that while the NCPCR has been mandated with monitoring the implementation of the Act, the body lacks the capacity to do justice.

"The overall shortage of teachers is estimated to be 14 lakh and states like Uttar Pradesh have a huge shortfall of over two lakh vacancies, which have not been filled up due to lack of resources," the report said.

Eight states have less than 50 percent teachers who are professionally qualified, it added.

"Many teachers are not aware about the Act. If we want to get rid of archaic practices like corporal punishment, urgent attention must be given to school based training for teachers," said Ambrish Rai, spokesperson of RTE Forum.

The report said that the school management committees (SMCs), with three-quarter representation from the community, are the first line complaint mechanisms under the RTE Act. However, these have not been formed in most states. 

"This leaves parents and children without a visible place to go if their educational rights are violated," the report said.

The Right of children to Free and Compulsory Education Act came into force from April 1, 2010. According to it, the right to education will be accorded the same legal status as the right to life as provided by the Indian Constitution. Every child in the age group of 6-14 years will be provided 8 years of elementary education in an age appropriate classroom in the vicinity of his/her neighborhood.

Monday, March 21, 2011

Relax, and pick a job

Let them decide: Students of the Indian Institute of Management-Bangalore, discuss placement offers.

For years, the placement season at the prestigious Indian Institutes of Management has been a race of sorts. With each trying to outdo the other, using it as a yardstick for greater excellence, several parameters have been used to judge who fared better: slot zero figures (this slot would have the most coveted companies coming in), number of days over which the process was held, international offers, lateral placement figures, and, of course, the all-important and headline-generating pay packets.

IIM-Bangalore, a few years ago, decided to stop disclosing the salaries. While some say the reason behind this was to protect the privacy of students, IIM-B officials have reiterated that they had taken the decision because they did not want to give primacy to pay packets. Indeed, news reports about freshers and people with less than two years of work experience taking home mind-boggling pay packets — it was reported in a newspaper that at one of the IIMs the pay crossed Rs. 1 crore per month this year — was also projecting a wrong image about management education, and what the B-schools are all about.

While most other IIMs do mention the pay packets, many have stopped putting a face to the pay. Most reporting around this has been more or less vague and unsubstantiated. “It is the media that has an unholy obsession with the pay, not the management of the IIMs. While we want our students to do well, it has not dominated our discourse on jobs or placements,” says a professor from IIM-B, who did not wish to be named.

So in 2009, IIM-A decided to opt out of the fierce placements race by institutionalising what it called the cohort-based system. This means that previous yardsticks of slots and number of placement days could not be applied to it. In the cohort-based system, companies visit on weekends through a longer period, in clusters. These clusters could be based on company profiles such as consulting, finance or investment banking. Held over something like a month, students can be at ease.

New tweaks to old process

IIM-B, this year, in a smaller way opted out of the numbers game. Though it did not go the IIM-A way, it decided to fix the number of placement days before hand. Though in 2010, placements had been completed in five days, and every year is compared to the previous one (this is often closely watched as it is regarded as a measure of how the job market is doing), this year it was strung out over 10 days. Pre-fixed, the placements went on at a relaxed pace, points out P.D. Jose, Chairperson, Placements, at IIM-B.

Dismantling the ‘slot-based' classification process, where recruiters were clustered into slots depending on their demand amongst students of that batch, they went for a more relaxed process where all sort of recruiters were invited on all the placement days. Some prioritising was done; however, the rigorous slot system was removed. Besides being stressful for students, companies too compete fiercely for the top slot and institutes find it difficult to please them all.

Typically, 30 companies would come in slot zero, making it difficult for students to attend interviews and forcing them to make on-the-spot decisions. “After all, it is a huge career decision we are talking about here. We felt it is necessary to give students a bit of breathing space to be able to think it over, and also allow them to give multiple interviews and choose from their options. It shouldn't just be about the numbers, we took a decision,” explains a key IIM-B official.

They divided the bay into two and parallel interviews took place, and students were allowed to take a shot through the day. There was no pressure on them to hurry up, and in fact students were allowed to take as much time as they wanted.

“In the older system, because everyone was racing against a deadline to complete placements and to look good on the comparison charts, everybody was under pressure to finish fast. That had just vanished,” an IIM professor, who was not associated with the placements, commented. “It was certainly more relaxed and good to watch,” he added.

This year, all 332 students who sat for placements received offers, of which over 100 were placed beforehand during the lateral placement process. The ‘laterals' are students who have had prior work experience. Over the years the numbers of students with work experience has been on the rise. In the batch of 2011, only 28 per cent of the batch comprised freshers and another six per cent had worked for less than a year.

Of the batch of 348 (the largest ever at IIM), 16 had opted out of placements, and two groups among these (comprising around five students) are incubating an innovation or an innovative business idea with the NSR Cell that provides support to start-ups, sources told The Hindu.

Though the total placements was from 105 companies, 130 had evinced interest. As far as trends go, it was work as usual, with finance leading the pack at 36 per cent, followed by consulting at 31. Sales and marketing made up for 21 per cent.

How other IIMs did

IIM-Ahmedabad completed its placements in early March, having commenced in mid-February. Divided into four clusters held on four days, the placement has been successful and all students have been placed.

The others, which are still sticking to the traditional placement process, are more comparable. Among the older IIMs, IIM-Calcutta wrapped up its process in five days, placing all 388 students. Here, slot zero offers were up from 90 to 139.

IIM-Kozhikode saw the total offers go up to 305 from 265 last year (the number of offers per company rose to 3.37 from 2.66 in 2010, according to news reports). IIM-Indore, which wrapped up its placements last month, saw the number of offers increase to 241 this year, from 235 in the previous year.

However, the newer IIMs are still picking up and are yet to complete the placement process.

Friday, March 11, 2011

IGNOU announces 2 new courses in gender, women's studies

Celebrating the centenary of the International Women's Day, the Indira Gandhi National Open University (IGNOU) has announced new programmes in gender and women's studies.

The university had organized a day-long function at the IGNOU campus on March 8 to celebrate International Women's Day.

The new programmes include development of a project to be converted into Certificate/Diploma in Gender and Nutritional Security, Certificate/Diploma in Gender & Labor and Certificate/Diploma in Gender in Cinema.

Other new programmes in design and development stage include Certificate/Diploma programmes in Gender & Law, Gender & Science and GenderAgriculture & Sustainable Development.

"When we look at the relation between education and women empowerment, we find that several kinds of social evils, like female feticide, dowry, etc., are still prevalent in the society. There is an urgent need to critically look at the sort of education provided to women today," said Vice Chancellor V.N. Rajasekharan Pillai, while inaugurating the celebrations at the Convention Centre.

The occasion was hosted by the School of Gender and Development Studies (SOGDS), in association with the IGNOU Committee Against Sexual Harassment (ICASH), School of Humanities (SOH), School of Translation Studies and Training (SOTST) and School of Performing and Visual Arts (SOPVA).

The celebrations included a painting exhibition, a musical prelude, a street play (by the students of SOPVA) and a seminar on 'Feminist Writings In Indian Literature' eulogizing the importance of women in the society.

"Marking a date in the calendar as International Women's Day started in the year 1911. Today, the entire IGNOU community celebrates 100 years of great aspirations, which have remained undiminished," said SOGDS Director Prof Savita Singh.

While delivering a lecture on 'Women's Writing in Kannada', Prof U.R. Ananthamurthy, Chair Professor, Tagore Chair for Indian Literature, IGNOU, distinctly differentiated between the way women are treated in classical and folk literature.

"You have to see how certain things are preserved. Many other Indian languages were influenced by Sanskrit when it was in decline. Later writers used to develop only 'alankars', which were meaningless most of the times. What was decadent in Sanskrit became alive in Indian languages," he said.

SOTST Director Prof K. Satchidanandan elucidated his thoughts on 'Women's Writing in Malayalam' by remembering renowned English author Virginia Woolf's famous work 'A Room of One's Own'.

Quoting the author, Prof Satchidanandan said, "Had Shakespeare been a woman, he wouldn't have become Shakespeare. It is because he wouldn't have traveled London, as traveling was very difficult for women during those times; he wouldn't have got acquainted with people and thus would have never acted."

Prof Satchidanandan drew attention to four major movements in women's fiction in Kerala by four women authors namely K. Saraswati Amma, Lalithambika Antherjanam, Kamala Das and Sarah Joseph.

"There is a vibrant women's literature in Kerala, which talks about everything significant to the lives of women today," he added.

SOH Director Prof Rita Rani Paliwal highlighted feminism in Hindi literature by remembering Mirabai as the first woman litterateur of India.

Further, there were similar discussions by Prof Satyakam and Dr Malti Mathur from SOH, which were followed by paper presentations by the Research and Training Assistants (RTAs) of the University.

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