Skip to content

Canada India Education Council

Canada India Education Information & Networking Opportunities

  • HOME
  • ABOUT US
    • Objective
    • Executive Team
    • Services
    • CIEC Network & Partners
    • Testimonials
    • Contact Us
  • MEMBERS
    • Academic Members
    • Agent Members
    • Corporate Members
    • Friends of CIEC
    • Member Benefits
    • Privacy Policy
    • Become a Member
  • EVENTS
    • Upcoming Events
      • CIEC Events
    • Past Events
  • CARE
    • CARE Standards
    • Terms & Conditions
    • CARE Process
    • CARE Benefits
    • CARE Training
    • Agent Resources
    • CARE Agents

Academic

Varsities vie to augment student employability

June 19, 2013July 22, 2013Canada India Education Council (CIEC)

Source: Zee News

Some universities in Maharashtra are proactively trying to reorganize the higher education system in order to increase the employability of students. Educationists feel that this is the need of the hour as the “traditional courses do not equip students with requisite skills to become employable.”

The academia is either busy actively seeking industry inputs or joining hands with foreign collaborators to design new and relevant courses. Baba Saheb Ambedkar Marathwada University (BAMU), for instance, is reorganizing its degree curriculum. SNDT Women’s University (SNDTWU) is adding new courses to its repertoire. It has also signed MoUs with leading foreign universities for creating new career channels for their students. Making students employable seems to be the latest mantra.

Experts believe that universities are seeking to create more number of adequately skilled workers only after various reputed organizations like NASSCOM pressed the panic button regarding the utter “un-employability” of Indian students. NASSCOM said that of the 400,000 odd engineering graduates who pass out every year, only 20% meet the requirement of the Indian industry. Rest have to go through rigorous training before industries can use them.

Dr Vijay Pandharipande, Vice Chancellor (VC), BAMU says, “From this academic year, we will have vocational courses instead of traditional courses.” With inputs from the Marathwada Chamber of Commerce, BAMU has planned six degree courses in the field of:

  • Banking, Finance and Insurance
  • Travel and Tourism
  • Industry Automation
  • Information and Communication Technology
  • Automobile Industry

Pharma Industry

BAMU has designed a five-year integrated course after Class 12 leading to a Master’s degree. The system is flexible. This means students get a Diploma if they drop out after two years, a Degree if they take a break after 3 years. They will get a PG Diploma after four years, and if they complete the five year course, they get a Master’s Degree. Students from any stream can enrol for the Banking, Finance and Insurance or the Travel and Tourism courses. However, for the rest, it is mandatory to have Science and Mathematics at the plus-two level.

The six new age courses will have only 12 students per batch. BAMU is reorganizing the course structure. In the initial years students will have to go through all the basic courses. In the advance years, the component of the vocational specialization will increase progressively. A student will spend three months in a designated industry for hands-on knowledge and earn credits depending on the work done. A typical week will have theory lessons on four days. Student can work for the remaining two days. “It is earn-while-you-learn model,” says Pandharipande. “We are endeavouring to create an enabling environment.”

Moreover, students may learn at their own pace and have a choice of earning more credits. They may even drop out to take up a job and may rejoin the course anytime. At that time they will be evaluated on the basis of a report they submit regarding their work experience. They will also have to face a viva, do a literature survey, a case study and a case analysis to be eligible for the course. The student`s industry supervisor and a university professor will do the evaluation. “The UGC definition of a credit is 15 hours of learning. But in the new system that ‘learning’ has to happen. Only then a student will earn credits.”

Funding is a huge issue, says Pandharipande. BAMU plans to utilise services of its existing faculty and industry experts to cut costs. “The industry has promised to give our students internship and half scholarships and has promised to provide gap funding till the courses stabilize,” he says.

SNDTWU has signed MoUs with many reputed foreign brands like Rutgers State University, USA, University of British Columbia, Canada, and Malaysian Open University, among others, for student exposure and exchange, credit sharing, faculty exchange, student internship and collaborative research. Rutgers University has shown interest in SNDT’s “India Studies” program, which is going to be a combination of classroom teaching and online studies.

SNDTWU has also started a new course called “Leadership for Local Self Government” for women representatives of the local self governments. This is a distance learning course. Women councillors from Kalyan-Dombivili Municipal Corporation have already enrolled for this course. “We want to empower women,” says Dr Vasudha Kamat, VC, SNDTWU. “We will teach these women information technology – how to surf and download government circulars, how to get quotations, fill tenders, etc. We are creating informed women leaders.”

Academic, Disha Newsletters, India, Job Market, Newsletter, Students, V. 13 I. 6.1 - Jun 2013

Shrinking aid may deal a blow to India’s education goals: Report

June 19, 2013June 15, 2013Canada India Education Council (CIEC)

Source: Times of India

BANGALORE: The economic downturn has affected millions of children across the globe as aid to education declined. India, which already has the highest number of out-of-school children after Ethiopia and Pakistan, may be further affected.

The Education For All (EFA) Global Monitoring Report (GMR) released on Monday, a copy of which is with TOI, says reduction in aid to basic education by the United States moved it from the largest bilateral donor to the second place. The Netherlands, another major donor pushing EFA, decided to phase out its education programmes. While France cut aid to education, Japan reduced aid by 30% and Canada by 21% last year.

The EU, too, reduced its aid by one-third between 2010 and 2011. The EU’s reduced spending impacted 74 countries, including those with low education records such as India, Bangladesh, Malawi, Papua Guinea and South Africa.

After Ethiopia and Pakistan, India has the highest number of out-of-school children at close to 17 million. India figures among top 10 recipients of aid for basic education. More than 57 million children continued to be denied the right to primary education, said the GMR 2013.

While aid to education increased steadily after 2002, the trend is reversing. In one year, total aid to education declined by 7% and fallen for the first time since 2002. “This is putting at risk the chances of meeting the 2015 goals because aid to secondary education too fell by 11%,” the report said.

Many states struggle to implement RTE

Six major bilateral donors – Canada, France, Japan, The Netherlands, Norway and the US – reduced their aid. Though government spending on education is crucial, in the absence of accountability in the spending of government funds, aid is critical to make changes on ground.

“At a time when we’re implementing the Right to Education (RTE) the aid cut will spell doom for us because funds is the biggest hurdle for India. Many states are struggling to implement the RTE due to lack of funds. About Rs 1,76,000 crore was the estimated amount for RTE way back in 1999 itself. The GNP is only 3.8% for education which makes aid very critical to have every child in school,” said V P Niranjanaradhya, Centre for Child and Law, National Law School of India University , Bangalore.

Not only has aid to basic education declined, but the funds allocated are not necessarily going to countries in dire need. According to the report , of the $5.8 billion in aid to basic education in 2011, only $1.9 billion was allocated to low-income countries faced with the biggest problems in achieving universal primary education.

In addition, while the World Bank increased its aid to basic education overall, its allocations to low-income countries declined by almost one quarter. South and West Asia (including India) has the biggest share of 31 million out-of-school young adolescents . As an educationist put it: “It’s sad that countries which are spending so much on defence have neglected one of their modest commitments – to get every child in school by 2015.” “India spends Rs 3,25,000 crore every year on education which is inadequate . The government has a constitutional responsibility to provide education. But quality education is expensive and, therefore, aid is crucial . Though infrastructure and teacher ratio is again the primary responsibility of the government, improving learning levels or Continuous Comprehensive Evaluation and the pedagogy process is where NGOs are involved. So the aid may affect this aspect,” said Dileep Ranjekar, CEO, Azim Premji Foundation.

Academic, India, Newsletter, Politics, Students

AICTE to set up regional office in Kerala

June 19, 2013June 15, 2013Canada India Education Council (CIEC)

Source: Digital Learning

The All India Council for Technical Education (AICTE) will set up a regional campus in the provincial capital Thiruvananthapuram to meet the growing needs of technical institutions in Kerala.

Technical institutions are required to get AICTE approval every year, and thus a centre had to be set up for them. The new office would be a one stop guidance centre for over 300 technical institutions in the state.

The state boasts of 321 technical institutions that include 150 engineering colleges, 80 MBA institutes and institutions offering polytechnic, hotel management and pharmacy education.

Academic, India, Newsletter, Politics

Delhi Gets Technical University for Women

June 19, 2013June 15, 2013Canada India Education Council (CIEC)

Source: Digital Learning

Women students who want to pursue higher education in the field of technology and research now have the first University in the country dedicated to them with the inauguration of the Indira Gandhi Delhi Technical University for Women (IGDTU), created after the upgradation of what was previously the Indira Gandhi Institute of Technology.

Chief Minister of Delhi Smt Sheila Dikshit today inaugurated the Indira Gandhi Delhi Technical University for Women (IGDTU), giving the capital its first Technical University for women that is offering new M Tech programmes to women candidates.

The Chief Minister inaugurated the University in the presence of Minister for Higher Education & Training and Technical Education, Dr A K Walia, Vice Chancellor, IGDTU for Women, Prof Nupur Prakash and Parliamentary Secretary to the CM, Shri Parlad Singh Sawhney.

The University has opened its gates to women students who have BTech, MSc or MCA degrees and are looking to pursue research in the field of technology and innovation.

The erstwhile Indira Gandhi Institute of Technology (IGIT) was established in 1998 by Directorate of Training and Technical Education, Govt of NCT of Delhi as the first engineering college for women only and was functioning as a constituent college to Guru Gobind Singh Indraprastha University.

“Women’s participation in technical education plays an important role in the economic growth and development of the country. Indira Gandhi Delhi Technical University (IGDTU) for Women has been set up to impart quality education to women so that well qualified female engineers become part of the workforce to meet growing demands of the industry,”said Smt Sheila Dikshit.

The University is commencing M Tech programmes from August, 2013 with the degrees being offered in multiple disciplines like Information Security Management, VLSI Design, Mobile and Pervasive Computing, and Robotics and Automation. In fact, the sale of the admission brochure has already started from June 1.

“Women constitute a major part of the nation’s workforce and their contribution is vital to the progress of the nation. I am happy to note that Indira Gandhi Institute of Technology has been upgraded to Indira Gandhi Technical University for Women and has made rich contribution towards providing higher technical education to the women of the country,” said Dr A K Walia.

The University is expected to play a significant role in providing knowledge workers to the Indian industries and help correct the traditionally low representation of women in the field of Science and Technology.

“It is a historical moment as IGDTUW embarks on its journey to become the first Technical University for Women in the country. Over the past 15 years, the institute has emerged as the most sought engineering college among girls of Delhi and NCR and has become a brand name,” said Vice chancellor Prof Nupur Prakash.

The University is offering industry relevant courses in cutting edge technology areas through its M.Tech programs with an intake of 30 students for each course. The program has a strong E-learning component offering a wide range of electives delivered by experts and eminent academicians from IIT’s, IISc Bangalore and prestigious foreign Universities.

Academic, India, Newsletter

MOU facilitates faculty and student exchanges

June 17, 2013June 15, 2013Canada India Education Council (CIEC)

Source: Connect – Canada in India

India’s GITAM University recently signed a Memorandum of Understanding with Canada’s University of Windsor to enable short and long-term faculty and student exchanges (including a dual degree program for under-graduate students), collaborative research, teaching and engagement, and offer research based innovative academic programs.

Academic, Canada, India, Newsletter, Politics, Students

King’s College London Opens first International Summer School in Delhi

June 10, 2013June 9, 2013Canada India Education Council (CIEC)

Source: Digital Learning

King’s College London has opened its first international Summer School in Delhi, following the successful launch of the university’s India 2013 programme in Mumbai earlier this year.

Classes are being held at Miranda House College, University of Delhi. Courses will cover nternational relations, international political economy and e-business. King’s is working with local partner Think Education to deliver the programme of courses.

The Delhi Summer School builds on King’s extensive connections in India’s capital – the university has strong academic ties with Jawaharlal Nehru University (JNU) and a thriving alumni branch of nearly 250 professionals working in law, medicine, management, social sciences and education. King’s India Institute – one of the leading international centres for global engagement with contemporary India – now has an academic based in Delhi whose research focuses on the international politics of South Asia and Indian defence and security policy.

Scholarships will be available on each course of the Delhi Summer School for the best and brightest students to study at King’s College London Summer School in July and August. In addition to this, King’s will offer a scholarship for a member of staff from the host college to visit London and interact with King’s staff working on summer programmes.

Tayyeb Shah, Director of International Strategy at King’s College London, said: ‘This is a great day for King’s as we celebrate the opening of our first Summer School in Delhi.Like the popular original London programme, students can expect innovative, interactive teaching methods, faculty who are motivated by their enthusiasm for their subjects, teaching informed by cutting edge research and an opportunity to reflect on how to prepare for their future. A Summer School is a fantastic way to enrich your portfolio of skills and to get a head start in today’s globalised and fast-moving world. We are grateful to Miranda House College for hosting our courses and for the hard work that they have put in to make this happen.We have been delighted with the success of our tailor-made India programmes this year and the positive reaction from all our students. We hope to build on this success as we look to increase the range and scope of King’s activities and partnerships in India.”

Academic, Agents, Business, Canada, Culture, India, Newsletter

CBSE declares Class XII results, girls outdo boys again

June 10, 2013June 9, 2013Canada India Education Council (CIEC)

Source: Digital Learning

New Delhi: The Central Board of Secondary Education (CBSE) announced the Class XII results on Monday, with more than 82 per cent students passing the examinations.

This is an increase of about two per cent as compared to the last year.

Girls once again outshined the boys with 87.98 per cent clearing the exam as compared to 77.78 per cent boys.

Meanwhile, the southern Chennai region beat others in the whopping overall pass percentage of 91.83.

A total of 9,44,721 students registered for the Class XII examination this year, which was also an increase of 15.81 per cent over 2012.

The Class XII results have assumed particular significance this year, as it will be given weightage for entry into the premier education institutes like IITs.

Academic, Culture, India, Newsletter, Politics, Students

Rs. 1 lakh each for 200 Meritorious Class XII Students

June 10, 2013June 9, 2013Canada India Education Council (CIEC)

Source: Digital Learning

The HRD Ministry has announced a cash award of Rs. one lakh each to about 200 meritorious students who have passed class XIIth this year in the Government schools affiliated to CBSE. The move was approved by the HRD Minister, Dr. M.M. Pallam Raju on Tuesday evening. The students who have studied from classes 9th to 12th and have passed the class 12th exam this year in the Government schools affiliated to CBSE and run by the State Government will be eligible.

The announcement said out of 200 rewards, 50 each will be for the students from Science, Commerce, Humanity and Vocational streams. Expressing satisfaction over the CBSE class 12th result announced yesterday, the Minister said the pass percentage this year is 82.10% which is highest in the last five years. The names of awardees will be announced in one month’s time.

Academic, India, Newsletter, Politics, Students

Make Internship Compulsory for all Engineering Students says AICTE

June 10, 2013June 9, 2013Canada India Education Council (CIEC)

Source: Digital Learning

The All-India Council for Technical Education (AICTE) has made internships compulsory for all engineering students to enhance their employability levels. Students in the fifth, sixth and seventh semesters will have to do an internship ranging from three to 24 months.

According to a statement issued by the AICTE Chairman SS Mantha the initiative was part of the National Employability Enhancement Mission (NEEM), whose core idea is  ”not to create jobs, but to improve employability”.

AICTE has also signed a memorandum of understanding with state-owned BSNL to train third and fourth year engineering students in communication and related fields. The training will be done at BSNL’s 43 world-class training centres across the country.The AICTE will pay for the training to the colleges, which will direct the funds to BSNL.

Similar collaborations are being worked out in other disciplines of engineering with micro, small and medium enterprises.

To promote innovation among students, another initiative is being offered to reward and challenge students under  the ‘Student Innovation Promotion Scheme’.  Four regional-level workshops will be conducted, and 10,000 to 15,000 students will be invited to one of them, to work on projects on the spot. MSMEs will be asked to evaluate the project and selected students will be pushed to the next level of design or technology.

Academic, India, Newsletter, Politics, Students

Fanshawe downtown campus may contribute $80 million to core’s economy

May 29, 2013Canada India Education Council (CIEC)

Source: Academica

Fanshawe College’s downtown campus, set to open its doors this fall, may eventually contribute $80 million annually to the core’s economy. That is the estimate Fanshawe president Howard Rundle offered yesterday when he and other college officials updated the public on the downtown campus project. The City of London is contributing up to $20 million to help Fanshawe purchase and renovate buildings in a defined district downtown. The Ontario government added about $6 million, an amount matched by Fanshawe itself. The college is pushing a fundraising campaign to close the gap in the project’s budget. The School for Applied and Performance Arts will open in September with an expected 400 students. The school hopes to eventually purchase one or 2 more buildings, with an eye toward total enrolment of 1,000 students downtown.

Academic, Business, Canada, Newsletter, Students

International, Aboriginal student enrolments rise at uRegina

May 29, 2013July 22, 2013Canada India Education Council (CIEC)

Source: Academica

Compared to the winter 2012 semester, the University of Regina has seen an increase of 183 new first-year international undergraduate students, which represents a 22% increase. Currently, uRegina has more than 1,000 registered international undergraduate students. The university has also seen a rise in the number of international students pursuing master’s and doctoral degrees. There are 440 international graduate students at uRegina, an increase of 15% over the January 2012 term. Self-declared Aboriginal undergraduate student enrolments at uRegina have also increased by 15%. They now represent 11% of the undergraduate student body.

Academic, Canada, Disha Newsletters, India, Newsletter, Students, V. 13 I. 6.1 - Jun 2013

India committed to taking ‘hard’ decisions on economy, says Manmohan

May 29, 2013June 9, 2013Canada India Education Council (CIEC)

Source: The Hindu Business Line

TOKYO: India is committed to taking “hard and difficult” decisions in the long-term interest of the economy, Prime Minister Manmohan Singh said today, while assuring Japanese industry that the long-awaited Goods and Services Tax (GST) regime facing hurdles from states will be in place in an “appropriate type” by 2014.

On a mission to woo Japanese investors, Singh told leading business honchos at the Keidanren, the premier chamber of commerce and industry, that the current bilateral trade of $18 billion does no justice to the enormous potential that exists between the two countries.

The Prime Minister faced some searching questions from the Japanese industry which sought improvement in tax regimes, further easing of priority sector lending rules to expand financial services and allowing opening of foreign bank branches in metropolitan cities.

“Our people have tasted the benefits of rapid growth and they will not settle for less. I want to assure you that our Government is committed to taking hard and difficult decisions in the long-term interest of our economy,” he said.

A top official of Mitsubishi Corporation said Japanese investors faced difficulties with different tax regimes in each Indian State, leading to complications and wanted to know the timeline by when GST regime will be implemented.

“India is a federation and there are difficulties to bring States to agree to surrender tax power but I am confident we will overcome the hurdle. We will work and we have been working to persuade more and more States to fall in line but it does require amendment of the Constitution and needs much more energetic efforts than an ordinary piece of legislation,” Singh said.

The GST has been facing opposition from several non-Congress states which have accused the Centre of trying to encroach on powers of the States and that such a move would hit their finances.

“So, I cannot say we can deliver tomorrow but if you ask me by 2014 once elections are out of the way, whichever Government is there will be a general agreement of appropriate type in place to help propel India’s growth story,” he said.

The Prime Minister said as a result of a number of steps to revive the Indian economy, Government expects the growth rate in the current fiscal (2013-14) to be much better than in the previous year, hopefully around six per cent or so.

“We will do even better in 2014-15,” he said.

The Chairman of Keidanren, Hiromasa Yonekura, said Japanese investors are very keen to promote private-public partnership but were facing hurdles because of the complicated tax regimes in India, drawing an assurance from Singh that his Government was determined to overcome these hurdles to enable the country return to the growth path of eight per cent.

On easing norms for Priority Sector Lending (PSL), the economist Prime Minister said it was a “tough technical question which was the preserve of the Finance Ministry and the RBI” and then went on to add in a lighter vein, “the higher we go, the less you know about lower levels”.

Singh said while it will be easier for foreign banks to adjust to PSL norms, his Government would evolve transitional methods to provide a hospitable climate for the Japanese industry and ensure its larger presence in the country.

Describing Japan as a “major player” in the modernisation of Indian industry in the period after economic reforms, he noted that the Maruti-Suzuki partnership has become a household name in India.

Singh, who arrived here yesterday on a three-day visit, said lack of quality infrastructure was the single biggest obstacle to achieving high levels of competitiveness in India.

He said Government has targeted an investment of around one trillion USD in infrastructure over the 12th Plan period, with half of it coming from the private sector and public-private partnership.

“I hope Japanese business will pick up a large share of the investment opportunities that India offers,” he said.

Academic, Business, Disha Newsletters, India, Newsletter, Politics, V. 13 I. 5.2 - May 2013

Delhi’s government schools the best in country

May 29, 2013May 28, 2013Canada India Education Council (CIEC)

Source: Times of India

NEW DELHI: Despite limited facilities, students of Delhi government schools have performed best in the category across the country. Delhi saw 88.62% students passing the Boards this year followed by Panchkula with 85.32% and Chennai with 64.68%.

The pass percentage of the govern-ment school students has gone up by 0.93 % this year. The best results have come from Rajkriya Pratibha Vikas Vidyalays (RPVV) with 99.05% stu-dents clearing the exam. The figure outshines the result of Delhi’s Kendriya Vidyalas (97.56%) and public schools (91.83%). The result has further placed four RPVVs—Dwarka (18th), Rohini(79th), Gandhi Nagar (80th) and Surajmal Vihar (91th)—among the top 100 schools of the NCR region.

RPVV Dwarka student Ankit Saini is an overall topper in commerce stream with 97.4% marks. In science, Lalit Lakra of SV Coed Paschim Vihar has topped with 96.2 % marks. Among arts students, Momina Sheikh of GGSSS No-2 in Shakti Nagar and Diksha of SKV SP Road Nangloiare joint toppers with 95.2% marks. In vocational stream. Taruna of SKV Shadi Khampur has topped with 92.8%.

“I would like to congratulate students, parents, teachers and education department over the best-ever results of Delhi gov-ernment schools in 12th Class CBSE Examination,” said chief minister Sheila Dikshit.

JNVs better than KVs

Jawahar Navodaya Vidyalayas continue to lead in pass percentage in the Class XII exams, followed by Kendriya Vidyalayas. Both recorded increase in pass percentages. While JNV improved its pass percentage from 95.96% in 2012 to 96.14 in 2013, KVs recorded 94.81% up by 0.68% from that of last year. In all, 65,400 KV students took the exams, while 25,807 from JNV sat for the exams. The humanities topper, Pratyush Kumar Singh, is from a KV in Arunachal Pradesh.

Academic, India, Newsletter, Politics, Students
College of the Rockies earns top spot for International Students in Canada

College of the Rockies earns top spot for International Students in Canada

May 28, 2013June 9, 2013Canada India Education Council (CIEC)

Source: College of the Rockies

On Thursday, April 18, College of the Rockies celebrated being chosen as the Number One destination for International Students in Canada and Number Two in the world, based on overall ratings by students. The survey, the Student Barometer, is the largest of its kind and conducted annually by the International Graduate Insight Group (i-graduate).

Students from 193 educational institutions from 15 countries were asked to rate their schools covering four categories: arrival experience, support, living, and learning. This included 25 from Canada and, among them, College of the Rockies earned top honours.

Academic, CIEC News, Disha Newsletters, Newsletter, Students, V. 13 I. 5.2 - May 2013 College of the Rockies

Entrepreneur in Residence Dr. Aditya Jha Champion of Public Education in Canada

May 24, 2013June 9, 2013Canada India Education Council (CIEC)

In recognition of his work within the aboriginal community, Chairman of POA Educational Foundation Dr. Aditya Jha was one of three honoured with the prestigious “Champions of Public Education in Canada” Hall of Fame award for 2013. He was joined by Rick Waugh, CEO of Scotiabank, and John Stackhouse, Editor-in-Chief at The Globe & Mail.

In addition to these educational and social commitments, Dr. Aditya Jha recently joined the School of Business at Centennial College as ‘Entrepreneur in Residence.’

CIEC applauds Dr. Aditya Jha’s innovative work and we are extremely proud of his philanthropic initiatives.

Academic, Business, Canada, Disha Newsletters, India, Newsletter, Politics, V. 13 I. 5.2 - May 2013

New Chair enhances McGill ties to India

May 13, 2013May 24, 2013Canada India Education Council (CIEC)

Source: McGill Reporter
Courtesy of Fawzia Madni

MONTREAL: McGill University and the Indian Council for Cultural Relations (ICCR) have partnered in the creation of a new chair on India Studies. The agreement was signed recently during a visit to McGill by His Excellency Admiral (Retired) Nirmal Verma, High Commissioner of India to Canada.

The ICCR India Studies Chair will be held by distinguished Indian scholars who will serve as visiting professors at McGill’s Faculty of Arts. The ICCR Chairs will teach two courses, present an annual ICCR Lecture on India, and participate in seminars and other academic activities. The first chair-holder will be recruited for the 2013-2014 academic year.

“As the governments of Canada and Quebec seek to strengthen ties with India, McGill University welcomes the opportunity to contribute to education and research in the field of Indian culture and history,” said Heather Munroe-Blum, Principal and Vice-Chancellor of McGill. “This new chair strongly complements the partnerships that unite McGill faculty and their collaborators in India and will allow us to learn from each other for the benefit of both of our countries. We thank the ICCR for choosing to partner with McGill in this initiative.”

“I consider it a privilege that soon after my arrival, as the High Commissioner of India to Canada, we have inked the MOU for an India Chair between Indian Council for Cultural Relations and McGill University,” said His Excellency Verma. “Education presents a great opportunity for enhanced cooperation between India and Canada.  The ICCR India Studies Chair that will be housed at McGill will not only promote greater understanding of India, it will also act as a catalyst for collaborative projects between McGill and higher institutions of learning and research in India”.

The ICCR India Studies Chair builds on longstanding research collaborations between McGill and partners in India on issues of concern to both nations, such as climate change and sustainable development, food and water security, health and social welfare, urban studies, and the advancement of nanotechnology, aerospace, and other key domains in science and industry.

McGill’s ties to India also include a strong presence of faculty members and students from India at the University. McGill has 400 students from India – making it the fourth-ranking country of origin for McGill’s international students –, more than 30 faculty members of Indian origin and a network of some 600 alumni in India.
 
About McGill University
Founded in Montreal, Que., in 1821, McGill is a leading Canadian post-secondary institution. It has two campuses, 11 faculties, 11 professional schools, 300 programs of study and some 38,000 students, including 8,800 graduate students. McGill attracts students from over 150 countries around the world, with more than 7,700 international students making up 20 per cent of the student body. Almost half of McGill students claim a first language other than English, including more than 6,700 with French as their first language. For more information about McGill University: http://www.mcgill.ca/

Academic, Canada, Disha Newsletters, India, Newsletter, V. 13 I. 5.1 - May 2013 faculty of arts, Quebec
Speakers lining up for Synergy 2013

Speakers lining up for Synergy 2013

May 9, 2013May 13, 2015Canada India Education Council (CIEC)

Shastri Indo-Canadian Institute’s upcoming President Shanthi Johnson will be speaking at this year’s event accompanied by 5 Canadian Members of Parliament. CIEC is still accepting proposals and we would love to hear from those interested in joining this esteemed line-up of speakers.

CIEC will be offering a 1-night free stay at the Hilton Garden Inn to delegates traveling from India as well as a special rate and complimentary airport pick up for ALL Synergy participants.

Click here to learn more, register, or submit a proposal.

Register Now

Academic, Agents, Business, Canada, CIEC News, Disha Newsletters, India, Newsletter, V. 13 I. 5.1 - May 2013, V. 13 I. 5.2 - May 2013 Synergy

CARE Now Overseen by the Distinguished Gaurav Verma

May 9, 2013April 21, 2015Canada India Education Council (CIEC)

CIEC welcomes Gaurav Verma, CIEC’s Project Coordinator, to the Executive Team. Gaurav is uniquely qualified to oversee CARE – CIEC’s Agent Membership category – contributing his vast experience of working with international students and in the Indian Agent market as well as valuable, active, working relations with over 40 ACCC colleges in Canada. Accredited to him is a unique method of working with the Sub Associate Network for the Indian Market keeping a student-centric approach to expand, generate, and maximize results. His knowledge of Education Management, International Student Recruitment, and Marketing has proven a valuable contribution to CIEC and will have a lasting effect on serving and assisting Canadian and Indian education stakeholders.

The much-lauded CARE Initiative is designed to bring transparency to the agent sector in India by promoting the CARE Standards.  CARE is supported by CIEC’s member institutions, including Canadian Colleges & Universities, and is poised to soon become the benchmark in establishing standards for counselors and agents promoting Canadian education in India. CARE Recognition will be granted by an impartial and knowledgeable Membership Committee, comprised of academic experts representing 3 major Canadian Colleges as well as CIEC staff.

CARE serves as a cost-effective way for education agents to gain exposure, establish their credentials, and distinguish themselves in the exciting Canada-India education corridor.  Agents wishing to strategically position themselves in an increasingly fierce and competitive international environment are invited to become an CARE Recognized Member of the Canada India Education Council.

For a full list of CARE benefits, click here.

You can contact Gaurav Verma at [email protected] to request an Application Form.

Academic, Agents, Canada, CIEC News, Disha Newsletters, India, Newsletter, V. 13 I. 5.1 - May 2013 CARE

India introduces Central Monitoring System

May 9, 2013Canada India Education Council (CIEC)

Source: The Register

Phone calls, texts, emails and even social media all now snoopable.

Privacy advocates are up in arms after the Indian government began quietly rolling out a Rs.4 billion (£47.8m) Central Monitoring System (CMS) designed to give the authorities sweeping access to citizens’ phone calls and internet comms in the name of national security.

The scheme is initially thought to have been conceived as a response to the threat of terrorism, such as the 2008 Mumbai attacks which killed over 150 people and injured hundreds more.

However, the CMS will not only be used by law enforcement but also the tax authorities and offers the government a single point of access to “lawfully” intercept voice calls and texts, emails, social media and the geographical location of individuals, Times of India reported.

Unsurprisingly the authorities have been pretty quiet about the scheme, although it is thought to have begun operation last month.

Its activities are backed up by legislation – specifically the Information Technology Act 2000 and its amendments – which allows the government to “intercept, monitor or decrypt” any info “generated, transmitted, received or stored in any computer resource” if security and public order are at risk.

Activists are worried because they claim India’s privacy laws are not strong enough to protect individuals in the face of such potentially invasive powers.

The “StopICMS” campaign blog argued the following:

[Government of India] GoI mainly asks Google to remove defamatory content. Why is that? Security for themselves, in the name of safety of citizens? Content removal requests have increased by 90 per cent from the GoI. 33 per cent of the requests from the GoI are about either hate speech, defamation or government criticism. Therefore, we can conclude that after implementation of ICMS GoI will primarily use it against “hate speeches” and government criticism.

While the concerns regarding monitoring of mobile phone calls are justified, the CMS won’t be able to monitor the private social media conversations of foreign services like Twitter and Facebook without a court order.

That said, the Indian government under PM Manmohan Singh has taken an increasingly uncompromising stance when it comes to online freedoms, with the stated aim usually to preserve social order and national security or fight “harmful” defamation.

In response to bloody sectarian clashes across the country last August it banned the sending of bulk SMS messages and blocked numerous Twitter accounts and content sharing sites.

In August last year it even blocked one of its own websites after a controversial court ruling on defamatory content. According to NGO Freedom House’s Freedom on the Net 2012 report, India remains only “partly free” with a score of 39 – a notable decline from the previous year. By contrast the UK’s score was 25 and the US 12.

Academic, Business, Culture, India, Newsletter, Politics, Students, Technology

Online education growing in popularity, education expert says

May 7, 2013May 24, 2013Canada India Education Council (CIEC)

Source: Times of India
 

TIMES VIEW
The wave of the future

 
The observation by Curtis Uhelein, president of US-based Apollo Global, doesn’t come out of the blue. The trend towards online education is something that has been percolating through the world of higher education for a few years now. Given how new the format still is, there is no one-size-fits-all approach, of course. It could mean anything from conventional education supplemented by online methods to online-only education; from material simply being made available online to interactive digital sessions. What is undeniable, though, is that it is good news for both students and educators.

Across the world, there are barriers to higher education. In developed countries, they may be economic or geographical. In developing nations like India, the obstacles are not only economic or geographical in nature but also bureaucratic — the biggest obstacle of all is simply a lack of supply. That is why, far from the popular impression of online education being viable only in the developed world, it is actually in countries like India where it can fulfill its potential. Internet penetration is growing at a steady pace in India — and unlike conventional education where physical infrastructure is a huge limiting factor, internet connectivity alone can enable millions of youth to access quality higher education online.

There is concrete proof that Indians are hungry for such opportunities. They form the second-largest group of people, by nationality, accessing two of the largest online education efforts — Coursera and edX. It’s not surprising, after all, that an Indian student would be interested in the quality courses these initiatives offer — or access Ivy League lectures online, or download podcasts by professors from top global universities, all of which are freely available. With the abysmal higher education situation in this country, online education frees them to seek what they want.
 

COUNTERVIEW
It can only be a poor cousin
Pyaralal Raghavan

 
The argument that education has become global and online teaching can ever compete with offline teaching is ludicrous. A global shift towards online education is a mirage that will remain elusive. Certainly online education has some merits. But it can never be a true substitute for real education that happens in a physical classroom. In the end online education is only a technologically spruced up variation of the correspondence courses, that have helped millions of the less fortunate students secure higher education degrees at low quality and minimal cost.

University and classroom education is simply superior not only because it enables face to face interaction between students and teachers but also because it proactively engages students in the learning process and exposes them to work in other related disciplines. Universities usually club together teaching and research. It is those with the best research and teaching skills who climb to the top of the system. So university students not only observe and learn from some of the best brains in the profession but also get access to world class libraries and laboratories. The best part of the brick and mortar universities is the peer group interactions which make it possible to build an ecosystem that ensures lifelong learning.

However, the biggest obstacle that stands in the way of online teaching is not just the unique attributes of the university system but poor infrastructure facilities in India like bandwidth, which is essential for extending online education. Typically, in developing countries like India, the quality of the limited broadband service available is too poor to smoothly stream visual images. The way that India’s telecom policy has been compromised makes it certain that online education will remain a poor and distant alternative.

Academic, Canada, Culture, Disha Newsletters, India, Newsletter, Students, Technology, V. 13 I. 5.1 - May 2013

Indian heads project to prove Einstein’s prediction

May 7, 2013May 7, 2013Canada India Education Council (CIEC)

Source: Times of India

LONDON: Albert Einstein’s 100-year-old theory of relativity may finally be proved in the next five years.

An Indian astronomer at the Observatories of the Carnegie Institution for Science in Pasadena is heading a global project which is poised to discover proof that space and time can wrinkle in the form of gravitational waves. These waves were predicted by Einstein but have never been seen.

Mansi M Kasliwal, originally from Indore ( Madhya Pradesh), told TOI from California that astronomers from India, Japan and the United States are jointly embarking on a hunt for gravitational waves starting with building one of the world’s most advanced interferometers in Louisiana, Italy to detect waves produced by black holes or hugely explosive events like merging neutron stars—similar to ripples from a stone thrown into a pond.

To measure the signals, an interferometric detector is required that can detect strain to a billionth of a nanometer for a kilometer-length interferometer.

Such extreme gravity events are also rare, occurring only once every 10,000 years per galaxy. Astronomers hope to detect these waves and once they pick up on those tiny fluctuations in space-time as they reach Earth, they’ll want to know where they originated.

She told TOI gravity is responsible for the “long range order of the universe”.

Kasliwal said “Using Einstein’s general relativity, we now think of gravity as the geometrical curvature of the four-dimensional fabric of space-time. Extreme cosmological events such as the merging of neutron stars or black holes induce ripples in the fabric of space-time. However, these ripples, or gravitational waves, are extremely weak, and their detection has remained elusive.”

She added an advanced version of such a detector is being designed to find gravitational waves on a regular basis (roughly tens of events annually) beginning in 2017.

Academic, Canada, India, Newsletter, Technology

Rising luxury business spurs demand for niche courses

May 7, 2013Canada India Education Council (CIEC)

Source: Times of India

MUMBAI: With luxury companies setting up base in India, there is a growing demand for managers armed with specialized management degrees in luxury. Looking at the growth in career opportunities in luxury, leading business schools which offer management courses in luxury brand management – such as ESSEC in Paris and SDA Bocconi in Milan – are witnessing an increase in demand from markets like India.

The trend, said industry experts, is expected to grow further as luxury expands its scope in India. Looking at the potential, SDA Bocconi has started an Indian branch named MISB Bocconi in Mumbai to leverage its experience within Indian executives. Luxury, which covers a broad range of products and services such as fashion, food, arts, movies, cultural industry and hotels & tourism, is estimated to become a $15-billion industry in India by 2015.

“Indians with luxury business school degrees are sought after in India. This is because luxury is seen as a sector with a big opportunity over the next few years. It’s a noticeable trend that more Indian students are opting for MBA degrees in luxury because there is a growing demand for managers with such specialization,” said Tulika Tripathi, managing director, Michael Page, India, a specialist recruitment firm.

ESSEC business school was the first school to launch an MBA in international luxury brand management in partnership with LVMH and L’Oreal Luxe, specifically to recruit and train high-potential managers to develop their luxury business, particularly in Asia. The business school has assigned its top officials to frequently travel to Delhi and Mumbai to monitor the growth of the industry and interview prospective candidates.

“As the luxury industry grows in India, more career opportunities are becoming available. Since 2009, the programme has seen its graduates being hired by Genesis Luxury, Reliance Brands, Burberry, Gucci, Remy Cointreau, Richemont and L’Oreal Luxe. However, some Indian graduates have preferred to gain international exposure before returning home and have gone to work for companies like DFS in Hong Kong or Chalhoub in Dubai where there are multiple opportunities,” said Anthea Davis, director, corporate relations and career development, ESSEC.

At ESSEC, the MBA in international luxury brand management is a specialized programme that accommodates up to 40 students per year from 20 different nationalities. While there was only one Indian student in the programme in 2007, today there are seven.

Davis said the first recruitment needs initially came from Japan, China and Korea. Bbut in the last eight years, ESSEC has seen an increasing demand from Brazil, Russia, India and South-East Asia. The number of partner companies the programme works with and supplies talent to include luxury groups such as Richemont, Kering, Estee Lauder Group as well as single brands such as Burberry, Chanel and Zegna.

“With the luxury goods market being largely retail driven and now saturated in Europe, companies are looking to open stores in new locations and markets which are not yet developed. This generates job opportunities for graduates both in running retail operations and in the back office with an increasing number of subsidiaries being set up abroad. For example, Richemont recently opened a subsidiary in Delhi in October 2012 where one of the graduates has been hired as brand manager for Vacheron Constantin watches,” said Davis.

Bocconi, on the other hand, has an MBA class in partnership with Bulgari which was started in Rome last year. “Foreign students are increasing. In the last five years the Indian audience became the first in terms of enrolled students, getting to a percentage of 20% in MBA and executives classes,” said Stefano Caselli, vice-rector for international affairs, Universita’ Bocconi.

While there is a strong increase in demand for skilled Indian MBA graduates who are able to blend knowledge of the Indian market with an international background, Caselli said placements are going up as the Indian market is becoming more attractive and developed for luxury industry.

The London School of Business & Finance, however, has only recently introduced its luxury management programmes following good demand from all countries it operates in.

 

Academic, Business, India, Newsletter brand, business, consumer goods, courses, education, luxury, school, study

Supreme Court Rules AICTE’s Role as Only Advisory

May 5, 2013May 28, 2013Canada India Education Council (CIEC)

Source: Khaitan & Co.

In a landmark judgement passed on 25 April 2013, the Supreme Court of India (Supreme Court) has held that vis-à-vis universities, the All India Council for Technical Education (AICTE) has only an advisory role and cannot issue any sanctions on universities and colleges affiliated to universities.

The Supreme Court in this far reaching judgement has also ruled that affiliated colleges (i.e. standalone colleges which are affiliated to universities) are regulated by the universities to which they are affiliated and are not required to obtain permission from the AICTE to run any technical course as they would be within the regulatory purview of the universities to which these colleges are affiliated.

Analysing prior judgements, the Supreme Court went on to hold that qua a university, the role of the AICTE is merely advisory and accordingly it may only provide guidance and advice to the University Grants Commission and universities in respect of technical courses conducted by such universities and that it does not have any regulatory authority over such courses. The Supreme Court further observed that while Master of Computer Applications is a technical course, the role of the AICTE in respect of such course being offered by a university or its affiliated colleges is merely advisory in nature.

The Supreme Court has also held that MBA is not a technical course and hence, would not be regulated by AICTE in any manner whatsoever.

The judgement has created ripples in the regulatory circle as the AICTE has been rendered a body without any regulatory powers. The AICTE is contemplating filing a review petition against this judgement. Regulators are of the view that such a judgement would lead to the mushrooming of engineering colleges all over the country and they would all go unregulated.

Academic, Business, Disha Newsletters, India, Newsletter, Politics, V. 13 I. 5.1 - May 2013

Acadia, Bishop’s U, Mount Allison, and StFX form U4 League on undergraduate education

May 5, 2013May 24, 2013Canada India Education Council (CIEC)

Source: U4 League

Acadia, Bishop’s, Mount Allison, and St. Francis Xavier Universities announced Tuesday they have formed a strategic alliance called the U4 League, which will promote and extend the universities’ common objectives of providing students with the highest quality undergraduate education in a residential setting.

Although the institutions have traditionally competed to attract students, they believe that by collaborating they can enhance the quality of each institution to the benefit of all of their students. The collaboration will be pursued in several ways: designing collaborative programs, courses, activities, and exchanges that students from each institution can access — both on campus and abroad; implementing best practice approaches to improve the quality of university teaching; increasing the teaching, research, and professional opportunities for faculty in each others’ institutions; developing joint research activities, particularly those that boost opportunities for U4 undergraduates; pursuing joint analyses of their institutional operations to determine how they can be improved; and implementing best practices in administration by cooperating, where possible, in service delivery, technology, and infrastructure, in order to contain costs and increase efficiencies.

The alliance wants to ensure that Canada’s students continue to have the unique advantages of small-scale, student-centred, residential universities.

Academic, Agents, Canada, Disha Newsletters, Newsletter, Students, V. 13 I. 5.1 - May 2013

‘Teachers’ training has almost collapsed’

April 30, 2013May 24, 2013Canada India Education Council (CIEC)

Source: News Track India

New Delhi, April 28 (IANS) A shortage of nearly a million teachers is affecting implementation of the Right to Education Act in India. Compounding this is the lack of government-run training institutes which forces aspirants to go to private insitutions, with the result that just a fraction manage to clear the eligibility test.

The Right to Education Act lays down strict guidelines on the student-teacher ratio, as well as on training, according to which the Pupil-Teacher Ratio (PTR) should be 30:1 in primary classes and 35:1 in upper primary classes.

According to a District Information System for Education (DISE) report, in 2011-12 only 34.12 percent of primary school teachers were graduates, while a meagre 17.05 percent teachers were post-graduates.

National convener of RTE Forum Ambarish Rai said the problem is that there are no proper institutions for training teachers.

“There is a huge shortage of teachers, and the RTE mandates appointing trained teachers to fill the gap by 2015. However, the question is: Where will these teachers be trained,” Rai asked while speaking to IANS.

“Teachers’ training has almost collapsed. Today, teachers’ training is being provided by private companies, but the teachers trained by them are not even able to clear the teachers qualification exam,” he said.

In 2012, more than 99 percent of those who appeared for the Central Teacher Eligibility Test (CTET) failed the exam. The competency test, conducted by the Central Board of Secondary Education (CBSE), was taken by 795,000 aspirants last year.

Training of teachers is the mandate of The National Council for Teacher Education (NCTE) formed in 1995. But the council could not perform any impressive task in imparting teachers’ training, says Delhi University Department of Education professor Krishan Kumar.

“Teachers’ training has become an ill sector. The training institutes are in ICU, it is like a situation of helplessness,” Krishan Kumar told IANS.

He said the status of a teacher has been degraded with many north Indian states hiring ill-trained teachers on contract, as adhoc or “para-teachers”.

“In the entire Hindi belt, there is a new phenomena of hiring para-teachers. There is a massive movement going on with teachers across states agitating and protesting on issues like regularisation of jobs and better salaries, but it is not being highlighted by the media. North India has forgotten its teachers,” Krishna Kumar said.

The appointment of lower-paid contract teachers is leading to attrition of talent from the field, he added.

A sample survey by NGO Right to Education Forum revealed that para-teachers now constitute a major chunk in many states.

In Bihar, 50 percent of schools have para-teachers, in Andhra Pradesh the figure is 44 percent and in Jharkhand it is 37 percent. Karnataka (28 percent), Uttar Pradesh (23 percent) and West Bengal (21 percent) also have a large number of para-teachers.

The study also says that one out of 10 teachers are sub-contract or proxy teachers who come in place of government-appointed teachers by bypassing the selection process and with no vetting of their qualifications.

These proxy teachers constitute a substantial chunk in Himachal Pradesh (15 percent), Jharkhand (12 percent), Manipur (9.4 percent), Tamil Nadu (9.6 percent), Karnataka (7.6 percent) and Maharashtra (6 percent).

Experts say the only way to improve the situation is through restructuring the training of teachers.

“There is need to regulate and evolve a methodology for teachers’ training,” said Rai.

He said that recruitment was the second major issue dogging implementation of the RTE as a large chunk of teachers were on contract, while the RTE mandates appointing permanent teachers.

“We have disrespected the teachers’ profession. If we start making teachers count the population for the census and work for elections, we are degrading their status. Their dignity is challenged,” Rai added.

Academic, Culture, Disha Newsletters, India, Newsletter, Politics, Students, V. 13 I. 5.1 - May 2013

Strategic Partners shines spotlight on India and the United Kingdom at 16th annual event, Sept. 12-15 in Halifax

April 21, 2013April 21, 2013Canada India Education Council (CIEC)

By Sparsh Sharma

Strategic Partners, one of the world’s top co-production/co-financing markets focusing on feature film, TV and multiplatform fiction, shines the spotlight on India and for the second year in row, the United Kingdom at the 16th annual event, September 12-15 in Halifax, Nova Scotia, Canada.

“Strategic Partners’ spotlight on India and the UK is timely,” said Laura Mackenzie, Director, Strategic Partners. “Momentum continues to build in the number of Canadian and International producers looking to collaborate with India and the UK is a natural co-spotlight given their experience in successfully capitalizing on their co-pro treaty with India many times.

Offering an intimate, organized forum for projects seeking financing, as well as those at an early stage – looking for the right partner, Strategic Partners’ linear program is designed to provide unparalleled access to international co-production possibilities – all under one roof.

“Strategic Partners held a soft focus on India to introduce a small number of India producers and officials to the event.  This has already contributed to a Canadian film shot in India” added Mackenzie.

The deadline for the Strategic Partners’ call for producer applications and industry registrations is June 28. Application/Registration forms are now available online.

Top Canadian and international industry players are selected to attend, including producers, investors, sales agents, funding agencies, broadcasters and distributors. Offering close to 1000 pre-scheduled 1-2-1 meetings, coproduction focused roundtable sessions, cutting edge panels, visionary keynote speakers, screenings and receptions, Strategic Partners is a convergence of talent and innovation, producing tangible results.

“It was at Strategic Partners that we were introduced to producer, Karen Shaw’s project Khoya in 2012. It’s an interesting project and given our experience in International productions, we came onboard instantly,” said Guneet Monga, producer, Sikhya Entertainment, India (Gangs of Wasseypur, Peddlers.)

“Guneet Monga and I connected during our participation in Trans Atlantic Partners, and further cemented the relationship at Strategic Partners,” said Karen Shaw, producer, Quarterlife Crisis Productions, Canada (Khoya, The Good Fence). “Khoya was shot in India, where we worked with Guneet, and the film is now in post production.”

About Strategic Partners: An International Film, Television and Multiplatform Co-Production Market

The Atlantic Film Festival’s Strategic Partners is one of the world’s pre-eminent co-production/co-financing markets focusing on feature film, TV and multiplatform fiction. Strategic Partners offers an intimate, organized forum for projects looking for financing as well as those still at an early stage – looking for the right partner.  It is a linear program designed to provide unparalleled access to international co-production possibilities – all under one roof, set against the backdrop of the Atlantic Film Festival and the vibrant, coastal city of Halifax, Nova Scotia.

Top Canadian and international industry players are selected to attend, including producers, investors, sales agents, funding agencies, broadcasters and distributors. Offering over 1000 pre-scheduled 1-2-1 meetings, coproduction focused roundtable sessions, cutting edge panels, visionary keynote speakers, screenings and receptions; Strategic Partners is a convergence of talent and innovation, producing tangible results.

Strategic Partners is a part of the Atlantic Film Festival family of programs. Today’s Atlantic Film Festival is now a year-round celebration, growing beyond our eight-day cornerstone event in September to include: ViewFinders, alFresco filmFesto, Strategic Partners and Music & Image.

Receive the most up-to-date information about Strategic Partners and the Atlantic Film Festival, including sneak peaks and festival highlights on their website, Facebook page, on Twitter,  and on Youtube.

Academic, Business, Canada, India, Newsletter, Technology fiction, film, financing, multiplatform, production, television
Engaging Canada: Emerging priorities for sustainable partnerships

Engaging Canada: Emerging priorities for sustainable partnerships

April 9, 2013May 3, 2013Canada India Education Council (CIEC)

CONFERENCE ON

ENGAGING CANADA:
EMERGING PRIORITIES FOR SUSTAINABLE PARTNERSHIPS

 To be organized by Shastri Indo-Canadian Institute
at the India International Centre in New Delhi
June 1, 2013

CALL FOR PAPERS

The Institute

The Shastri Indo-Canadian Institute is a bi-national organization that promotes understanding between India and Canada through academic activities and exchanges. Its broad-based initiatives support the creation of bi-national links between academia, government, the business community and civil society organizations by funding research, faculty and student exchange, conferences, workshops and seminars. With a membership of 93 leading Indian and Canadian universities and research institutions, the Shastri Indo-Canadian Institute has facilitated greater collaboration between Indian and Canadian institutions in the humanities, social sciences, arts, science & technology, legal education, and management studies. The Institute, as part of its mandate, has also supported research on sustainable development and other United Nations Millennium Development Goals.

The Conference

The Shastri Indo-Canadian Institute is organizing a Conference at the India International Centre, New Delhi on June 1, 2013, to present collaborative research that has been completed, or is currently being undertaken, by Indian and Canadian universities/research institutions in four focus areas.

  1. Energy & Environment
  2. Public Health
  3. Food Security & Sustainable Development
  4. Bi-lateral Trade and Investment

 

Objectives

Emerging opportunities and strategies to address challenges in these four areas that have been identified as priority sectors by both the Indian and Canadian governments will be the themes of this Conference.  One of the objectives of this Conference is to gather experts and a new cadre of researchers to discuss their contributions to higher learning while weaving academic and institutional collaborations between Canada and India. It is expected that strategic recommendations will be derived from the Conference that will contribute to sustained academic and institutional partnerships.

 

Call for Papers

Papers are invited from faculty, post-doctoral researchers, and doctoral students from Shastri member institutions, as well as faculty/researchers from non-member institutions to present and share work that has been completed or is currently progressing in these four areas. The papers could be the outcome of research funded by the Shastri Indo-Canadian Institute or by other agencies, universities or research institutions.  We particularly encourage submissions that develop inter-disciplinary themes.  

Abstract of Papers must be submitted by April 30, 2013, to Dr. Prachi Kaul, Programme Officer, Shastri Indo-Canadian Institute by email at [email protected].  Authors must indicate the focus area for which they would like their paper to be considered.

 

Important Dates

April 30, 2013: Deadline for Submission of Abstracts
May 15, 2013: Acceptance Notification
June 1, 2013: Conference

 

Travel and Accommodation

Economy class air-fare within India, and local accommodation in New Delhi, will be provided to out-station scholars whose papers have been selected for presentation at the Conference.  Travel and accommodation arrangements/ reimbursements will be done according to the travel and accommodation policy of the Shastri Indo-Canadian Institute.

 

Conference Coordinators: 

Dr. Biju Paul Abraham, IIM Calcutta, and Dr. Ravishankar Rao, Mangalore University
Executive Council

Shastri Indo-Canadian Institute

5 BhaiVir Singh Marg,
New Delhi – 110 001, India.
Telephone: 91-11-2374-6417/3114, Fax: 91-11-2374-6416.
Website: www.sici.org.in
Email: [email protected]

 

Academic, Agents, Business, Canada, Culture, Disha Newsletters, India, Newsletter, Politics, Technology, V. 13 I. 4.1 - Apr 2013 Canada, canadian, globalization, India, Indian, industry, partnerships, politics, reform
Canada – A growing destination for Indian students

Canada – A growing destination for Indian students

April 7, 2013May 18, 2013Canada India Education Council (CIEC)

By Avinav Sharma

Canada has never been so popular with the Indian students as it stands now. It is all thanks to the great and impactful reforms done by the Government of Canada to make Canada an attractive destination for International Education of 21st century. A fact concreting is that in 2012, for the first time Canada welcomed a record number of international students. A first in history, international students in Canada crossed the number of 100,000.

Students from India are very much interested to pursue their studies in some of the best countries of the world. There is no dearth of talent in India. USA and UK have always been old preferred destinations, but now Canada is slowly making its way to the list of most preferred destinations for the Indian students. Canadian institutions are fast gaining popularity with Indian students.  Some of the Canadian universities had long been coming to India since the 90s and been engaging with students and educational institutions. Student exchange, faculty exchange and research collaborations have been part of it.

With the passing time and globalization, more and more Canadian institutions have entered Indian market to search for the best and smartest talent. The engagement of Canadian polytechnics and community colleges is increasing with institution representatives doing recruitment events at various cities of India and entering into alliances with reputed and trusted educational agents. Institutions and education agents are working closely on a common goal of matching the students’ academic interest and their educational pursuits to programs available at the institutions.

The quality of technical and professional education is very high in Canada. Strengthening the interest of Indian students is the low tuition fee structure of the institutions. Lower tuition fees and the high global ranking of Canadian universities are of much interest to Indian students seeing the growing cost of getting quality education in India. Another attractive aspect is the Cooperative Education which most of Indian students are not aware of. Co-op as a term is relatively new to students and at first instance students are not able to understand it. With more and more information coming into Indian market on Canadian education, the Canadian education system and terms are being familiarized but a lot needs to be done in this field. Most of the students choose their program unaware of co-op opportunities and realize that later on. Even the students who choose the co-op are not aware of the real value and benefit of a co-op. They end up not maintaining the required GPA or percentage that will entitle them to be placed into the co-op by the institution.

With educational opportunities and systems differing from province to province in Canada, Indian students find it difficult to map their academic interest and choose an institution that can best cater to their needs. Official website like that of AUCC try to bridge this gap by providing comprehensive information on universities, programs offered and their contact details. Still the information is not reaching in that amount in which it should, primarily because of unawareness among Indian students. The university admission procedures, steps involved, international credential evaluation are highly complex and time consuming as compared to the admission systems of countries like Australia, UK and New Zealand which are fairly very simple and easy to understand. The entering admission requirements are also a bit high and some of good and genuine students are not successful in making to their university of choice because of it. With the presence of different central and state school boards and higher education institutions in India, a student’s academic score can vary and not present a true picture of his capability of successfully completing his intended program in Canada. This one aspect should be taken into consideration by the universities and institutes of Canada.

Research opportunities are tremendous in Canada and with funding opportunities available to deserving students at every step; Indian students are now getting attracted to research master and doctorate degrees in Canada. Numerous choices of specializations and research areas available help Indian students choose the field that they may not have even thought of pursuing. It just does not stop here. The flexibility of Canadian institutions also allows student to come with a completely new field in which he may want to pursue research and the institution fully support the students with their research ideas and makes them available proper resources.

I can say that a lot more is still to be traversed in promoting Canadian education among Indian students and making them understand every bit of it. It has to be a continuous and result oriented process.

Avinav Sharma is the Country Head — Canada of Kangaroo Studies Private Limited, India.

Academic, Canada, CIEC Editorial, Culture, Disha Newsletters, India, Newsletter, Politics, Students, V. 13 I. 4.1 - Apr 2013 avinav sharma

More Young Japanese Heading Abroad to Study

April 2, 2013April 2, 2013Canada India Education Council (CIEC)

Source: The New York Times

TOKYO: Addressing a room of university students, Aya Kikuchi, a counselor, dished out tips for students bound for Canada. “One cultural thing to note is that there is a strong ‘ladies first’ orientation there,” she said at a meeting organized by Ryugaku Journal, an overseas study agency.

“So, people might open the door for you. Just say thanks and accept it,” she said, warning against the Japanese custom of yielding and hesitating when people offer help.

The orientation session for 80 eager students reflected a renewed interest among Japanese students for study-abroad programs, particularly among young women.

While the number of overseas students from other major Asian countries like China and India has boomed, there was a precipitous decline in the number of Japanese studying abroad. According to figures from the government and the Organization for Economic Cooperation and Development, 83,000 Japanese studied overseas in 2004, though that number dropped to fewer than 60,000 in 2009.

However, experts say the downward trend is reversing in Japan, partly because of demands by major employers, which are seeking to globalize.

The turning point was around autumn 2011, said Yukari Kato, executive vice president of Ryugaku Journal. “The government was beginning to realize they must globalize their human talent, and companies like Rakuten and Uniqlo were introducing in-house English-language policies,” she said, referring to a major online retailer and an internationally known clothing chain.

She added that employers were demanding solid foreign language skills and international experience.

Two trends stand out: One is that university students, eager to bolster their employability, are choosing short-term language programs in English-speaking countries like Australia and Canada. Another is the growing number of high school students looking to go to overseas.

Ryugaku Journal says the number of college students it arranged to send overseas rose 12 percent to 3,500 in 2012, while the number of high school students grew 94 percent.

Tatsu Hoshino, an independent study abroad counselor, said there were signs everywhere that more young Japanese were heading overseas — except in data from the Ministry of Education, which are released a few years after the fact.

“The earthquake in March 2011 did not dampen the growth,” he said, referring to the quake that was followed by a devastating tsunami and nuclear accident. “By contrast, as corporations grew more active internationally, students also began to look abroad.”

While more Japanese students still go to the United States and China, Canada has emerged as a new popular destination for language study, college and working holidays. According to the Canadian Embassy in Tokyo, the number of student participants in study-abroad fairs at the embassy jumped to 3,643 in 2012, from 2,375 in 2010.

“Quite frankly Japanese have a pretty good opinion of Canada, I think,” Gerald Keddy, parliamentary secretary to the minister of international trade, said by telephone from Ottawa. “They see us as neighbors of the United States but not American.”

Canada is safer and more multicultural and offers greater flexibility on visas and immigration, he said, adding, “We have done a great job of attracting students and allowing them to become part of Canadian society by allowing them to work while studying here.”

Japanese students can stay, study and travel in Canada without a visa for as long as six months and may opt for a holiday working visa that is good for a year.

Ami Katayanagi, a 21-year-old junior at a Tokyo college, called work opportunities a “major determinant” when she was planning to study abroad. Her 10-month stay in Vancouver will start with language training, followed by an internship at a hotel or another service outlet.

Personal security has also been a concern among Japanese students, particularly after recent school shootings in the United States. “My parents were telling me, ‘Oh, please assure us that you are going to be in a safe place,”’ Ms. Katayanagi said.

“Our streets are extremely safe. Our communities are extremely safe. Most Canadians are very friendly,” Mr. Keddy said. “If you are a Japanese parent and if you are thinking of your child going for a foreign education for whatever reason, what is happening in the U.S., it would be very difficult, I think, in clear conscience to send your child there.”

According to the Canadian government, 3,546 Japanese students required a study visa in 2011, up from 3,238 in 2010.

“Generally, people feel greater affinity with Canada, and perhaps stereotypically, people think that English spoken there is more elegant,” said Ms. Kato of Ryugaku Journal. “Also, the local institutions often have Japanese student adviser/counselor on the site.”

The number of Japanese students going to the United States has also risen recently, after having fallen sharply over the past decade and a half.

The number of Japanese students studying on U.S. campuses hit a peak of 47,000 in 1997, and then fell to 19,000 in 2011, according to Institute of International Education, a nonprofit U.S. organization.

But the number of new visas issued by the U.S. State Department to Japanese students rose 10 percent to 18,668 in 2012, from 16,811 in 2011.

Experts say there is a clear gender gap among Japanese students looking to go overseas.

“Overwhelmingly, it is female students who show interest,” said Kageaki Kajiwara, Dean of the School of Asia 21 at Kokushikan University in Tokyo. “Unfortunately, there is a disparity in career opportunities available in this male-dominated society, and opportunities might be greater overseas for Japanese women.”

Marin Nakazawa, a sophomore at Sophia University in Tokyo, is one of them. “I don’t like to be like those ladies I grew up with in my hometown,” she said of a town in Shiga Prefecture near Osaka. “They don’t know the world outside their own.”

Ms. Nakazawa, who is due to study at Tsinghua University in Beijing as an exchange student in the autumn, is eager to learn Chinese and one day help her father’s watch-retailing business move into the Chinese market. “I want to see for myself what it’s like to be there in China.”

Japanese employers are stepping up their efforts to recruit young Japanese with international skills, who are still rare on the job market.

Daisuke Watanabe, director of global recruitment and marketing at Disco Inc., which organizes international career fairs for students studying overseas, said the number of Japanese companies that participated in the annual Boston Career Forum, for those pursuing North American degrees, rose to 191 in 2012, from 171 in 2011. New participants included DeNA and Gree, leading mobile gaming companies, and Uniqlo. “These companies are very active in conducting recruitment” internationally, he said.

It is not yet clear whether the inward-looking mind-set prevalent among young Japanese — partly a result of growing complacency in an affluent society — will be reversed for real. “I am not sure if these students are turning into the type of people corporations want to hire,” Mr. Watanabe said. “The current turnaround mostly involves students going overseas for a short-term study. They are doing that because they are worried about getting jobs.”

A small but growing number of high school students are hoping to gain overseas university degrees. Benesse, an education company that offers counseling and tutoring for the SAT and English as a foreign language, began a program in 2008 to help high school students prepare for college overseas. Interest has peaked in the past few years, according to Masanori Fujii, chief of Benesse’s global business development unit. The number of Benesse clients who ended up at overseas universities rose to 135 in 2012, from 25 in 2011. This year, more than 200 students are likely to leave for overseas schools, Mr. Fujii said.

Benesse’s Route H program is for students who wish to go to top universities like Harvard and Yale. Four graduates of the program ended up at Harvard between 2010 and 2012.

Mr. Fujii said that that growing minority reflected a broader change in Japan. Previously, all elite students had to worry about was getting into the University of Tokyo, which would put them on track to a career with a top Japanese employer. “People are questioning the existing order,” he said. “They are asking themselves, ‘What’s going on?”’

Academic, Agents, Canada, Newsletter, Students

Osmania University gets its own international students hostel

April 2, 2013April 2, 2013Canada India Education Council (CIEC)

Source: The Hindu

After a wait of more than 10 years, Osmania University’s dream of a hostel for foreign students has finally taken shape. The modern hostel was inaugurated recently by chairman of the University Grants Commission (UGC) Ved Prakash.

For the moment, the plush two-storeyed building, which can house 172 students, will only be available for male students pursuing their Masters or PhD courses. The reasons being cited are multiple, including security.

The hostel has 16 two-bed rooms and 18 three-bed rooms on each of the two floors.

“Each two-bed room also has a small kitchenette while a common spacious dining hall and kitchen on each floor is available for cooking. A sports lounge and a reading room with television are other attractions,” says C. Venugopal Rao, Director, University Foreign Relations Office (UFRO).

With a built-up area of nearly 50,000 sq.ft., the hostel was constructed at a cost of about Rs. 6.75 crore. Though there are just two floors now there is a provision for adding two more stories.

In fact, The idea of an International Students Hostel was mooted way back in 2002 and a proposal was submitted to the UGC seeking a financial assistance of Rs. 3.63 crores.

The authorities then planned to accommodate 200 students and an International Transit House with a provision of accommodating 50 girl students. However, the idea fructified only in February 2010 when the foundation stone was laid by the then Vice Chancellor, T. Tirupati Rao.

Academic, Canada, Culture, India, Newsletter, Students foreign students, hostel, International Transit House, osmania university, UFRO, UGC

UN regrets Canada’s withdrawal from drought convention

April 2, 2013April 2, 2013Canada India Education Council (CIEC)

Source: Times of India

MUMBAI: The United Nations today conveyed regret over the Government of Canada’s withdrawal from the UN Convention to Combat Desertification. The convention is the only legally binding instrument to addresses desertification, land degradation, and drought.

“The Convention is stronger than ever before, which makes Canada’s decision to withdraw from the Convention all the more regrettable,” the UNCCD secretariat said in a press release from Germany. “We believe Canada will seize every opportunity to support efforts to sustain the implementation of the Convention for the good of present and future generations,” the UNCCD said.

The treaty essentially seeks to safeguard key resources such as food, water, and energy security, and to build the resilience of rural ecosystems to absorb climatic shocks like droughts.

Canada contributed around three percent of the total convention’s budget.

Only time will tell what implications this withdrawal would have on countries like India which are signatories to the treaty. This is perhaps all the more pertinent at a time when at least four states are in the thick of a drought.

Academic, Business, Canada, Newsletter, Politics

Canada to spend $10M to woo foreign students

April 2, 2013May 3, 2013Canada India Education Council (CIEC)

Source: Ottawa Citizen

Tenfold increase in recent budget wins plaudits from cash-poor universities

The Canadian government is hoping to corner the market on foreign students by making a significant investment into Canada’s education brand.

The recently tabled federal budget directs $10 million over the next two years to the effort – a large increase from the funding it set aside for marketing education from 2007 to 2012, when it budgeted $1 million each year.

Efforts will focus on strengthening the “Imagine Education au/in Canada” brand, a program that aims to promote the high quality of a Canadian education to international students.

Foreign Affairs spokesman John Babcock said the extra funding is a “very positive signal,” and that the federal government will continue cooperating with the provinces to strengthen the international education strategy.

Canada is already a top destination for foreign students. According to the budget, some 239,000 students in 2010 contributed $8 billion to the economy, making them a rich vein for colleges and universities to tap.

The University of British Columbia, for instance, has almost 4,000 students from 120 different countries. Foreign students’ tuition is, on average, five times higher than what Canadian students pay.

“It’s a lot more than about economics,” said UBC president Stephen Toope. “They really bring a richness to the educational experience that all Canadian students benefit from.”

Jennifer Humphries, vice-president of membership, public policy and communications for the Canadian Bureau for International Education, said the Canadian education strategy to attract these students has several facets.

“The brand is all the things Canada does,” said Humphries, adding that immigration regulations, tourism campaigns, the schools themselves and even the Vancouver Winter Olympics are all a part of the marketing effort.

“I still think, and the government seems to agree with us, there needs to be more investment and more work on establishing a brand, because we aren’t where we need to be,” she said.

The budget also included $13 million for Mitacs Globalink, a Vancouver-based program that matches international research students with schools.

“We’re unique in being able to make sure that students are being put into labs that will be really interesting to them,” said Arvind Gupta, CEO of Mitacs Globalink. “They know that when they come to us that we will have a good project for them.”

The Imagine Education campaign has only been around a short time, so it remains to be seen how it affects recruitment.

Academic, Agents, Business, Canada, Disha Newsletters, India, Newsletter, Politics, Students, V. 13 I. 4.1 - Apr 2013 brand canada, budget, Canada, education, education brand, foreign students, image education in canada, imagine education au canada, international students, provinces, provincial

Man attempts suicide after India education loan denial

April 2, 2013March 11, 2015Canada India Education Council (CIEC)

Source: gulfnews.com

Father consumes poison in bank over refusal of loan for daughter.

THIRUVANATHAPURAM: A middle-age man in Agali in Palakkad district attempted suicide by consuming poison in front of a public sector bank today, apparently to protest the denial of an education loan to his daughter. The man was identified as Rajan and his condition was reported to be critical.

Initial reports said the man had approached several banks over the past few months to arrange an education loan for his daughter to pursue graduation but had been denied the loan by all of them.

The education loan issue has been a sore point for banks and students in Kerala, with students and parents arguing that banks frequently turn a blind eye to education loan applications and banks taking the stance that repayment of education loans can often be problematic.

The issue had caught state-wide attention in 2005 when a girl student, Rajani S. Anand jumped off a multi-storey building in the state capital, stating that she was taking the extreme step because no bank was willing to offer her an education loan. The uproar over the incident prompted the state government to exercise pressure on banks to be more lenient towards advancing student loans.

Academic, Business, Culture, India, Newsletter, Politics, Students denied, protest, second incident, student loan, suicide
MP Shory: Canada does not consider India a poor country

MP Shory: Canada does not consider India a poor country

April 2, 2013March 11, 2015Canada India Education Council (CIEC)

Calgary, AB, April 2, 2013  – “Indians and Canadians of Indian descent should be proud of India’s strong economy, particularly that it is no longer considered a poor developing country,” said Devinder Shory, MP (Calgary Northeast) in response to concerns raised by some that Canada was removing India from the list of countries under the General Preferential Tariff (GPT).

As part of Economic Action Plan 2013 the Canadian Government removed India, along with several other BRIC countries, such as Brazil, China, and Russia from the special tariff deduction list. Countries were placed on this list back in 1974 based on criteria set by the World Bank, and had lower tariffs applied to their exports in a bid to give preferential access to the Canadian market for poor developing countries. The removal from the special tariff deduction list will be effective January 1, 2015.

“Removal from the special tariff deduction list is evidence of how far India has come during this period. Its economy is growing each and every year and this growth has lifted millions of people out of poverty and into long-term prosperity.”

“The good news, said MP Shory, is that Canada and India are currently negotiating a Comprehensive Economic Partnership Agreement (CEPA). Trade between our two countries could reach $15 billion by 2015, and the agreement, once signed, will help to increase trade between our countries.”

“The removal of India from the GPT will encourage both our governments to finish trade agreement negotiations by the end 2013, which is the target set by both our governments. The goal of the negotiations is not only to eliminate or reduce tariffs and non-tariff barriers to trade, but also to increase and improve investment and expansion opportunities for businesses from both countries. Once the trade agreement is signed there will be no discernible impact from removing India from the GPT.”

Academic, Agents, Business, Canada, Culture, Disha Newsletters, India, Newsletter, V. 13 I. 4.1 - Apr 2013 brazil, CEPA, China, economic action plan 2013, India, Indian, russia, World Bank

Colleges should focus on health research

April 1, 2013April 2, 2013Canada India Education Council (CIEC)

Source: The Times Of India

BANGALORE: Our mushrooming higher education institutions are of little help, unless they lay emphasis on quality education, and health institutions focus on community-oriented research, especially malnutrition.

Every year, the government focuses on setting up new professional colleges. Instead, it should give importance to quality education and research, which Karnataka lacks, when compared to other progressive states.

Health institutions should concentrate on public health and community-oriented research. Many children in North Karnataka suffer from malnutrition; research on its eradication will be helpful to society. The institutions could also study ways to bring down infant mortality rate, besides focusing on nutritional aspects for a healthy society.

Research should also be taken up on tropical and sub-tropical diseases, besides water-borne illnesses, dengue and malaria. While western countries have managed to eradicate malaria, it is still prevalent in India, and we are yet to find lasting solutions to such issues.

The government should improve the quality of BSc and MSc courses, and put them on par with international standards. Scientific temper is missing, though we have many facilities and centres like the Indian Institute of Science and NAAC headquarters in Bangalore.

At KLE University, we are giving importance to community-oriented research; even the health secretary of the USA visited our centre to know more about it. Public Health Foundation had approached KLE to undertake research on public health centres, for which Manitoba University from Canada has come forward to help.

The government has also failed to come up with long-term policy. If it focuses on health education, we can think of a bright future ahead.

The person:

Chandrakant Kokate was appointed first vice-chancellor of KLE University in March 2006. He has 40 years of experience in academics, research and administration. He was also vice-chancellor of Kakatiya University and Nagarjuna University. He was a visiting scientist in Germany.

He served as president of the Pharmacy Council of India from 1998 to 2003. He held positions in All India Council for Technical Education, National Assessment and Accreditation Council, University Grants Commissions Committee for Deemed Universities, Defence Research and Development Organisation and Drugs Technical Advisory Board. He has received many national awards and citations, including the Indira Priyadarishini National Award and Best Teacher Award.

Priority:

More emphasis on quality higher education. The quality of BSc and MSc courses should be on par with international standards. Research quality should be improved.

In North Karnataka, many children are suffering from malnutrition. Health research should focus on malnutrition, infant mortality and nutrition for a healthy society.

Quote:

The government should focus on quality higher education instead of quantity higher education. Apart from this, quality research and long-term government policies are needed. Health institutions should give more importance to community-oriented research and also take up malnutrition.

Academic, India, Newsletter, Technology colleges, India, Indian

Surge in foreign students who come to Britain then disappear

April 1, 2013April 2, 2013Canada India Education Council (CIEC)

Source: The Telegraph

Fears over the number of immigrants exploiting the student visa system to enter Britain illegally have been raised by a Telegraph investigation.

More than 100,000 foreign students were suspected of abusing the system to get into the country last year, 20 times the figure of two years ago.

The disclosure raises concerns that tough new rules brought in to clamp down on abuse of the system are being routinely flouted.

Under the regulations introduced in 2009, anyone from outside the European Union coming to study full-time in Britain must be sponsored by a college or university licensed by the UK Border Agency (UKBA). Institutions must also report any concerns to immigration officials.

The new figures, obtained by The Telegraph using freedom of information laws, reveal that the UKBA received 106,698 warnings about foreign students in the academic year 2011/12. This compares with 77,757 the previous year and just 4,795 in the 12 months before that. Over the same period, the total number of foreign students has risen only slightly, from 405,805 in 2009/10 to 435,235 in 2011/12.

This newspaper has also established that some colleges have been able to get around the licensing rules by registering multiple colleges at the same site so they can transfer students between them.

David Davies, the Conservative MP for Monmouth and a former member of the home affairs select committee, said the figures suggested the scale of student visa abuse for the first time. “Colleges are under new obligations to make these reports and they indicate how it is highly likely that large numbers of foreign students have abused the system over many years,” he said.

“Ministers were right to require colleges to report on missing students, despite all the criticism they received for doing so, and colleges were wrong to complain about it. The Government must continue to work hard to stamp out such abuse of British hospitality.”

The UKBA was not able to say what happened to all of the students about whom it was alerted. Last year, the organisation was criticised in an official report for ignoring tens of thousands of such warnings from universities and colleges about foreign students, suggesting that many of them could have remained in the country.

Under the system, colleges, universities and language schools that do not report concerns to the authorities face losing their licence to sponsor students, known as “highly trusted status”.

Since 2009, more than 800 such institutions have lost their licence, according to comparethecourse.com, the only organisation that keeps an updated register.

The Telegraph has established that some of these colleges are able to sidestep this punishment by transferring students to “partner colleges” — often run on the same site, by the same staff — that still have a licence.

Forbes Graduate School (FGS) in Slough, Berkshire, had its licence suspended this February.

The college’s director also runs three other colleges from the same building, with the same staff and courses.

One of the colleges, the London College of Finance and Accounting, is a highly trusted sponsor – the highest level of sponsorship.

Ravinder Kumar, the director and principal of the four colleges, said he operates them in this way so that if one college has its licence suspended or revoked he can move the students to another of his colleges, without them having to apply for a new visa.

He said: “Since FGS had its licence suspended last month we haven’t been able to take any more foreign students. The students that are already enrolled feel insecure because they don’t know what is happening. So we move them to another college to reassure them.

“The UKBA rules are ridiculous. They took the licence because we hadn’t reported to them when our students weren’t attending classes.

“But we follow strictly the guidelines they give us. I agree the UKBA should take action against dummy colleges but genuine colleges should not be given such treatment.”

After the college threatened the UKBA with court action its licence was restored earlier this month.

He said: “When another of our colleges had its licence suspended in 2011 we took it to the High Court, which ordered the UKBA to restore the licence. We don’t believe the rules are fair or practical.”

Aldgate College in Whitechapel, east London, had its licence suspended in August last year.

Haemin Abdul Aziz, its director, is also the director of London Corporate College (LCC), which is a highly trusted sponsor. The colleges occupy the same floor in a building. Mr Aziz said he was seeking legal advice to challenge in court the UKBA’s decision to take its licence.

He said: “At the moment, the students are still formally registered with Aldgate College. But if we lose the court case and our licence is revoked then we will have to transfer the students to LCC.”

The 189,250 warnings about foreign students over three years covered a range of circumstances about which colleges are required to update the UKBA. They included: 70,815 reports of a significant change to a student’s circumstances; 52,309 reports of a university or college having stopped sponsoring a student and 16,839 reports that a student had discontinued their studies. The figure also included 32,423 reports of students failing to enrol on the course within the correct time frame; as well as 1,786 reports that students may have breached the conditions of their leave to remain in the UK. Almost 200,000 student visas were issued in 2011/12 and about 1,800 universities, colleges and language schools are registered as student sponsors.

The student visa system has been hit by a series of controversies in recent months. In August last year, border officials stripped London Metropolitan University of its right to sponsor overseas students. The following month, it emerged that the UKBA had ignored tens of thousands of warnings from universities and colleges about foreign students.

It meant that 23,000 bogus students were allowed to remain in Britain when they should have been sent home. Many have still not been traced. In November last year, it emerged that foreign students were responsible for a backlog of more than 300,000 asylum claims.

Sir Andrew Green, the chairman of MigrationWatch UK, said: “This is astonishing evidence of the sheer scale of abuse of the British education system by foreign students.

“The Home Office must follow up on these warnings and, if necessary, close down institutions that are failing to live up to their responsibilities.

“It’s remarkable that directors whose companies have been stripped of trusted status should be able to dodge checks so easily.

“There must be more focus on those who are behind potential abuse.”

Academic, Agents, India, Newsletter, Students abuse, british, foreign students, regulations, UK Border Agency, visa

School enrolment rate up

April 1, 2013March 11, 2015Canada India Education Council (CIEC)

Source: The Times of India

GURGAON: The dropout rate at primary and upper primary levels in government schools in Haryana is reportedly 1% and 2% respectively while the gross enrolment ratio has considerably improved.

The government has taken steps to ensure that basic facilities including uniform, text books and work books are available to children in the age group of 6-14 years. State education minister Geeta Bhukkal said social mobilization programmes have been started in Mewat district to encourage enrolment and ensure every child in the area goes to school. Programmes such as Jajba-e-Taleem and Dastak-e-Taleem have recently been started in the district, under which members of school management committees, NGOs and eminent citizens conducted door-to-door survey to ensure 100% enrolment of students in schools.

Another programme, ‘Pravesh Utsav’, has also been launched in all the government schools across the state for the enrolment, retention and transition of students for classes I, VI, IX and XI. The target is to bring all children in the age group of 6-18 years in the mainstream of education. The school management committees (SMCs) have been constituted in all the schools in Haryana and funds are being directly transferred to SMCs for decentralization of power and their strengthening.

Bhukkal said all private schools in the state must have certificate of registration as per RTE norms. All such schools have been asked to get themselves recognized and after the implementation of RTE Act, recognition is compulsory for all private schools.

The Haryana State Teachers Selection Board has been established for regular and timely recruitment of teachers. As many as 8,403 junior basic trained (JBT) teachers and 1,910 masters have recently been posted in schools across the state. Recruitment of 9,870 JBT teachers is under underway. Apart from this, rationalization of JBT teachers as per RTE norms has also been done for improving the quality of education as well as maintaining the right student-teacher ratio.

Academic, India, Newsletter, Students enrolment, grade school, high school, increase, India, Indian, student

Changes to 485 visa make it easier for students to stay

April 1, 2013May 13, 2015Canada India Education Council (CIEC)

Source: World News Australia

Under new rules, foreign students who graduate with an Australian bachelor’s degree, masters or doctorate can work for up to four years in Australia upon completion.

International students have greater chances to find employment under the federal government’s changes to the 485 Temporary Graduate visa.

Under the changes to visa subclass 485, which took effect on March 28, foreign students who graduated with an Australian bachelor’s degree, masters or doctorate, can obtain a visa to remain and work in Australia for between two and four years, depending on their degree  — a significant increase on the previous limit of 18 months.

In an already competitive job market, the incentive is to lure high quality overseas students to study in Australia.

“Technically, it’s now much easier for international students to stay in Australia,” said Danny Ong, Multicultural Employment Consultant at Monash University. “But the main concern is that there is now a bigger group of international students competing for work opportunities”.

Remaining in Australia can be a gamble.

“This is a question that international students need to ask: it’s whether I can get a job,” Mr Ong said.

For international students, tuition fees could cost up to $30,000 per year, paid up-front, and application fees can cost almost $2,000.

“A lot of students find it very difficult to deal with parental expectations,” said Mr Ong. And this is affecting the quality of the international student experience.

“They tend to make an association between money and the quality of education. And that influences their interaction with the university,” he said.

Lyndal Partington, careers consultant at the University of NSW, says it is important to learn skills away from the classroom for a holistic education.

“It’s important to help them [international students] develop communication skills, team work skills — soft skills employers look for in graduates,” she said.

“One of the challenges is that they don’t have local work-experience and it’s hard to get their foot in the door. And another challenge is the difference in workplace culture between Australia and their home country,” said Ms Partington.

Under the 485 Temporary Graduate Visa, students can obtain a two-year work visa if they studied in Australia for at least 16 months and have completed either a bachelor’s degree or a masters by course work. Students who completed a masters by research can qualify for a three-year visa, while those who completed a doctorate get four years.

Academic, Disha Newsletters, Newsletter, Students, V. 13 I. 4.1 - Apr 2013 adjustment, Australia, changes, foreign students, reform, student, study, study permits, visa, visa subclass 485, visas, work

Why International Students Should Befriend Professors

April 1, 2013March 11, 2015Canada India Education Council (CIEC)

Source: US News

One Sunday in late August 2007, my college swim coach sat down with me and six of my teammates. Our American peers had been dismissed and we were left, a group of international students representing Sweden, South Africa, Croatia, and France.

“This first week of classes, you have a special assignment,” he said. “After each class you must introduce yourself to your professors. Then you must come up with a question, go to their office hours and ask it. It can be a question you already know the answer to; it doesn’t matter, just go anyway.”

It was the evening before the first day of classes. I was a 19-year-old freshman at Limestone College, a small college in rural South Carolina, and was strongly considering not completing my coach’s seemingly pointless assignment.

Later I realized it was the most important piece of advice anyone gave me during my years in college.

Most college professors share a number of attributes. They enjoy learning, which is why they chose a profession allowing them to read and research. They enjoy being around young people, which is why they chose to work in a college environment. And they, too, have been young at some point.

As an international student you bring to the table knowledge and points of view that can differ widely from those of your American peers. For a professor, usually an expert in his or her given field, this is extremely intellectually stimulating. Professors also, like any teacher, love to share their expertise.

Being able to carry an intelligent conversation with your professor on the subject he or she teaches will therefore elevate you to a level far above that of the average student. Seeking help outside of class doesn’t show that you are unintelligent, but that you are a motivated student.

So when you eventually fall behind, miss a class or fail to hand in an assignment, the relationship you have established with your professor will become invaluable. Your occasional tardiness can always slip by, because you have already proved that you are a good student, right?

U.S. colleges often have dozens of scholarship programs funded by various earmarked endowments, and more often than not professors make up most of the committees selecting the recipients. The hours you spend getting to know your professor may end up being rather lucrative.

And although you probably won’t be thinking about graduate school during your first week of classes, one day you just may, and already knowing whom you can ask for a letter of recommendation will lift a significant weight off of your shoulders.

Last but not least, most professors are genuinely nice and interesting people, which itself is enough reason to reach out to them.

As for me, I ended up doing what my coach told me. It resulted in not only an additional academic scholarship, an academic award, solid grades and a number of grad school recommendations, but also friendships that have lasted to this day.

It all began with an outstretched hand and a “hello.”

Anders Melin, from Sweden, is a former collegiate swimmer for Limestone College and the University of Missouri, where he earned an undergraduate degree in finance. He is now pursuing a master’s degree in journalism at New York University.

Academic, Canada, Culture, India, Newsletter, Students advice, colleges, international students, professors, tips, universities, university

International students enjoy new learning experiences at local high schools

April 1, 2013March 11, 2015Canada India Education Council (CIEC)

Source: Vancouver Sun

Henry Luan came to Vancouver from China in 2011 looking for a western high school experience, and a chance to go to university in Canada.

The Grade 10 student is among thousands of international students who have arrived in the Lower Mainland during the past decade. But many face an immediate and significant challenge — they speak little or no English, which makes it a struggle for them to communicate and fit in.

Many of these students have trouble with course material and often graduate late from high school. The language barrier also makes it harder to get into university, leading to more stress and pressure.

“When I first came here, I was trying to talk to people, but they didn’t understand what I was saying. It was awkward and I felt so bad,” says Luan.

Even after two years at University Hill Secondary School, he still has difficulties today. “You know you [understand] a lot more than you can actually express, and it is frustrating,” he said.

Joanne Park is a Grade 11 student at Earl Marriott Secondary School in Surrey. But if she had remained in Korea, she would already be in Grade 12.

In order to earn enough credits and learn English, Park has had to push her graduation off a year. Still, she is uncertain if this decision will give her a better chance of getting into university. It is even more frustrating because all of her friends will be graduating this year.

There is help available to such students within the school system.

If international students’ English-language skills are inadequate for regular English courses, they are put into English as a Second Language/English Language Learners (ESL/ELL) classes.

In B.C., students need at least 80 course credits to graduate from high school. That creates a problem because students cannot earn credits from ESL classes.

On top of that, in order to graduate, students must also have credits for English 10, 11, and 12, as well as provincial exam marks for English 10 and 12.

“Everyone wants to graduate on time, so they rush through our ELL programs,” explains Gleneagle Secondary’s head counsellor Bindy Johal.

She sees many international students drop English 10 because of failing marks, but that makes graduating on time even harder.

Some try to earn these credits in other ways, such as taking online courses.

Johal doesn’t believe that is a good idea. Online courses lack the “face-to-face” element that is important when learning English, she said.

Iqbal Gill, a counselor at University Hill Secondary, said it is expensive for international students to study in Canada, and parents are unwilling to accept that their children will not graduate on time.

Gill said that students are being sent to Vancouver at younger ages to have more time to learn language skills. But this can be a double-edged sword, since it is harder for younger children to be away from parents, she says.

“There are times when I see (young international students) struggling, and it would be really nice if they could be with their families,” said Gill.

Another challenge is that international students’ proficiency in English also affects their mark in other classes. They understand the concepts behind math and science courses, but the language barrier brings their marks down. This also pulls down their admission average for universities.

Park has had to retake Biology 11 after failing last semester because she did not understand many questions.

International students who want to enter university must also meet specific English requirements. Not only do they have to complete English proficiency entrance exams, they need a minimum grade in their English classes. For example, the University of B.C. sets its admission minimum at 70 per cent for English 11 or 12 courses, while at Simon Fraser University the minimum is 60 per cent.

The ESL courses and outside tutoring that many international students sign up for also take away from time that could be spent on other subjects.

Luan, who is interested in computer sciences, could not take the electives he wanted during his first year because he was enrolled in four ESL classes.

Due to the intense focus on improving their English, many international students also miss out on extra-curricular activities, something that universities look for in admissions.

Park said that because of tutoring sessions, she no longer has time for volunteering or sports.

Faced with these pressures, counsellors say students need to accept that it is going to take extra time to learn the language.

Students should not be pressurized to rush their education, and are welcome to stay longer than usual in high school, said Johal.

Youmy Han is a Grade 12 student at Gleneagle Secondary School

Academic, Canada, India, Newsletter, Students admissions, BC, British Columbia, Canada, colleges, ELL, ESL, foreign, graduation requirements, high schools, international students, language barrier, university, vancouver

Canada gets an ‘A’ in education, but needs to fix links between post-secondary schooling and workforce

March 27, 2013May 3, 2013Canada India Education Council (CIEC)

Source: Canada Newswire

OTTAWA, March 27, 2013 – Canada’s system of education and skills remains one of the best in the world, but needs to do much better at matching what Canadians learn to evolving labour market needs.

Canada ranks second only to Finland among 16 developed countries in The Conference Board of Canada’s Education and Skills report card. As part of its overall “A” grade, Canada earns “A”s on seven of 20 indicators – including the second-highest rate of high school completion, and the top rate of college completion.

“Canada gives its students a first-rate education at the primary and secondary levels,” said Daniel Muzyka, President and CEO, The Conference Board of Canada. “Our priority must be to build on this strong foundation to make Canada more innovative, competitive, and dynamic.”

“A pressing need is to strengthen the links between high school and the post-secondary system. Within the post-secondary system, we must improve coordination among offerings, thereby creating better pathways to workplaces, jobs and careers. And Canadian employers need to step forward with increased resources for education and retraining of their workers.”

 

HIGHLIGHTS
  • Canada delivers a high-quality education to people between the ages of 5 and 19 with modest spending compared to its peers.
  • Only 21 per cent of Canada’s university graduates are in science, math, computer science and engineering, the third consecutive year that this share has declined.
  • The gender gap in education has reversed: only 83 men graduate from Canadian universities and colleges for every 100 women.
  • Canada’s current educational approach is inadequate for many people who, for one reason or another, have not acquired skills in traditional school settings.

 

Canada’s university completion rate is a “B” grade. In the United States, which gets an “A” grade on this indicator, people may be more motivated to compete university because of the high returns on their university investments.

Canadian university graduates get a comparatively lower payback for their educational investment, according to two new indicators. Canada gets a “B” for return on investment in post-secondary education (women), and “C” for return on investment in post-secondary education (men). On another new indicator, Canada has relatively significant gender gap in tertiary education – for every 100 women who graduate from universities and colleges, only 83 men do so.

And Canada continues to get a “C” grade for percentage of university graduates in science, math, computer science and engineering, and a “D” in the number of PhD graduates.

“Even though the number of PhD graduates has grown by three per cent annually over the past decade, we are still second-to-last among our peers on the PhD graduate rate, and our share of graduates in math, science, computer science and engineering is declining,” said Muzyka.

The Conference Board of Canada is launching a Centre on Skills and Post-Secondary Education to investigate how Canada can meet its rising skills needs through broad changes to its post-secondary system.

Canada earns an “A” grade on two other new indicators to the report card:

  • the difference in reading test scores between 15-year old students in the most and least disadvantaged schools; and
  • equity in learning outcomes in reading between Canadian-born students (who speak the language of the test at home)  and the children of immigrants (who do not speak the language of the test at home).

The final two new indicators are the foreign student index, where Canada gets a “B” grade; and adult participation in non-formal job-related education, where Canada gets a “C” grade and ranks 10th of 15 countries.

This relatively low grade on non-formal job-related training illustrates how Canada lags in workplace skills training and lifelong education. Canadian employers’ investments in workplace training programs lag far behind European and U.S. competitors, and only a very small percentage of what they do invest—less than two per cent—goes to basic literacy skills.

How Canada Performs is a multi-year research program at The Conference Board of Canada to help leaders identify relative strengths and weaknesses in Canada’s socio-economic performance. The How Canada Performs website presents data and analysis on Canada’s performance compared to 16 peer countries in six performance categories: Economy, Innovation, Environment, Education and Skills, Health, and Society.

Academic, Canada, Disha Newsletters, Newsletter, Politics, Students, V. 13 I. 4.1 - Apr 2013 canadian, education, grades, success

Attract the best students? Canada won’t even buy a glass of water

March 27, 2013April 22, 2015Canada India Education Council (CIEC)

The Harper government boasts that foreign students brought $8-billion into the Canadian economy in 2010. When you consider what’s at stake, and the federal government’s goal to double the international student intake by 2022, it borders on the absurd to think that in promoting Canadian education abroad, the Canadian government is short of funds to serve a glass of water.

Such is the way Canada frequently presents itself as an international student recruiter.

This was on display recently when the Department of Foreign Affairs and International Trade held a major Canadian education promotion event in Lagos, Nigeria, in January.

In a venue where the air conditioning is hit and miss, it not only wouldn’t provide any food for the university and college representatives who paid thousands of dollars and came all the way from Canada – it said it couldn’t even provide water. It was deemed to be “not in the budget” by DFAIT officials in Nigeria to offer to the parched representatives.

“Put it in the feedback form,” was the best advice and the closest thing offered as relief by junior staffers in Lagos, according to one of my colleagues who attended.

Is a glass of water really a big deal?

It is a canary-in the-coal-mine example of how far Canada has to go to achieve the kind of brand consistency and recognition that befits the magnitude of the opportunity Canada has before it.

When the British Council blows through town promoting Education UK, you know it – advertisements, aggressive school outreach programs, and first-class event venues proclaiming ‘brand Britannia.’

The U.S. State Department regularly sponsors significant cultural and other outreach programs to raise the profile of American culture and education in countries around the globe – often bringing in top artistic and academic talent to work with local high school students.

Juxtapose the February 2013 DFAIT press release trumpeting the success of International Trade Minister Edward Fast’s trade mission to Africa. The minister crossed paths with the Canadian education events on at least one occasion in Nigeria, yet made absolutely no mention of the education outreach events at all. This is the norm for how poorly Canada coordinates its efforts. When we consider that Canada spends a tiny fraction of what its competitors do on promotions, making the most out of a little is critical.

Canada has an excellent global brand, but fails to take advantage of this by attracting enough quality students to its world-class public universities (most of Canada’s recent self-proclaimed foreign-student recruitment success is a result of mediocre students filling classrooms in colleges or in foundation pre-university programs).

Canada’s international student recruitment is akin to Apple computers circa 1990 – a superior product but inferior marketing and hence a miniscule market share (if only Canada had a Steve Jobs to market the Maple Leaf abroad!)

Some relief could be in sight: Last week’s federal budget did pledge additional funds to recruiting international students. Yet the 2011 budget made a similar pledge – of $10-million spread over two years – and there was little evidence of this spending visible abroad. And these funds are miniscule compared to those being spent by our competitors, especially Britain and the United States.

If the doubling of international student numbers is achieved in Canada by 2022, it means an estimated $18-billion contribution to the Canadian economy in that year alone. That’s a big-picture, big-ideas scenario, not one allowing room for the sort of execution that does not provide a glass of water to its participants.

Yet that moment was not an exception. One weekend this winter, when Canada was holding another such no-frills education fair in Nairobi, Kenya, the U.S. State Department flew in top Broadway performers hold a glamorous concert, featuring Academy and Grammy award winners spending the better part of a week working with local high-school musical talents and spreading word about their EducationUSA brand.

Americans have been hugely successful in international student recruitment for generations – and, no doubt, they had plenty of water available during their performance.

Mel Broitman is managing director of the Canadian University Application Centre and the editor of Overseas, Overwhelmed, where this article first appeared

Academic, Canada, India, Newsletter, Politics brand canada, budget, Canada, department of foreign affairs, foreign students, government, international students, stephen harper

EU courts foreign students with new visa rules

March 27, 2013May 13, 2015Canada India Education Council (CIEC)

Source: Deutsche Welle

EU countries make it too difficult for foreign students and scientists to come to European universities. The EU Commission wants to change visa processes and entry requirements – yet deeper problems remain.

José Manuel Barroso, President of the EU Commission, had just informed journalists about a Cyprus bailout plan when a young student from Benin, a small country in western Africa, walked up to the microphone.

Bellarminus Kakpovi is currently studying political communications in Belgium’s capital. His path to a European university was not an easy one.

“I had to wait for my Belgian visa for more than three months,” he said. “Students who wanted to go to France had their visas after two weeks. I don’t understand [why] there are such different rules in the EU.”

The student is in fact the invited guest of Cecilia Malmström, EU Commissioner for Home Affairs. Befor Malmström spoke, she allowed the student from Africa to take the floor and talk about his experience with European bureaucracy. Malmström is now introducing a program for improved conditions for students from non-EU countries.

Member state difficulties

Every year, more than 200,000 students and researchers from non-EU countries come to Europe to study. But the visa application process differs from one EU-member state to the next. Each country has its own rules about allowing foreign students and scientists to come to that nation’s universities. Transferring from one member-state to another can be difficult as well.

The EU Commission wants to make the European Union even more desirable as a center for higher education, on par with the US and Australia. To that end, the Commission aims to standardize entry requirements and improve conditions for young academics. In the future, member states should handle visa applications in no more than 60 days, the Commission says. Transfers between universities in different member-states should be easier, and students should be allowed to work at least 20 hours a week.

More measures are necessary

Ulrich Grothus at the German Academic Exchange Service (DAAD) also believes that Europe still has to become more attractive for students from non-EU countries. He sees other issues besides entry requirements and visas, though.

“The demand for English-language graduate programs is much higher than the supply in Germany,” he told DW.

Furthermore, foreign diplomas allowing students to apply for university need to be looked at individually, and not by country, he says, to see whether they should be recognized by EU-countries. “With a high school diploma, an American can apply to some of the best universities in the world in her home country. But it doesn’t qualify her to study in Germany,” Grothus said.

He’s in favor of an exam to individually test foreign university applicants. But different educational systems in EU member states, it will be hard to find an EU-wide testing standard.

Step in the right direction

Sandra Haseloff, head of the division for scientific cooperation at the Alexander von Humboldt-Foundation, sees the EU’s new suggestions as an important step. “I think and hope that things will be easier. That goes for the handling time of visa applications as well as for the inner-European mobility for students – for example, when they’re in an international PhD program.”

Haseloff thinks that working 20 hours a week while being a full-time student is quite a lot. German law allows foreign students to work 120 full days – or 240 half-days – a year. That includes internships, even unpaid ones. At the EU level, however, there are no such laws.

The European Parliament and the European Council will now discuss the propositions put forth by Commissioner Malmström. The Commission hopes the new laws will come into effect as early as 2016.

And while that may not help Bellarminus Kakpovi from Benin, who will most likely have graduated and received his Belgian diploma by then, it may help students like him.

Academic, India, Newsletter, Politics, Students EU, foreign students, international students, study visas, work visa, work visas

Education can help India’s economy: PM

March 23, 2013May 3, 2013Canada India Education Council (CIEC)

Source: India Blooms

Malda, West Bengal, Mar 16 (IBNS) Prime Minister Manmohan Singh on Saturday said without qualitative education India will not be able to maintain its economic growth rate.

“The truth is that without education we will not be able to propel the growth of our economy. Our UPA (United Progressive Alliance) government understands this well. That’s why we have to focus on education,” Singh said in his address at the foundation-laying ceremony of the Ghani Khan Choudhury Institute of Engineering and Technology in West Bengal’s Malda district.

“To fulfill India’s growing economic requirements our UPA government has given special attention to the education sector,” he said.

“Public expenditure on education have been increased from 3.3 percent to 4 percent of GDP we have. We have many new institutes for higher education, including 16 Central Universities, 7 Indian Institutes of Management (IIMs), 8 Indian Institutes of Technology (IITs), 10 National Institutes of Technology (NITs) and 5 Indian Institutes of Science Education and Research (IISERs).

“We launched the National Skill Development in the 12th Plan that aims to create 5 million skilled people,” Singh said.

The PM said India needs to focus on quality of higher education.

“In higher education, we are paying little attention to quality,” he said.

Academic, Business, Disha Newsletters, India, Newsletter, V. 13 I. 3.2 - Mar 2013 economy, education, education sector, Malda, West Bengal

Canada keen on collaborative projects in India

March 23, 2013May 3, 2013Canada India Education Council (CIEC)

Source: The Economic Times

KOLKATA: Canada is keen on investing in joint projects with India especially in tourism, agriculture, IT and education sectors.

At a meeting with a multi-sectoral gathering organised by Indian Chamber of Commerce (ICC) here today, a delegation of Commonwealth Parliamentary Association (CPA), which included some senators and MPs of Canadian Parliament, said the size of trade between the two countries had grown to 5.2 billion dollars last year from 1.75 billion dollars in 2010.

“By 2015, this (trade between the two countries) is expected to touch 15 billion dollars, a target set by the Canadian Prime Minister,” Russel Hiebert, MP, said.

There was immense scope of widening ties in education and agriculture sectors between India and Canada, he said.

The opportunity in education sector lay in the fact that in India 500 million people are under 25 years of age and to cope up with the added demand of quality education it needs another 1,000 universities for which the two countries could collaborate.

There was scope of partnership between the two countries in the agriculture sector as 24 per cent of pulses consumed in India are grown in Canada.

Canada, he said, would like to offer technological collaboration in the area of exploration natural gas for which India has got abundant resources.

Academic, Business, Canada, Culture, Disha Newsletters, India, Newsletter, Politics, Students, Technology, V. 13 I. 3.2 - Mar 2013 agriculture, Canada, education, income, India, investment, IT, kolkata, parliament, tourism, trade

The little chart that will change your life

March 19, 2013March 27, 2013Canada India Education Council (CIEC)

Source: Chatelaine

By Stephen R. Covey, PhD, author of The 7 Habits of Highly Effective People.

Feel overwhelmed by your ever-expanding to-do list? We went to world-renowned productivity guru Stephen R. Covey to find out how you can master your universe.

ImportantQ1: NECESSITY
Crises
Emergency meetings
Last-minute deadlines
Pressing problems
Unforeseen challenges
Q2: EXTRAORDINARY RESULTS
Proactive work
High-impact goals
Creative thinking
Planning
Prevention
Relationship building
Learning and renewal
Not importantQ3: DISTRACTION
Needless interruptions
Unnecessary reports
Irrelevant meetings
Other people's minor issues
Unimportant emails, tasks, phone calls, status posts, etc.
Q4: WASTE
Trivial work
Avoidance activities
Excessive relaxation, television, gaming, internet
Time-wasters
Gossip
UrgentNot Urgent

DOES THIS DESCRIBE YOUR LIFE?

No time for exercise in the morning. Mainline coffee. Dive into your email and spend all day answering other people’s questions. This ‘work’ piles up, so you can’t take time for lunch. Work late and go home exhausted to an equally exhausted family. You’re so wired you can’t sleep, so you burn up the night surfing the internet or watching TV. The next day, it starts over. Although you’re incredibly tired and busy, you never feel like you’re accomplishing anything meaningful. Our lives are made up of activities that are more or less important and more or less urgent. That means everything we do falls into one of these four quadrants—and learning which one to occupy can make all the difference.

QUADRANT 1: Necessity
Quadrant 1 tasks are urgent and important. These are the things that come at you that you need to take care of now. That’s why it’s called the Quadrant of Necessity. An angry client is on the phone, a friend has a heart attack, the printer breaks down at the office.

People who live primarily in Q1 are urgency addicts. The gateway to the mind is cluttered with critical priorities that demand attention, now!

QUADRANT 3: Distraction

Quadrant 3 pursuits are urgent but not important. Many people spend a lot of time in Q3 thinking they’re in Q1. Really, they’re just reacting to other people’s little crises: phone calls, email, text messages, routine but empty meetings, people dropping by—all these can deceive them into thinking they’re getting things done, but really they’re just spinning their wheels. Meanwhile, truly important priorities fall off the agenda.

Q3 people are also urgency addicts. This space has always been the true enemy of productivity—and even more so now, thanks to the technological tsunami that swamps us daily.

QUADRANT 4: Waste

Quadrant 4 activities are neither urgent nor important. We call this the Quadrant of Waste because literally nothing gets productive gets done. People who live in Q4 watch too much TV, spend hours and hours playing video games, surf the internet into the early hours, or load trivial updates onto Facebook all day.

The human brain that hovers constantly over distractions on electronic screens is a Q4 brain. It does what prizewinning author William Powers, in his book Hamlet’s Blackberry: A Practical Philosophy for Building a Good Life in the Digital Age, calls “the digital dance… zipping from email to email to text to Web page to buzzing mobile and back again.”

There’s everything right with relaxing and having fun as long as it’s not excessive and motivated by a desire to evade important priorities. There’s everything wrong with burning out and burning up your time with mindless entertainment.

QUADRANT 2: Extraordinary Results

Quadrant 2 tasks are important but not urgent. This is the Quadrant of Extraordinary Results because here you take charge of your own life and create your own great future. Q2 people do the thoughtful, creative, proactive work that changes the world. They plan, they prepare, they prevent crises. They learn, they create, they build relationships. They continually renew their energy levels so they don’t burn out. They do the things everyone knows are important but few seem to get to.

THE 10-MINUTE TRICK

The return on your investment in Q2 is always more than the time and energy you put into it. Ten minutes to plan your day can make the other 23 hours and 50 minutes much more productive. A quick read of the latest journal in your field can put you far ahead of others in a meeting. And an afternoon’s outing with your child can help build a lifelong bond.

How does it feel to live in Q2? Some of the words we’ve heard: “Fulfilled, at peace, energized, in control.” People who live in Q2 habitually put first things first in their lives. They do most of the truly productive work. They transcend the ordinary and live extraordinary lives. They don’t just get things done, they get the right things done.

HOW TO PUT FIRST THINGS FIRST

Get out of Q3 and Q4 entirely. No one should have to live a life of distraction or despair.

Visit Q1 only when you must. Too much time in Q1 burns you out because it’s mostly managing crises you could prevent if you spent more time in Q2. Move to Q2—permanently!

We started by describing  a typical day in a life outside Q2. So what’s a Q2 day like?

You get a little exercise in the morning, maybe a refreshing walk. Eat a sensible breakfast. On the job, you tackle the most important things first, the things that will make the most difference over time, instead of getting buried in a pile of email. Lunch with real people instead of your laptop so you feed the relationships you value. After work you reconnect with your loved ones. Watch some fun TV or play a game. And all this time you’re working towards goals that have real meaning for you.

Think about the consequences of neglecting Q2, as so many are doing more and more in this distracted age. In the end, if you haven’t chosen to live in Q2, it won’t matter with other quadrants you choose to live in.

At the age of 26, within the space of what is called his “miracle year,” Albert Einstein published three scientific papers that transformed our understanding of the universe. Some of his ideas arose during long hours of what most people would call daydreaming, in which he did his “thought experiments.” He knew that riding up in an elevator makes you heavier—what would happen, he asked, if the elevator were to accelerate infinitely? Would you become infinitely heavy? He thought about traveling on a light ray. He wondered what matter really is and why there is energy in the universe. What would a 26-year-old Einstein be doing if he lived in our noisy, attention-deficit 21st century? Would he be dreaming about what it be like to ride on a beam of light? Or would he be updating his Facebook status for the 30th time today?

Stephen R. Covey is a leadership and organizational expert. For more great ideas, go to the5choices.com.

Academic, Agents, Business, Culture, Job Market, Newsletter, Students chart, productivity, Stephen R Covey, time management, tips

Academic & Corporate Memberships Now Open at CIEC

March 15, 2013March 27, 2020Canada India Education Council (CIEC)

Academic relations between Canada and India are at an all time high and yet education linkages remain well below potential. This is despite the trailblazing work being done against the backdrop of cordial relations between our two countries; the size and growing importance of the Indian ‘Diaspora’ in Canada and significant efforts devoted in recent years to strengthening academic linkages in this exciting sector.  After observing India’s keen interest in reaching out ‘Internationally’ and the capacity gap ‘widening’, Canada India Education Council (CIEC) was founded in 2010 by bringing together 15 academic & non-academic organizations in Canada.

Since our creation, CIEC has gradually evolved into a valuable bridge between Canada & India and is poised to soon become the “go to” organization for Canada-India academic relations. CIEC is one of only a few organizations offering critical ‘on the ground’ presence in both countries and helps Institutions position themselves advantageously in an increasingly competitive environment.  CIEC combines corporate governance with the benefits of a public-private partnership balanced with an entrepreneurial methodology to remain independent and yet be financially sustainable.

CIEC has invested countless hours and resources in paving the way for academics, organizations, governments and other stakeholders to collectively work with each other and have helped lay the foundation for smooth academic relationships and exchanges.  We are proud of our accomplishments in this short span but also realize that we have only just begun to scratch the surface.  Besides planning delegations, organizing missions (recruiting & otherwise) and hosting our flagship annual ‘Synergy’ Conference for over 6 years, there remains much more to do and many opportunities to be seized.

As CIEC opens its Membership ranks to Institutions across Canada and India we invite select Colleges | Universities and interested Corporations to join us as we enhance ties and create opportunities for academic institutions and learners from both countries.  Members will have an opportunity to network with each other and showcase themselves and their institutions in this vibrant and burgeoning Canada-India education corridor.

Your CIEC Membership will also serve as yet another way to profile your Institutions programs, commitments and initiatives in this vibrant ‘corridor’ and with thought provoking discussions led by experts from both countries via our weekly newsletter (reaching over 19,000 academics and thought leaders from both countries), members can highlight recent developments, new programs, dialogue on emerging opportunities, stimulate thought and discuss new initiatives and ideas.  CIEC’s highly penetrative and potent network reaches academic champions from both countries, high level government representatives and policy makers besides key Canadian & Indian Colleges and Universities.

Being mindful of shrinking budgets, CIEC’s ‘Membership fee’ is a nominal $200/month which we hope will allow for broader participation and create a greater value proposition for Members.

CIEC members will enjoy*:

•    ‘Rep’ office(s) in India and Canada
•    Tile or logo (clickable link) & a banner on CIEC’s website (if available) in Media campaigns in both countries
•    Access to CARE (Canadian Academic Advisors Representing Excellence) – CIEC’s exclusive ‘Agent’ Membership category
•    Discounted Registration fee at CIEC signature events (Annual Synergy Networking Conference in Canada & on delegations to India)
•    One-call telephone number for Members & ‘On the ground’ presence in both countries
•    Access to CIEC’s vast and expanding corporate and academic network
•    Access to market intelligence and identifying leads in ‘market development’
•    Advice on logistics and support in planning visits and meetings in either country

*For a full list of membership benefits, please visit: http://canadaindiaeducation.com/members/benefits/

CIEC invites you to join us as we work together to create a win-win situation and by building on past successes, we look forward to a promising future.  The budget friendly Membership fee of $100/month will not only demonstrate your interest in reaching out to key academic leaders from other institutions but also afford access to exclusive ‘Member only’ events and enable hosting visiting delegations on your campus.

CIEC is a bi-national, bi-partisan, independent, event-driven, membership-based organization established to operate exclusively in the ‘Canada India education corridor’, enhance ties and create opportunities for academic institutions and learners from both countries.

To become a Member and be counted as a leader and be visible in this dynamic and growing sector, click here to get started.  We look forward to working with you.

Kind regards,
imgPierre                                                imgRoseann

Hon. Pierre S Pettigrew, PC                                   Prof Roseann O’Reilly Runte, President & Vice Chancellor,
Chair-CIEC                                                             Carleton University
                                                                                       Academic Advisor-CIEC

Academic, Agents, Business, Canada, CIEC News, Disha Newsletters, India, Newsletter, V. 13 I. 3.2 - Mar 2013, V. 13 I. 4.1 - Apr 2013 accepting, application, benefits, CIEC, memberships, open

India-Canada Conference on Distance Learning

March 15, 2013May 3, 2013Canada India Education Council (CIEC)

Source: Connect – Canada in India

Representatives from Canada’s Athabasca University and the University of British Columbia and participants from across India shared perspectives on the developing field of distance learning at an India-Canada International Conference on Open and Flexible Distance Learning, from February 20-22, at the Shreemati Nathibai Damodar Thackersey (SNDT) Women’s University, Mumbai, University Grants Commission Area Studies’ Centre for Canadian Studies. Maharashtra Governor K. Sankaranarayana, and Rajesh Tope, Maharashtra’s Minister of Higher and Technical education, opened the conference which included a roundtable on Higher Education in Canada.

Academic, Agents, Canada, Disha Newsletters, India, Newsletter, Students, V. 13 I. 3.2 - Mar 2013 Athabasca University, Canada, India, india-canada international conference on opena nd flexible distance learning, Maharashtra, Mumbai, Shreemati Nthibi Damodar Thackersey Women's University, SNDT women's university, UBC, University Grants COmmission Area Studies' centre for canadian studies, university of british columbia

Canadian business students visit India

March 15, 2013Canada India Education Council (CIEC)

Source: Connect – Canada In India

Executive MBA students from Canada’s Richard Ivey School of Business (Western University) recently visited India to study business opportunities for Canadian companies. With a mission “to prepare leaders who think globally, act strategically and contribute to the communities in which they operate,” the International Business Trip to India enabled the students to gain an appreciation for what it takes to do business in India, to work with Indian managers and to compete with Indian companies. This experience enabled the participants to put into practice the themes of their third semester which include; “Crossing Borders”, “International Investments”, “Collaborative Strategies” and “Looking Ahead Globally.”

Academic, Business, Canada, India, Newsletter, Students business, Canada, India, richard ivey school of business, students, University of Western Ontario, UWO, Western University, WU

GMAT Mobility Patterns Reveal Global Talent Flows, Program Diversity

March 6, 2013Canada India Education Council (CIEC)

2013-geo-trends-map

RESTON, Virginia (February 27, 2013)—Graduate management education is becoming more global and more diverse, as a broader range of global applicants are sending their GMAT scores to different types of programs in different parts of the world, according to a trio of student mobility trend reports out today from the Graduate Management Admission Council.

“Test takers today have an increasing number of study opportunities with quality schools emerging all across the world, and more types of graduate level programs to consider,” said Alex Chisholm, GMAC director of statistical analysis. “Test takers sent scores to a record 5,281 programs in 2012, up 21 percent from 2008, reflecting growing interest in a variety of programs and study destinations.”

A record 286,529 GMAT exams were administered in testing year 2012 (ending June 30, 2012), with 831,337 score reports sent to MBA and other types of graduate management programs, according to the GMAC World Geographic Trend Report, which is being released along with the European Geographic Trend Report and the Asian Geographic Trend Report.

The record volume partially reflects increased interest in the GMAT exam with the addition of the Integrated Reasoning section on June 5, 2012. Historically, test volume rises just before changes are made to a standardized exam as test takers opt for a familiar format at the transition. GMAC administers the Graduate Management Admission Test, used in graduate business and management programs worldwide.

Within the latest numbers are signs of increasing diversity. Key trends:

  • GMAT testing outside of the United States continues to grow quickly, with tests taken by non-US citizens rising 19 percent from 2011 to 2012 and representing 59 percent of global GMAT volume.
  • More test takers are sending their GMAT scores to specialized master’s degrees in business, such as master of accountancy, finance and management. In 2012, 29 percent of all scores were sent to specialized masters programs, up from 17 percent in 2008.
  • The percentage of exams taken by women hit 43 percent in 2012—a record for the third straight year. Women made up the majority of test takers for citizen groups in China, Taiwan, Thailand, Vietnam, and Russia.
  • More younger people are taking the exam, as the percentage of tests taken by those younger than 25 was 47 percent in 2012, up from 38 percent in 2008. More than half the Asian and European citizens taking the GMAT exam were under 25.
  • GMAT testing in the United States picked up slightly in 2012 after falling from recessionary highs recorded in 2009. The percentage of US test takers sending their scores to US schools remains a world-leading 98 percent. The US remains the top score-sending destination, with 76 percent of score reports sent to the US.

With 58,196 exams taken in 2012, Chinese test takers are the second-largest citizenship group after the US and represent 20 percent of global testing.  The proportion of scores Chinese citizens sent to the US was up slightly (78 percent in 2012, compared with 77 percent in 2008) as their interest in specialized master’s programs has increased — from 43 percent of scores sent in 2008 to 64 percent in 2012.

Indian citizens, the third-largest citizenship group, took 30,213 GMAT exams in 2012, and test takers are sending a higher percentage of scores to programs in India, the United Kingdom, Singapore, France and Canada.

European citizens sat for 24,847 GMAT exams in 2012, up 26 percent from 2008, and they sent more than 60 percent of their scores to programs in Europe, the highest level ever. Citizens of Germany, France, Russia, Italy and the UK together sat for more than half the region’s exams in 2012.

The World, Asian, and European Geographic Trend Reports are available at gmac.com/geographictrends.

Academic, Agents, Business, Canada, Culture, India, Newsletter, Politics global, GMAT, international students, trends

Posts navigation

← Older posts
Newer posts →

Translate this Website

Latest News

My Tweets

Join Us On Social Media

  • Facebook
  • Instagram
  • LinkedIn
  • Twitter
  • YouTube

Owned and operated by the International Center for Education Inc.

Copyright © 2025 Canada India Education Council. All rights reserved. Theme: Radiate by ThemeGrill. Powered by WordPress.