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Student exchange projects with India part of new UK education strategy | The New Indian Express, 06 feb 2021
'We Should Build A Political Demand For High Quality Healthcare For All' | IndiaSpend, 06 feb 2021
Public Private Partnerships: The Panacea for Indian Healthcare Sector | The Economic Times, 06 feb 2021
What can torpedo the budget and economy? | The New Indian Express, 06 feb 2021
Amid pandemic tragedy, an opportunity for change? | The Harvard Gazette, 05 feb 2021
Covid lesson for teachers: How teaching-learning methods evolved during pandemic | The Indian Express, 04 feb 2021
The future of Indian agriculture | Down To Earth, 04 feb 2021
Budget 2021: One-person company to propel entrepreneurship, say experts | Business Standard, 02 feb 2021
Like it or not, future of Indian economy will have to be built on services, not manufacturing | The Print, 23 jan 2021
Rethinking Education in India to Merge Reality on the 'Streets' with Formal Schooling | The Wire, 15 jan 2021
Mohammad Anas Wahaj | 17 jan 2021
More and more educators and experts are advocating inclusion of design and creativity focused subjects in the mainstream school level curriculum. In a webinar titled, 'Why Design Education is Important for Odisha', educators and policymakers discussed the value of design education in India and specifically for the state of Odisha. Prof. Pradyumna Vyas, Senior Advisor of Design and Innovation at Confederation of Indian Industries (CII) and former Director of National Institute of Design (NID) at Ahmedabad, says, 'We are in the fourth industrial revolution. Everything is merging with the other and as such design education can't be thought of in isolation. While the dependence on technology has been rapidly increasing, we have been losing touch on a human level. But the focus has to be on people. It should be remembered that technology is just an enabler, humanising that tech is design. If the pandemic has shown anything, it is that human beings can't be ignored.' Dr. Amar Patnaik, Member of Parliament (Rajya Sabha), says, 'There is a need to mainstream design education and for that, it should be started at the school level. A curriculum should be built to incorporate design education as well. Design should be approached holistically and therefore it needs to be taught at the grassroot level and not during adulthood when it needs to be applied.' Prof. G. V. Sreekumar, former Head of the Industrial Design Centre (IDC) at IIT Bombay, says, 'There is a need to merge design with science, technology and art and looked at as a whole...More than a mere design school, the need is to build a design research center.' Prof. Paresh Choudhury, Founder of Odisha Design Council and former Head of National Institute of Design (NID) in Andhra Pradesh (AP), proposed the need to set up a design school in Odisha. Odisha Design Council (ODC) is a social nonprofit enterprise that intends to spread education, research and development and innovation in the field of design. Read on...
Mohammad Anas Wahaj | 31 oct 2020
India's newly released National Education Policy (NEP) 2020 recommends internationalization of higher education sector. NEP has developed a vision to make India global study destination by 2030. Top universities of the world will be allowed to operate in India and a legislative framework will be created to facilitate this. Moreover, the Ministry of Education is preparing the Higher Education Commission of India (HECI) bill to pave way for foreign universities to open their branches in India and Indian universities will be allowed to open campuses abroad and collaborate with foreign institutions. Reasons for this internationalization focus by NEP is due to current dismal standards of higher education - (1) Despite being second largest higher education system India, with its 990 universities and 40000 colleges, none figure in World University Rankings. (2) India ranks as low as 72 among 132 countries in the latest Global Talent Competitive Index which gauges country's current ability to grow and attract talents. (3) Top foreign universities would bring in capital, latest education technology, innovative pedagogy and facilitate institution mobility that is missing in India. (4) Higher education brain drain is a common phenomena in India. In 2019 alone, some 750000 students went for abroad to pursue higher studies. On an average, students spend US$ 15 billion per year to earn these degrees. Historically the policy of internationalization of education has been debated continuously since the inception of economic reforms and liberalization in 1991. There has always been some voices of opposition to such educational reforms. Moreover, there are also other challenges - Many Anglo-American universities are already struggling with financial issues and budget cuts along with drop in enrolments; Indian educational systems's bureaucratic hurdles that contrasts with operational freedom and academic autonomy that foreign institutions often expect. There can't be total guarantee that the legal framework and regulatory environment that NEP desires to create will provide these institutions such freedoms; Academic human resources will see heightened competition and local institutions will be on the receiving end as reputed foreign universities with more benefits will be attractive; Public universities in India work with a social and welfare agenda and emphasize on inclusion. Entry of foreign universities may impact this inclusion aspect. Also, neither NEP nor the HECI bill elaborate how India's public universities opening branches/campuses in other countries will help out the education system at home and at what cost. Indian government's budgetary allocation for education has already been witnessing a decline in recent years. Read on...
Observer Research Foundation:
Why internationalisation of higher education can be a game changer for India
Authors: Niranjan Sahoo, Jibran Khan
Mohammad Anas Wahaj | 29 jun 2020
In the recent report, 'Free Universities: Putting the Academic Freedom Index Into Action' by Katrin Kinzelbach (Friedrich-Alexander-Universität Erlangen-Nürnberg - FAU), Robert Quinn (Scholars at Risk Network), Janika Spannagel (Global Public Policy Institute - GPPi) and Ilyas Saliba (GPPi), that introduced Academic Freedom Index (AFi), India has a low score of 0.352 out of the maximum value of 1. India is in the same category [D Status (0.2-0.4)] as Algeria (0.357), Cameroon (0.361), Palestine/Gaza (0.371), Russia (0.364), Saudi Arabia (0.278), Vietnam (0.379) etc. The top category [A Status (0.8–1.0)] include countries like Uruguay (0.971), Portugal (0.971), Latvia (0.964), Germany (0.960), UK (0.934) etc while the bottom category [E Status (0.0-0.2)] include countries like North Korea (0.011), Eritrea (0.015), Bahrain (0.039), Turkey (.097), United Arab Emirates (0.103), Iran (0.116) etc. India is also one of a handful of countries whose AFi dipped by at least 0.1 points in the five years until 2019. The AFi has eight components. Three are based on factual data and the remaining five are 'expert-coded' - they’re based on the 1810 scholars' assessments 'integrated in a Bayesian measurement model'. The components are - (1) Freedom to research and teach (2) Freedom of academic exchange and dissemination (3) Institutional autonomy (4) Campus integrity (5) Freedom of academic and cultural expression (6) Constitutional protection of academic freedom (7) International legal commitment to academic freedom under the the International Covenant on Economic, Social and Cultural Rights (8) Existence of universities. Atanu Biswas, a professor at the Indian Statistical Institute (ISI-Kolkata), says that the report's accompanying 'codebook' doesn't have many details about the technique used to 'integrate' the assessments, called 'Bayesian factor analysis'. Madhusudhan Raman, a postdoctoral fellow at the Tata Institute of Fundamental Research (TIFR-Mumbai), also cautioned against over-interpreting conclusions based on one figure. Read on...
Mohammad Anas Wahaj | 20 apr 2020
Fake news at the time of crisis like the current COVID-19 pandemic is a double whammy that further adds to confusion and creates panic. Propagation of false and misleading information through social media and other tech platforms has multiplied. It not only exploits the emotional vulnerability of common public but also impedes and hinders the efforts to collectively and scientifically fight the pandemic and minimize its socio-ecomic effects. But an evergrowing group of Indian scientists have come together to create 'Indian Scientists' Response to COVID-19 (ISRC)' that is working to fight false information. It is a pan-India voluntary effort with more than 400 scientists across more than twenty scientific and research institutes in the country. It counts among its volunteers astrophysicists, animal behaviourists, computer scientists, mathematicians, engineers, chemists, biologist, doctors, social scientists and others. The purpose of the group includes analysing all available data and support national, state and local governments for evidence-based action, in addition to verifying and communicating information. There are sub-groups working on - mathematical modelling of disease spread and transmission, outreach and communication in simple terms for the public and media, translating basic resources in local languages, developing hardware solutions and apps. Aniket Sule, a science communicator with the Homi Bhabha Centre for Science Education in Mumbai, says, 'Since science communication is my area of interest, I volunteered to be a part of this effort. In this crisis, everyone has a role and each person can contribute by doing what they know best.' R. Ramanujam, a theoretical computer science professor at the Institute of Mathematical Sciences (IMSc) in Chennai, says, 'While people in the medical and healthcare community are doing their work, we thought, what about others like us, what can we do?' Rahul Siddharthan, a computational biologist at the IMSc, says, 'How an individual gets infected is definitely a biology problem, but what we are looking at is how an infection spreads in society, and we are dealing with large numbers of people. Physicists have a lot of experience in dealing with dynamical systems modelling, differential equations, and computer/data scientists can analyse the data that is available. It has to be an interdisciplinary approach and we need people to be talking and on the same platform.' T. V. Venkateshwaran, senior scientist at Vigyan Prasar, says, 'In a situation like this it's important to do two things, one is communicating to people that they need to be alert, not alarmed...The other thing is falling for wrongly circulated remedies and rumours. We need to counter all the misinformation going around so people feel at ease.' The group is putting together links, videos and articles in Indian languages and also working on translating others. Anindita Bhadra, an animal behaviourist and associate professor at IISER Kolkata, says, 'I am not an expert in virology or epidemiology or modelling, but I am interested in science communication so I thought I should help with that as well as translation. You need people who can transmit all this to the public.' Read on...
World Economic Forum:
How 300 Indian scientists are fighting fake news about COVID-19
Author: Bhavya Dore
Mohammad Anas Wahaj | 19 apr 2020
Experts say that technology companies are now more inclined to hire people with background in humanities as they have better understanding of customer needs and have capacity to help design more relevant software. Scott Hartley, author and venture capitalist, in his book 'The Fuzzie and the Techie: Why the Liberal Arts', says, 'The best engineers are those who are also deeply versed in and passionate about philosophy, psychology, and ethics. They play music, are refined in culture and have a deep sense of their own values.' Kalika Bali, principal researcher at the Microsoft Research Lab in Bengaluru (India), says, 'As technology becomes more pervasive and human-centric, professionals with expertise in social sciences are needed to understand how it is best used by individuals and societies.' Here are the few of the many examples that highlight this trend globally - Bess Yount of Facebook (communications and sociology); Stewart Butterfield of Slack (philosophy); Jack Ma of Alibaba (english); Brian Chesky of Airbnb (fine arts); Susan Wojcicki of YouTube (history and literature). Sean O'Brien, vice president of education and training at SAS, says, 'Many liberal arts degrees require extensive research and writing. And good writing requires precise expression of thinking. So liberal arts majors often have the most training in how to think and how to communicate their ideas in spoken and written form. Few engineers get that kind of writing experience. In an age of 280 characters, IM and Slack, clear communication skills have atrophied. The technology values speed and compression over precision and completeness. This communications scarcity is a gap that liberal arts graduates are ideally fit for.' Ashok Srivastava, chief data officer of Intuit, emphasises the idea of breaking up a problem into smaller pieces and tracing the history behind the decisions made. He also says, 'I have found that teams that have varied backgrounds function better as they have a better understanding of the customer needs.' Richard Lobo, head of human resources at Infosys, says, 'By building a new hybrid talent pool, which draws on broad-based liberal arts foundations and promotes cognitive diversity, we can leverage the liberal arts and technological know-how required to create complex and advanced technology solutions.' Kaushik Banerjee, business head at staffing firm TeamLease, says, 'An education in liberal arts is broad and diverse, rather than narrow and specialised. Most of the successful UI/UX designers are from creative arts.' An average tech company hires about 20% from liberal arts, and a combination of liberal arts with STEM (science, technology, engineering, math) subjects or an MBA is a huge plus. Kamal Karanth, CEO of staffing company Xpheno, says that between the two ends of software industry (tech end and user's end), there's now a critical layer of non-tech talent and skillsets that operates close to both ends. Read on...
The Times of India:
Why tech companies are hiring people with humanities degrees
Authors: Avik Das, Arpita Misra, Swati Rathor
Mohammad Anas Wahaj | 31 mar 2020
India needs to upgrade its education system to build trained human resources and benefit from the demographic dividend. Amit Dasgupta, former Indian diplomat, author, educator and Inaugural India Country Director of UNSW (Sydney, Australia), explains, 'In a world of ageing societies, this demographic dividend can be leveraged to global advantage. But for this to happen, the young population needs to be in tune with the demands that future societies would require. This is fundamentally where Indian education fails as it clings on to an obsolete system of pedagogy with an acute resistance to change.' He says that education is about individual's overall development and Australian education makes it possible for students with diverse career aspirations, to gain deeper knowledge in the sectors of their interest. Moreover, it is not restricted to classroom and relies on broad engagement activities, personality development seminars, and soft-skill workshops. He provides lessons that India can learn from Australia's education system - (1) Need for dynamic faculty: Consult with potential employers, understand their expectations and design courses accordingly. Enhance learning experience through experiential or project-based learning. (2) Globalising education: Include, accept and celebrate diversity. Nurture and value different ideas and perspectives. Welcome students from all walks of life and different backgrounds. (3) Quality education: Avoid exclusivity and broaden intake of students. Have clarity in educational objectives. Institutions shouldn't function like business ventures but they should be knowledge imparters and focus on human development. (4) Robust research culture: Research is crucial part of the teaching and learning process. It provides students with in-depth knowledge on the subject and assists individuals in forming clearer opinions and promotes innovation. Read on...
4 things we can learn from Australia's education system
Author: Amit Dasgupta
Mohammad Anas Wahaj | 28 dec 2019
According to nseinfobase.com, CSR spends of Indian corporates have increased 17.2% to Rs. 11867.2 crore in FY19 from Rs. 10128.3 in FY18. This is the highest spend since FY15 (Rs. 6552.5 crore), when the CSR spend was made mandatory through Companies Act 2013. It is observed that corporates are increasingly using their CSR spends on charitable contributions. The highest amount of Rs. 4406 crore were for schedule VII (II) that focuses on education. The next big spend was Rs. 3206.5 crore under VII (I) for eradicating hunger, poverty, malnutrition and promoting health and hygiene. Rural development got Rs. 1319 crore and remaining went for projects that include environment protection, benefits to the armed forces, disaster management etc. From geographical point of view Maharashtra and Gujarat were at the top to get contributions while Bihar and North-East states got the least CSR funds. Experts say that large spends have also seemed to have prompted closer attention to how the money is spent. Amit Tandon, founder and MD of Institutional Investor Advisory Services India (IiAS), says, 'There are more and more companies who are doing impact assessment...people recognise the need to do it.' Pranav Haldea, MD at Prime Database, says, 'Low CSR budget could act as a constraint for some companies to adopt monitoring mechanisms. It may only make sense for firms with very large budgets. Smaller companies may find it too expensive to employ an agency for external audits on a regular basis.' Read on...
Companies spent Rs 11,867 cr on CSR activities in FY19; highest so far
Author: Sachin P. Mampatta
Mohammad Anas Wahaj | 24 oct 2019
Christopher Charles Benninger, India-based US architect and author of the book 'Letters to a Young Architect', while speaking at a World Habitat Day event in Kochi (Kerala, India) advocates that Indian students should not go to US to study architecture citing higher cost incurred and subsequent settling there, but instead, they should spend 8-9 months travelling across India to see the country's traditional architectural marvels and the materials used for their construction. He suggests that architects should make use of the local climate, materials and labour force. V. Sunil Kumar, founder and MD of Asset Homes, says, 'Among the economically-backward people of India, there is a dearth of 2.5 crore homes while lower income group also lacks 3 crore houses.' Read on...
Mohammad Anas Wahaj | 05 aug 2019
People with the twin passion of design and development of new products can transform into design entrepreneurs. They are able to control both the design and business processes. Vijayant Bansal, founder of World University of Design (India), explains what it takes to be a design entrepreneur and explores the shifting landscape of design entrepreneurship in India. He says, 'We are in the midst of a design revolution and increasingly design is gaining a lot of focus...But it's not easy starting from ground zero and working yourself towards achieving credibility, recognition and last but not the least, generating demand. This involves having to create a balance between what we want to create with what the customer wants; what is possible technically and how much of a resource pull will it involve.' Contemporary design entrepreneurship includes new product development, restoring crafts, innovating existing products and providing design services based on new & emerging technologies. Explaining the design revolution, he says, 'Designing is undergoing a metamorphosis, aided by new technologies and digital transformation of today. New and disruptive technologies like Artificial intelligence, IoT, Machine learning etc., are the biggest enablers, disrupting traditional processes and systems, enabling out of the box thinking and new ideas, which in turn reshape the entire user experience.' Universities can play an important role in guiding and mentoring students to pursue design entrepreneurship. Industry experts can also play a role in this and enable students to participate in hands-on training. Virtual products have also expanded the scope of design entrepreneurship with designers engaged in designing and developing games and apps. Design entrepreneurship is the new career paradigm. Mr. Bansal suggests, 'Today the scenario has undergone a sea change, with almost every industry, be it apparel, automobiles, film making, animation, product design or gaming, with design playing an intrinsic role in the entire process from an idea to the end product. It's worth the challenge if financial security and stability are not foremost on your mind and you have the patience and inclination to see through the entire process of making the design-centric idea into a successful venture.' Read on...
The Rise of the Contemporary Indian Design Entrepreneur
Author: Vijayant Bansal
Mohammad Anas Wahaj | 30 jun 2019
According to 'Annual Status of Education Report (Aser) 2017' by nonprofit Pratham, about 42% of rural youth between the ages of 14 and 18 were employed in January 2018, despite going to school. Among these, 79% were working in agriculture, while at the same time only 1.2% of the youth surveyed wanted to become farmers. India's rural population residing in about 600000 villages has not benefited substantially from economic growth and opportunities are limited, resulting in large migration of youth to urban areas in search for greener pastures. But, they are not well equipped in terms of education and skills, to compete in a challenging urban environment to avail better opportunities and respectable lifestyle. Education, coupled with skill development, is the key to bring them at par with their urban counterparts. Ashweetha Shetty, founder of Bodhi Tree Foundation, is trying to bridge this rural-urban divide by building confidence and self-esteem among young people living in rural areas. Explaining the work of her nonprofit, Ms. Shetty says, 'Our foundation works with rural youth between the ages of 17 and 23. We help them build life skills and enlighten them about opportunities. We achieve all this through intervention at our village centers. We have a residential program for girls, and we also work with district administrations on initiatives, particularly those which concern the children of sanitation workers. Most of the rural youth we help are usually first generation college goers. Bodhi Tree helps them to think about their future. These young kids have many inferiority complexes, and there is an information gap. We are trying to bridge that through our organization.' Regarding the life skills that her organization is trying to build, she says, 'We do self-development, self-awareness workshops, and provide exposure to opportunities - we help the children to discover what they want to do in life and understand their strengths and weaknesses. We enable them to develop themselves through public speaking and other skills. We also conduct workshops on resumé writing to help them achieve their goal.' Differentiating her nonprofit from skill building organizations, she says, 'Bodhi Tree is completely different from skill building organizations. We don't want to build a skill in someone and send the message that it's the only thing they can do. Skill building programs have no progression, no scope for dreaming. I feel it robs opportunities from the children. Children should have access to government jobs, schemes, internships - they should have knowledge and know what to do with it. I think that's the difference between us and skill building initiatives. Maybe our model is not working that well because we are not focused on one skill, but I think this is a conscious choice we have made where we don't tell people about what skills they can inculcate. Rather, we tell them what kind of dreams you should have, we make people realize their potential. For us, the immediate impact is more like standing up for yourself and going to college.' Read on...
Helping India's Rural Youth Unlock Their Potential
Authors: Ankita Mukhopadhyay, Ashweetha Shetty
Mohammad Anas Wahaj | 26 jun 2019
Creativity is at the core of art and design. They both are visual and material culmination of varied degrees of human expression. Vibhor Sogani, fusing the lines between design and art, between being a product designer and public installation artist, says, 'At the end of the day, it is all about creativity. People may deem art superior to design but designing is serious business and a very responsible job.' He explains the value of public art for the growth-oriented country like India, 'Since India has so many people and so many public spaces, it is an ideal ground for engaging with them through art. The all-important ingredient of public art is engagement with people.' On balancing creativity and guidelines in commissioned projects, he says, 'We all need a sense of direction. After all, you need to align yourself with something. I think the brief given to me by my client is only a starting point. Thereafter, I am free to follow my vision.' An alumnus of National Institute of Design (Ahmedabad, India) and having worked in the field of industrial design, he is well-versed in the craft of materials as well as technology. He follows both reactive and proactive approaches to pursue his creative work. He suggests that while thinking of an idea is instant, putting it into a tangible shape of art is slow and time consuming. His public art works include Joy in Dubai, Sprouts in New Delhi and Kalpavriksha in Ahmedabad. Read on...
Mohammad Anas Wahaj | 08 jan 2019
According to the 'Global Highly-Cited Researchers 2018 List' by Clarivate Analytics, India has only 10 researchers among the world's 4000 most influential researchers. Even though India has many globally renowned institutions, but it lacks breakthrough research output. Top three countries in the list are - US (2639), UK (546), China (482). Prof. CNR Rao, world renowned chemist from Jawaharlal Nehru Centre for Advanced Sciences and named in the list, says, 'About 15 years ago, China and India were at the same level, but China today contributes to 15-16% of the science output in the world, while we currently contribute only 4%.' Prof. Dinesh Mohan, environmental science academic at JNU and included in the list, says, 'Areas such as climate change, water and energy are areas where research is more relevant nowadays. Where you publish your work is also important for impact.' Dr. Avnish Agarwal, also named in the list, says, 'We need to improve our research ecosystem...There is a lack of focus on quality research in Indian academia. If teachers do not do high-quality research, they will not be updated with new developments.' Others in the list are - Dr. Rajeev Varshney (Agriculture researcher at International Crops Research Institute for the Semi-Arid Tropics-ICRISAT); Dr. Ashok Pandey (Researcher at the Indian Institute of Toxicology Research); Dr. Alok Mittal and Dr. Jyoti Mittal (Researchers in environmental science, water treatment, green chemistry and chemical kinetics at the Maulana Azad National Institute of Technology); Dr. Rajnish Kumar (Researcher and professor at IIT Madras's Department of Chemical Engineering); Dr. Sanjeeb Sahoo (Researcher in nanotechnology at the Institute of Life Sciences); Dr. Sakthivel Rathinaswamy (Professor and researcher in Applied and Computational Mathematics at Bharathiar University). Read on...
ONLY 10 AMONG THE WORLD'S TOP 4000 INFLUENTIAL RESEARCHERS ARE INDIAN: REPORT
Mohammad Anas Wahaj | 31 dec 2018
In India there are central government run healthcare institutions, public state run institutions and private medical colleges that provide modern healthcare education mainly the four year degree MBBS and after that post-graduate degrees of MS and MD. India also have a number of institutions that provide degrees in other healthcare systems like Ayurveda (BAMS), Unani-Greek (BUMS), Homoeopathy (BHMS), Naturopathy etc. Moreover, there are vocational training institutes that provide skills and courses to develop other medical staff like nurses, health assistants etc. There are also corporate run and other private medical colleges and universities and training institutes. India's healthcare facilities are generally concentrated in urban areas while rural areas are generally served by public hospitals and centers. Private clinics are also present in both rural and urban areas. They are generally run by a single doctor or doctor couple and provide basic healthcare. Diagnostic centers are spread all over due to technological advancements and compact and affordable equipments. Healthcare has major disparities between urban and rural areas when it comes to healthcare access. Healthcare has become one of India's largest sectors - both in terms of revenue and employment. The industry comprises public and private hospitals, pharmaceutical companies, pathology and diagnostics, medical devices industry, clinical trials, outsourcing, telemedicine, medical tourism, health insurance and medical equipment. The public sector constitutes primary health centers, central research centers and hospitals, state-run research institutes and hospitals etc. The private sector provides majority of secondary, tertiary and quaternary care institutions with a major concentration in metros, tier-I and tier-II cities. According to National Family Health Survey-3, the private medical sector remains the primary source of health care for 70% of households in urban areas and 63% of households in rural areas. Rise of technology is creating new business models in the healthcare industry. Healthcare through smart phones and fitness trackers is new trend. Information technology is automating and streamlining various healthcare processes. Big data is creating new ways of improving healthcare delivery. Startups in India are promising to provide best healthcare at affordable cost more effectively. Latest healthcare equipment is not only imported but also manufactured in India. Digital technologies are enhancing every aspect of healthcare. Technology solutions are able to modernise current medical practices, reduce costs, eliminate any duplication of tests as well as streamline processes and update medical records in real time. Modern technology has great potential to increase access of healthcare services in rural communities, especially the ones where there is serious shortage of doctors. India has demonstrated since long a commitment to offer comprehensive healthcare to all citizens. This has been reaffirmed in the 12th Five-year Plan, National Health Assurance Mission, and more recently through Ayushman Bharat Program. However, the challenges remain and this goal has not been achieved as of yet. There are two critical components of successful healthcare systems. One is the financial aspects whereby citizens are protected against any eventuality and don't get into penury due to health spending. Second is the provision and delivery of healthcare services. It is imperative to ensure that healthcare infrastructure is sufficiently equipped to provide effective healthcare when needed by its citizens. Technology, public-private partnerships, access and affordability are the critical component in the future of India's healthcare. Better healthcare with policy, financial and physical framework will bring long-term benefits to the nation. Develop effective mechanisms to improve general health, and disease prevention strategies through campaigns, advocacy etc. To make India's citizens more aware about their health, inculcate better sanitization and cleanliness habits will help to improve overall health of India. Prevention before cure becomes the key for the country with the size and demographic profile like India. Health aware citizens, trained, sensitive and caring medical staff, cutting edge technologies and modern infrastructure, are the golden elements for a healthy future of India. Read on...
Mohammad Anas Wahaj | 21 oct 2018
According to the report by Prof. Anne Boddington (PVC of Research, Business & Innovation at Kingston School of Art, Kingston University, UK), 'Future of design education in India', India needs to produce 65000 designs annually to satisfy the capacity of indigenous creative industry. The current production is around 5000 per year. Prof. Boddington is working on the development of arts and design education in India and collaborating with Indian Institute of Art and Design (IIAD). She says, 'Design and Art as a field is emerging in India. There is not only a huge opportunity but also a sense of enthusiasm and can-do attitude in Indians for it. But to match-up to the emerging field, there is a need to train teachers first...A design teacher needs to make the student autonomous and increase their level of creativity and understanding.' She recommends that arts and design education should not be limited to creative fields, but should also become part of all fields of learning. She considers critical listening, research, and quality assessment are part of design and art curriculum. According to her, there is a great potential to create interdisciplinary programs where creative skills will be imparted as a part of foundation courses. Read on...
Mohammad Anas Wahaj | 13 oct 2018
Indian corporates that fulfil the conditions of Section 135 of the Companies Act 2013 relating to mandatory spending of 2% of last 3 years average profit on CSR are making a difference in vulnerable communities in India. According to the latest India CSR Outlook Report published by NGOBOX, Reliance Industries, HDFC Bank, Wipro, Tata Steel, NTPC, Indian Oil Corporation & ONGC spent more than their prescribed CSR budgets in FY 2017-18. The report analyzed CSR spends of 359 companies. The prescribed CSR budget of these 359 companies was Rs 9543.51 crore whereas the actual CSR spend was Rs 8875.93 crore (3/4th of total CSR spend in India). There is an increase in the prescribed CSR from 6% to 8% in the actual CSR spend from FY 16-17 and the number of projects have also increased by 25% from the previous year. REPORT HIGHLIGHTS: Maharashtra, Karnataka and Gujarat together received over 1/4th of India's total CSR fund. North-eastern states of Nagaland, Meghalaya, Mizoram and Tripura have received least funds; Public sector contribution is over 1/4th of the total; Oil, refinery and petrochemicals account for alsmost 1/4th of the total while healthcare and pharma contributes the least with just Rs 294 crore; CSR funding on education and skill increased by 50% from last year and is 1/3rd of the total CSR spend; Over 1/4th is spend on WASH (Water, Sanitation and Hygiene) and healthcare projects. Read on...
Corporates spend 50% CSR funds in education, skill development: Report
Author: Sonal Khetarpal
Mohammad Anas Wahaj | 15 sep 2018
India's large size with huge population (1.25 billion), substantial part of which resides in rural and underdeveloped regions, brings both challenges and opportunities for implementing healthcare policies and initiatives, both public and private. Over the years ineffective implementation of such initiatives at various levels, has created lopsided infrastructure and uneven development in healthcare. Indian health system also lacks effective payment mechanism and has a high out-of-pocket expenditure (roughly 70%). Adverse health events (health shocks) have considerable impact on India's overall poverty figures, adding about seven percentage points. Health is associated with the overall wellness of the citizens. Good health reflects on the productivity and growth of the nation. More so in the case of India as substantial population is young. India has more than 50% (about 662 million) of its population below the age of 25 and more than 65% below the age of 35. By 2020, the average age of India's population is expected to be 29 years. Aging of this large population will happen at the same time. Having adequate infrastructure is key to avoid a massive health catastrophe for this elderly population in future. Health is also a key issue in the public policy sphere. In the public policy context healthcare issues are often related to accessibility, affordability, socio-economic disparities, healthcare delivery mechanisms, illness and diseases and their impact on society etc. India have a conceptual universal health care system run by the constituent states and union territories. The biggest challenge is to make it accessible and affordable for the overall population. Read on...
Mohammad Anas Wahaj | 26 aug 2018
Education and awareness about protecting environment at the early stage of student learning can play a big role to save it. Bhavisha Buddhadeo, a social activist and an expert in organic farming and kitchten gardening based in Gurgaon (India), is doing just that as a mission to promote ecological wellbeing and safeguard environment. She conducts learning workshops and lectures on importance of sustainability and how to better care for the environment. Ms. Buddhadeo says, 'I have engaged children and women in plantation drives, kitchen garden activities and (a) solar energy initiative to educate them regarding the utmost importance of conservation of nature. Schools are doing environmental education and (the) best have made sustainability a school-wide, hands-on project, rather than just another topic for children to write reports on. My programs offer opportunities for experiential learning outside of the classroom, (and) enable students to make connections and apply their learning in the real world.' In her career spanning about 20 years she has taught 100000 students from across many states of India. Read on...
Mohammad Anas Wahaj | 24 may 2018
Design as a separate field is getting more recognition in India. Policy initiatives like 'Design in India' and 'Make in India' will give design further impetus and assist in creating a thriving design ecosystem. India now have 30 to 35 design schools, most of them came up in the last few years. Prof. Anirudha Joshi of Industrial Design Centre at IIT-Bombay explores the condition of design education in India and suggests ways to make it better and more in tune with industry. He lists prevalent gaps between academia and industry - what is taught in design schools and what a professional designer need to do - (1) Uninentional gaps: Things that left out in design curriculums. Course duration is shorter than what is needed to become a good designer. (2) Lack of industry/hands-on environment: Certain things are best taught in industry setup and academic setup doesn't suit them. (3) Intentional gaps: Design school is not supposed to prepare students only for industry. Focus is on developing thought leaders having theoretical concepts and not just skills and training. (4) Limited availability of design teachers. (5) Lack of strong tradition in design research. (6) Lack of design education infrastructure. There is demand/supply gap in terms of skilled human resources. As the industry is growing, at least five million designers are required as compared to the current approximately 20000 designers. Many sectors like manufacturing, small scale industries, small printing and publishing houses etc, although have need for designers but can't afford one in the present scenario. Moreover, the focus of current designs is more global and there are few instances of designs that are specific to the Indian market. More emphasis should be given to designers that specifically focus on India. Read on...
Mohammad Anas Wahaj | 27 mar 2018
Ineffectively designed education and training system breeds unemployability. As former President of India Late A.P.J. Abdul Kalam had rightly once said, 'It is not unemployment, which is a major problem; it is the question of 'unemployability', which is a bigger crisis.' According to the recent TeamLease Services' survey report 'Industry Opportunity Based Vocational Course Design', that included 105 organisation and 65 students, 'The vocational education ecosystem in its current form has not succeeded in creating adequate employable job seekers in India as more than 60% candidates and employers find these courses ineffective.' The report also mentions that only 18% of the students undergoing voc-ed (vocational education) courses get jobs, of which merely 7% are formal jobs. The survey highlights the reasons of disconnect between courses and industry - unavailability of quality academic content, lack of funds and negative perception about courses. Neeti Sharma, SVP of TeamLease, says, 'With advancement in technology, improved infrastructure and easy access to domestic and global market, job profiles are continuously and rapidly evolving every day. The need of the hour is advanced vocational skills training...' Read on...
The Economic Times:
Vocational education mostly ineffective in India - Survey
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