pratiyogita darpan magazine

EDUCATION
SCHOLARSHIPS Villgro Fellowship Villgro Fellowship provides professionals an opportunity
 to get started and work closely with social entrepreneurs. It also provides a leadership
 training programme that exposes Fellows to thought leaders, entrepreneurs and academics.
 The eligibility to apply for the fellowship is—at least 3 years of professional
experience with passion and commitment to create social impact. The application is to be
 filled online. The prizes and rewards include an opportunity to work with a social
 entrepreneur, travelling, monthly stipend, accommodation, etc. The deadline to apply for
 the fellowship is April 20, 2015. Fellowship details are posted on website http://villgro
.org/the-fellowship  Fulbright fellowship The United States-India Educational Foundation
(USIEF) is conducting an annual competition for availing Fulbright-Nehru and other
Fulbright fellowships. The Fulbright programme offers opportunities in the United States
that enrich fellows academic, research, teaching and professional capacity. The US-India
bilateral Fulbright agreement has resulted in a significant increase in the number of
scholarships awarded each year. Outstanding Indian students, academics, teachers,
policy-planners, administrators and professionals are encouraged to apply. USIEF expects
 to offer approximately 90 Fulbright-Nehru Fellowships to Indian applicants in 2016.
Fellowship details are posted on the USIEF website http://www.usieforgin Deadline for
 filling the application is July 1, 2015. Applicants can also contact the USIEF offices in
 New Delhi, Chennai, Hyderabad, Kolkata or Mumbai for more information.
EDUCATION NEWS President calls upon educational institutions to adopt five villages
Honble President Mr. Pranab Mukherjee suggested that all academic institutions should
 adopt at least five villages and leverage all academic and other resources to offer
solutions to their problems and develop them as model villages. Delivering the convocation
 address at the Panjab University, Chandigarh on March 14, 2015, Mr. Mukherjee said that
 since the persuasive power of a university
extends beyond the classroom and teaching, it can act as a role model to usher in
socio-economic development. He said that with the Centre launching the Swachh Bharat
 Mission, aimed at a Clean India by 2019; the Digital India programme to usher in a
 digitally-empowered knowledge society; and the Saansad Adarsh Gram Yojana (SAGY) to
create model villages through their holistic development, institutions of higher education
 can play a critical role. Noting that a countrys ascent is determined to a large extent
 by human capital, Mr. Mukherjee said that Indias institutions must fire the power of
 imagination of their students. It calls for mentoring the innovative ideas to design
viable products. For this, he said, the development of an innovation value-chain was
 needed and higher learning institutions, due to their multiple linkages, could propel
this ecosystem. Many Central institutions had started Innovation clubs to spur an
 innovation culture and translate inclusion in innovation into a workable framework,
he said. The President also noted how the Panjab University has educated generations of
students, many of whom have risen to occupy eminent positions such as former Prime Minister
 Dr. Manmohan Singh and Nobel laureate Har Gobind Khorana. He also lauded the university
for being the highest-ranked Indian institution in the Times Higher Education Survey
 2014-15. Mr. Mukherjee also spoke about how rising costs of higher education and changing
 profile of education seekers, aided by technology, have led to proliferation of Massive
Open Online Courses (MOOCs). He noted that blended MOOCs in which online instruction was
supplemented by periodic classroom interaction could be used for expanding the reach of
education. During the convocation, Mr. Mukherjee also conferred eminent agriculture
 scientist Dr. M.S. Swaminathan with Doctorate of Science; Nobel laureate Mr. Kailash
 Satyarthi with Doctorate of Law; and internationally acclaimed mathematician Mr. Manjul
 Bhargava with Doctorate of Science. Besides this, he presented noted lyricist Mr. Gulzar
 with the first Sahitya Rattan honour of the Panjab University; and ophthalmologist Dr.
 Amod Gupta with Gyan Rattan Award.
DU sees steady rise in number of foreign students Delhi University has seen a steady rise,
 of late, in the number of foreign Students, especially women candidates, enrolling for
 courses under it. According to data available with DUs Foreign Student Registration
Office (FSRO), while 1,007 students from abroad had enrolled in various courses in the
2012-13 session, that number increased to 1,184 in 2014-15. In 2011-12, 952 foreign
 students had enrolled in DU. The number of women students has increased to 546 in the
current academic session from 492. The number of women students who took admission in
2011-12 was 434. According to Ms. Amrit Kaur Basra, head of FSRO, DU gets mute students
 from the South Asian and South East Asian countries while there are a few coming in from
 the Middle Eastern, European and African countries too. In the current session, among the
 South Asian and South East Asian countries, there are 311 students from Nepal, 55 from
Afghanistan, 36 from Maldives, 23 from Sri Lanka, 23 from Vietnam, 22 from Bhutan, 10 from
 Bangladesh, and seven from Indonesia. There is also a steady inflow of foreign students
to DU from the Middle Eastern, European and African countries like Iran (11), Iraq (7),
 -Nigeria (11), Congo (10), Zimbabwe (10) and Somalia (2). Ms. Basra said that the quality
 of education and low cost of living were the primary reasons behind the increase in the
number of foreign students. DU has 5 percent seats reserved for foreign students in all
its undergraduate, post-graduate and research programmes under the supernumerary quota.
 As per university rules, the seats under the quota are not transferable to other
 categories in case of fewer applications from foreign students. The varsity has an
International Hostel for male and female foreign students and there is also a separate
 bus service for them to ensure that they can travel safely to their respective colleges.
 DU to launch North East India Studies Programme With an aim at encouraging research
 scholars to study various aspects of North East India, Delhi University is soon going to
launch a North East India Studies Programme (NEISP). The research programme, which will
 be a fully-funded one, is likely to be started from the next academic session.



Mr. Kamei Aphun, Convenor of NEISP said that though concerns had been raised in the past
 about various issues of North Eastern States, there was not enough understanding about
 the areas and the people, not just among laymen, but also intellectuals. Also, there is
a lack of research. Hence, this programme has been developed. A five-member committee is
established in the department to take care of that. With the North Eastern studies finding
 a bigger space in DUs curriculum, the varsity is also planning to include syllabi on
 North East studies in its MA and MPhil programmes offered by the Department of Sociology.
 In 1970, a module called Area Study Programme was introduced by Delhi University under
which North East was offered as one of the areas. However, due to some reasons it was
 discontinued after 7-8 years. In 2011, a proposal was placed to revive the programme.
 According to Mr. Aphun, this programme will accelerate Social Science research and
learning and promote studying other culture. The department is known for comparative
studies of different societies and, therefore, this initiative would help gain holistic
 understanding of the Indian society. However, it would run under the department and the
larger vision is to bridge the gap between the region and the rest of the country, he
 added. The varsity has also established a think tank featuring academics from JNUJMI,
North Eastern Hill University (NEHU), Tata Institute of Social Sciences (Guwahati),
 media professionals, Delhi Police and representatives from the DONER (Development of
North Eastern Region) Ministry and NEC (North Eastern Council) to deliberate upon the
issues pertaining to the North East. Yenepoya University launches PG Diploma course in
Forensic Anthropology Department of Forensic Medicine and Toxicology of Yenepoya
University, Mangaluru has launched a PG diploma course in Forensic Anthropology. The
course of one-year duration that started with an international continuing medical
 education programme—the Skeleton Speaks—has already attracted 12 students and has been
 launched with assistance from the Equipo Argentino de Antropologia Forense (Argentine
Forensic Anthropology Team). Dr. C.V. Raghuveer, Registrar, Yenepoya University said that
 Forensic Anthropology has been one of the specialties in the area of forensic science
that has developed during the last three-decades. Role of Forensic Anthropology has been
 central specially in investigating cases of massive violence, exhuming
complex mass graves, analysing large number of commingle remains and leading the
 identification process and integrating the results with specialists. Dr. Louis
 Fondebrider, President, EAAF said that the move to start PG diploma course at the
university would pave the way for interchange of ideas with local professional experts
in the field of forensic medicine and pave the way for development of Forensic
 Anthropology as an academic subject and an area of expertise. EAAF has projects in Mexico,
 the US, Central America, South Africa, Kenya, Nigeria, Lebanon, Iran, Iraq, Cyprus,
Thailand, Vietnam and Georgia at present. TCS unveils teaching resources to reduce UK
digital skills gap Tata Consultancy Services (TCS), Indias leading IT services, has
unveiled a new initiative in the United Kingdom, designed to help encourage more young
people into digital careers. In partnership with The Tech Partnership and MyKindaCrowd,
TCS has created a resource pack to help teachers educate young people about possible roles
 in the IT industry, and the steps they need to take to achieve that ambition. Ms. Nupur
 Singh Mallick, HR director, Tata Consultancy Services UK & Ireland said that Digital
technologies are playing a defining role in all aspects of our lives. As a result, there
 will be an increase in demand for employees with digital skills, and hence more young
people need to choose the right education, to give them the required future skills.
The TechFutures Careers Resource Pack is a key part of the IT Futures programme; a series
 of TCS-led initiatives designed to foster enthusiasm and engagement among young people
 and address the long-term challenges limiting the growth of the UKs digital talent pool.
 Currently, there are no teaching resource packs of this kind available for this topic.
The research, which assessed the challenges and issues that schools currently face found
that although young people are well-versed in using technology, there is a lack of
 knowledge of how that technology is created and little understanding of the breadth of
technology career. Bringing together industry insights, practical lesson guides and
activities, The TechFutures materials were designed to address this deficit, TCS said in
 a statement. TCS volunteers will also be hosting a number of sessions in schools in
partnership with MyKindaCrowd based around the resources. TCS and MyKindaCrowd have
 already run over 50 similar sessions and will be doing 60 more in the next 12 months.
No Indian university in Times Rankings 2015 Not a single Indian university has made it
to the prestigious world
reputation rankings 2015. India with its great intellectual history and growing economic
power does not have a single university that is regarded by academics globally as being
 among the worlds most prestigious, according to the Times Higher Education (THE)
rankings. The rankings is the worlds largest invitation only survey of academics.
 Times Higher Education distributes the survey in 15 languages to over 10,500 academics
 in 142 countries. According to the 2015 list, Harvard in the US is the worlds top
university followed by UKs University of Cambridge (2nd) and the University of Oxford
(3rd) which displaces Massachusetts Institute of Technology by one rank (fourth).
Stanford in the US is placed at fifth and the University of California Berkley is sixth.
 The rest of the top 10 is made up of the US institutions: Princeton University (7th),
 Yale University (8th), California Institute of Technology (9th) and Columbia
 UniversitykOth). London and Paris are tied for fop spot as the world cities with the
 highest number of top-ranked universities. The US dominated the list with 43 universities
 in the top 100. UK has the second highest number of representatives in the top 100: 12 up
 from 10 last year and nine in 2013. To be invited to take part in the survey, academics
 have to be published in a leading academic journal and respondents have an average of
 15 years working in higher education. They are asked to nominate no more than
10 institutions that—in their expert opinion—they believe to be performing  the most
strongly for teaching and research. In total, over 10,000 responses were received when
 the survey was carried out. This study is based entirely on a survey of academic opinion,
 where leading scholars around the world name which- institutions are strongest in
 teaching and research. For the 2015 table, the most responses were from the US (15.8%)
 followed by China (10.6%) and Japan (7.2%). There were 5.6% responses from the UK and
5.5% from Russia. Universities in the golden triangle of London, Oxford and Cambridge
 continued to rank highly. Imperial College London was 14th, University College London
 moved up from 25th to 17th, the London School of Economics and Political Science raised
 two places to 22nd, Kings College London jumped 12 places from 43rd to 31st and the
London Business School was ranked 91-100. Kings is one of the rising stars of the
rankings, after moving up from the 61-70 band in 2013. The UK also saw two new entrants
to the top 100. Warwick and Durham universities both entered in the 81-90 group.

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