Transcript Document

From Skills to Entrepreneurship
at the
Dayalbagh Educational Institute (DEI)
Prem Kalra
Director, DEI
1920
High
School
1915
Foundation
of
R.E.I
Middle
School
1917
1922
1930
1947
Intermediate
School
• Technical College
• Leather Working
• Prem Vidyalaya
Women’s
Training
College
1950
1973
1975
Innovative
Education
Policy
Engineering
College for
Boys
DEI
established
1981
DEI
granted
Deemed
University
status
1984
Ph.D
Program
1995
Prem Vidyalaya
under DEI Board
2004
Distance
Education
Programs &
Women’s
Polytechnic
2009
57 Study
Centers with
EDUSAT
Network
2010
• Technology Park
QNCS
• MoU’s with
national &
international
universities
2012
Centre for
Consciousness
studies
2014
2013
• NAAC ‘A’- Grade
• No.1 in vocational
education (NVEQF)
• Merger of REI InterCollege with DEI
•
•
•
•
•
Sigma Six Q
Community college
EVIC
Vocational Degree
REZ to SEZ linkages
100 Years of Education in
Dayalbagh
 Consciousness Studies
 Core Courses
 Solar Energy 2031
VISION
 Green Campus
 Skill-centric Education
 Digital India (I C T)
 Business Clinic
 Healthcare & Rural
Achievements
Student Distinctions
Accolades to Faculty Members
Books Authored
Research Publications
Collaborative Research Projects
Memoranda of Understanding
Consultancy Services & Industry Linkages
Emerging Initiatives
Bio-inspired Systems
Agile Manufacturing
Quantum Computation, Cognition & Consciousness
Centre of Excellence in Textiles
Solar & Smart Grid
“By Students – For Students” Enterprises
Indian Centre of Excellence in Rock Art Science
Community Outreach with ICT
Business Clinic
REZ-SEZ
DEI
A university with
potential for excellence
in
Entrepreneurial Education
&
Consciousness Studies
7 dimensions of
education@DEI
Entrepreneurial
Education
University
Education
School
Education
Online
Education
Technical
Education
Distance
Education
Vocational
Education
Objectives
 To tap demographic potential of India’s young
population
 To create an ecosystem that enables skilling and
education of youth
 To generate opportunities for self-employment
 To propose a strategy for integrating rural outreach
with the mainstream
 To provide a model connecting Rural Economic
Zones to global market through micro, small and
medium enterprises
Challenges
a) High dropout rates from schools
b) Wide gender disparities: for every 100 boys in sec education, only 81 girls
enrolled
c) Decline in attendance rates in rural primary schools
d) Unemployment shows an increasing trend; this year, it is expected to rise
to 3.8%
e) Skill training is provided to only 10% of the total work force in the country;
48% of employers have difficulty in filling vacancies.
f) Large number of trained and educated women are unemployed.
g) Providing linkages from Class V onwards i.e. Class VI to VII among the
various tracks of education
h) Employability of Class V pass outs, youth over the age of 18 and many
women is limited to the informal sector, or to very low-paid jobs and their
entire lives pass without any value addition.
Needs of the hour
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To introduce skill-based activities as part of the curriculum from primary levels
To relate the type of education with the requirements of industry
To build an effective skill-delivery framework
To exploit skill-based education fully by provision of multiple entries and multiple
exits, with multiple lateral transitions between vocational and knowledge-based
(conventional) education systems.
To build a mechanism wherein an individual’s skill and experience can be used as a
launching pad for entrepreneurship
Some pathways to skill development & enhancement at DEI
 Certificate Courses: for students who are interested in enhancing their skills and
getting self-employed after Class VIII
 Modular Courses: short duration (< 9 weeks) courses for updating, upgrading
and development of complementary and supplementary skills
 Community College: Short duration, focused and modular courses with emphasis
on hands-on training
 Diploma Courses: entry is either after Class 10 or after Class 12
 Bachelor of Vocation (B.VOC.): offered in (1) Apparel Manufacturing and (2) Food
Processing & Preservation
 Continuing Education Programme
Pathways for progression of education
GROWTH OPPORTUNITIES FOR FEMALE STUDENTS AT DEI
Certificate Level
Diploma Level
PG / Research
Level
Stage 1
Midwifery
Cutting & Sewing
Electrical/Electronics/
Automobile Engg.
Nursing Aide
Class 10
UG Level
Companion / Help
Architectural Asst.
Food Processing
Home Science
Dress Design
Garment Tech.
Interior / Textile Design
Interior / Textile Design
J O B/ SE L F– E M P L OY M EN T
Class 8
Class 6
Pre-Certificate
Level
BTech
MTech / MBA
BVOC
Apparel m’facture /
Food Processing
PhD
Class 12
Up-Vaidya
Office Mngmnt.
Computer Operator
Pre-school
Teacher’s Training
Office Mngmnt.
Community College2 years
BCom/BBM/
BSc/BSSc/BTech/
BA/BEd/BVOC
MCom/MBM/MSc/
MSSc/MTech/
MA /MEd
GROWTH OPPORTUNITIES FOR MALE & FEMALE (M&F)
in DEI
Ayurveda
Yoga
Unani
Homoeopathy
Quantum-Nano Centre
Solar Grid, Wind-Mill, Biogas
Acupressure
CREDIT-BASED MODULE COURSES
Certificate/Module
3 months
Entry
8W
16 W
¼ Yr.
Advanced Certificate/
Double Module
1 semester
Skill component-18/24 credits
General education-12/12 credits
Diploma/4-Module
2 semesters
32 W
Exit
Skill component-36/48 credits
General education-24/24 credits
Exit
½ Yr.
Exit
1 Yr.
64 W
Exit
Skill component-72 /96 credits
General education-48 /48 credits
NVEQF
Level-6
Advanced Diploma/8-Module
4 semesters
NVEQF Level-5
(Conventional Education)
Skill component-9/12 credits
General education-6/6 credits
2 Yr.
Inter-linkages between the community college and
university systems
Avenues for enhancing knowledge
and upgrading skills after Class 10
1-year Certificate
Course VC Level 2
1-year Diploma
Technical
Education after
Class X
II Year
III Year (after IIIrd year
student is eligible for
Lateral Entry to II Year
B.Tech)
One Modular course
Certificate course (12
credits) + 6 credits of
Gen.Education
Modular Courses
Diploma - 4 modular
courses in a stream
(48 credits) + 24
credits of Gen.
Education.
Avenues after Class 12
Technical Education
After Class XII
One Year
Certificate
Courses
Diploma
Ist
Year
Community
College
Degree
Degree
(Conventional)
(Vocational)
VC Level 2
IInd Year
After II Year can
become eligible
for Lateral Entry
in II year B.Tech.
I Year
(Can exit with
Diploma)
One Year
Programme
II Year
(Can exit with
Adv. Diploma )
UG
III Year
B. Voc. Degree
Diploma IIIrd Year
PG
PhD
Masters/ PG
Various avenues to and from B. VOC.
Linkages between
School, Vocational, Technical & University Education
streams at DEI
University
Education
School
Technical
Education
Education
Vocational
Education
Model for vertical and horizontal progression
among vocational, technical and general education
in DEI
From skills to entrepreneurship at DEI
 Lateral connectivity through linkages between school, vocational, technical
and conventional education
 Linkages across its different Faculties from SHTEM (Science, Humanities,
Technology, Education and Management)
 Allows a skilled workman to return to education and enhance his skills and
knowledge, and continuously improve his capability and competitiveness
 Takes entrepreneurship to rural areas; creates opportunities for growth by
utilizing traditional knowledge, locational, climatic and other advantages
 Laboratories, workshops and testing facilities can be extended on cost basis;
equipment can be rented out

Micro-finance schemes can be rolled out to support start-ups
 The Entrepreneurship Virtual Incubation Cell (EVIC) is a valuable resource
The DEI Education Policy includes and emphasizes cooperative
entrepreneurial education with multiple linkages, ranging from
household to international industry sector through a SEZ-NDBMS*
framework for growth and development of MSME’s (Micro, Small and
Medium Enterprises) in the country
*SEZ-NDBMS: Special Economic Zone-Satellite Nodal Points/ Districts (ND Points) - Satellite
Big Villages (B-points) - Satellite Medium Villages (M-points) - Satellite Small villages (Spoints)
A proposal for early stage intervention through
‘Open-ended tinkering labs’
to foster
creativity and innovative
entrepreneurial acumen
in
Secondary level students
Discovery Labs
Pre-NVEQF Levels (-2, -1 and 0)
for Class VI to Class VIII
Objectives
To provide young students with space stocked with
a wide variety of tools and resources to :
explore, innovate, experiment, create and
discover themselves in a vibrant and open-ended
atmosphere.
inculcate idea sharing, resource sharing and
combine it with their own inspiration and
explorations.
3-fold benefits
Individual Skill development for
better employment opportunities
Social - Developing skilled labour
force
for
economic
growth.
Integrating the younger generation
at the work place and in society.
Preventing social marginalization
Economic growth at individual level,
social level and in the business.
Discovery
Labs
NVEQF
Framework
University/
Community
College
System of
Education
Why Discovery Labs ?
Discovery Labs will provide play-way opportunities to young
learners to discover their true talents and individual passion and
pursue these alongside their main studies.
Young students from all backgrounds will share the same funfilled learning experience through well-structured tinkering
activities, leading to multiple skill generation.
Through structured and play-way learning, creativity, confidence
and competence will be inculcated. This will motivate and inspire
the young learners and boost their self-esteem, enhancing their
academic performance.
Discovery Labs
Stage-1: Open-ended, supervised learning for discovering natural
talents and aptitude
Mechanics, Robotics and Programming
Class VI onwards..
Discovery
Labs
Fostering
creativity and
skills through
structured and
supervised
tinkering
activities
Disassembly of old electronic toys and household gadgets, identifying the
functions of different parts and creating new toys from the working parts.
Small projects through educational electronics kits. Basic programming logic.
Arts, Crafts, Sewing, Drawing and Painting
Experiment with colors and waste materials to create small products.
How to make papier-mache and hand-made paper from old waste papers.
Gardening, Nursery, Manure & Composting
Open-to-sky labs
which are:
Seasonal Floral
Garden
Veggie Garden
Purposeful
Smart
Connected
Teaching
environmental
awareness,
bio-diversity, caring
and usefulness
Decision-making,
planning, sharing of
ideas and resources
Connecting with
nature and with each
other.
Open Music Labs
Open Music Labs give an opportunity to youngsters to find their own rhythms.
Indian, western, fusion music (Vocal & Instrumental).
Music Workshops - making of instruments and and the science behind it.
Discovery Labs
Stage-2: Structured Learning framework serving as pre-NVEQF
apprenticeship for girls
Class VI (Level -2)
Discovery Stage
Class VII (Level -1)
Class VIII (Level 0)
Repair of small kitchen
appliances
Repair of small electronic
appliances: cell phone,
computers, printers
Wooden Toys
Weaving
Tailoring & Sewing
Dress designing
Herbal & floral expert
Agri- & Dairy Farming
Pottery
Stuffed toys
Basic food processing
Food preservation and
processing
Basic Web designing
ICT practices for
accountancy and office
procedures
Discovery Labs
Stage-2: Structured Learning framework serving as preNVEQF apprenticeship for boys
Class VI (Level -2)
Discovery Stage
Class VII (Level -1)
Class VIII (Level 0)
Measurement, drawing &
basic carpentry
Furniture and wooden toys
Repair of household
appliances
Electrician
Automobile repair
Four wheelers
Herbal & floral expert
Agri - & Dairy Farming
Pump repair
Refrigerator repair
Basic food processing
Food preservation and
processing
Basic Web designing
ICT practices for
accountancy and office
procedures
Sigma Six approach for achieving excellence through
quality, values, innovation and creativity
•
•
•
•
•
•
•
1.Generation & use of
Renewable (solar) Energy
4. Air-quality monitoring
2. Water-quality monitoring
5. Agriculture & Dairy
3. Education & Healthcare
6. Values education &
Women’s empowerment
Outline of the framework
Strengthening rural zones by creation of village clusters
Fostering economic relationships within these clusters for cooperative
progress, growth and self-sustainability
Exchanging folk skills and practices
Identifying natural- and skill-based resources in rural zones and creating
Community Garages (workshops) to promote activities around these resources.
Value–addition by making the end-user an integral part of innovation
Connecting these zones to urban economies
Providing opportunities for life-long learning and skill acquisition
Murar (Bihar)
Agriculture
Skills: Agro-processing
Dayalbagh
Educational
Institute
Rajaborari
(tribal belt, MP)
Skills: Bamboo plantation,
furniture and accessories,
medicinal plants
MTVpuram
(Tamil Nadu)
Skills: Palm weaving,
agriculture, terracotta
Exchange of traditional practices and skills for value
addition.
Skills: 3D Printing
Protyping & ICT
Dissemination of technical skills for connectivity and
accessibility to information
DEI’s Innovation Corridor
Amritsar
Thank You