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medical-education-career · 2 years ago

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What is the process of counselling for the NEET PG?

The NEET PG is a common entrance exam for medical post-graduation admission in India. The admission counselling is conducted for MD/ MS/ DNB courses for around 65,000 seats in different clinical, para-clinical and non-clinical seats after MBBS. Every year around 1.6 - 1.7 lakh (160k - 170k) MBBS graduates appear for the NEET PG examination. The exam is soon going to be replaced with the NExT examination from 2024 onwards (as per the recent announcement by the National Medical Commission).

The NEET PG admission counselling is conducted by two types of government agencies: Medical Counselling Committee (MCC) and State Medical Counselling Authority (as defined by the respected state government).

What is Medical Counselling Committee (MCC)?

The MCC is a central government agency which conducts medical pg admissions on MD/ MS/ DNB seats across India. The students need to register online through its official website, www.mcc.nic.in. The MCC is governed by the Ministry of Health & Family Welfare (MoHFW), Government of India.

What type of PG Seats are included in MCC PG Counselling? What seat distribution is in MCC PG?

100% All India Quota (AIQ)

100% DNB Quota (NBES Degree & Diploma) seats

100% Management/ Paid Quota (Deemed University) seats

100% Non-Resident Indian (NRI) Quota (Deemed University)

AMU (Aligarh Muslim University) Quota

BHU (Banaras Hindu University) Quota

DU (Delhi University) Quota

IP (Guru Gobind Singh Indraprastha University) Quota

What is included in MCC PG AIQ Quota?

50% seats of State Government Medical Colleges across India

50% seats of BHU (Banaras Hindu University)

50% seats of AMU (Aligarh Muslim University)

50% seats of Delhi University (DU), Central Institutes, IP University

What seat reservation is in NEET PG AIQ Quota?

15% Schedule Caste (SC)

7.5% Schedule Tribe (ST)

27% OBC- (Non-Creamy Layer) as per the Central OBC list

10% Economic Weaker Section (EWS)

5% Physical Handicap (PwD): 21 Benchmark Disabilities under the Rights of Persons with Disabilities Act 2016

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What are MCC PG Counselling Rules?

MCC announce the SCHEDULE for different rounds, choice filling deadlines, Institute reporting deadlines

MCC conduct 4 ROUNDS of allotment

Pattern: After every MCC-PG allotment round, the consequent schedule of the State Counselling round

Only Round-1 has allowed candidates for FREE EXIT.

Round-2 onwards NO FREE EXIT: If do not join the allotted seat, the Registration Fee will be forfeited

Candidate Can not hold 2 seats at a time: MCC & State Counselling

Opting Upgradation: Your existing Reported Seat will be as allotted if you do not get a new seat in the Next round.

Allotment Letter: After each allotment round, if you have been allotted any seat, you can download this letter from your MCC-PG Online Account.

Admission Letter: After allotment, you need to go to the allotted institute for Document Verification then only your seat admission has been confirmed & will be issued an Admission Letter.

NOTE: The above details are as per MCC PG Information Bulletin 2022.

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What are different State PG Medical Counselling Committees?

GUJARAT: Admission Committee for Professional Post-Graduate Medical Courses (ACPPGMEC)

MAHARASHTRA: Directorate of Medical Education & Research, Maharashtra

RAJASTHAN: Rajasthan Medical PG Counselling Committee 2022

KERALA: Commissioner for Entrance Examination (CEE), Govt. of Kerala

TELANGANA: Kaloji Narayana Rao University of Health Sciences (KNRUHS)

ANDHRA PRADESH: NTRUHS Medical PG Admission committee

TAMIL NADU: Directorate of Medical Education, Govt. of Tamilnadu

DELHI: Faculty of Medical Sciences, University of Delhi

BIHAR: Bihar Combined Entrance Competitive Examination Board (BCECEB)

UTTAR PRADESH: Directorate of Medical Education and Training, Govt. of Uttar Pradesh

WEST BENGAL: West Bengal Medical Counselling Committee (WBMCC)

MADHYA PRADESH: Department of Medical Education, Govt. of Madhya Pradesh

KARNATAKA: Karnataka Examination Authority (KEA)

PUNJAB: Baba Farid University of Health Sciences, Faridkot

HARYANA: Pandit Bhagwat Dayal Sharma University of Health Sciences, Rohtak

HIMACHAL PRADESH: Directorate of Medical Education & Research, Simla, Govt. of HP

JHARKHAND: Jharkhand Combined Entrance Competitive Examination Board (JCECEB)

ODISHA: Directorate of Medical Education & Training, Bhubaneshwar, Odisha

CHHATTISGARH: Directorate of Medical Education, Raipur, Chhattisgarh

UTTARAKHAND: Hemwati Nandan Bahuguna Medical University

PUDUCHERRY: Department of Higher and Technical Education, Govt. of Puducherry

JAMMU & KASHMIR: Jammu & Kashmir Board of Professional Entrance Examination

ASSAM: Directorate of Medical Education, Assam

TRIPURA: Directorate of Medical Education, Govt. of Tripura

MANIPUR: Manipur Health Directorate, Govt. of Manipur

SIKKIM: Education Department, Govt. of Sikkim

NAGALAND: Department of Technical Education, Nagaland

MIZORAM: Department of Higher and Technical Education, Mizoram

ARUNACHAL PRADESH: Directorate of Higher & Technical Education, Govt. of Arunachal Pradesh

If I can’t secure my admission for residency then what other options I can go for?

If you fail to secure a seat for your residency and still wish to go for a clinical practice then you can go for a fellowship. Fellowship provides you an opportunity to practice in your choice of options without going for NEET PG entrance exam. You can find the list of all the available fellowships here.

FAQs

How do I proceed with NEET PG Counselling? The NEET PG is conducted by The National Board of Examination (NBE), you need to register yourself along with all the required details to proceed with NEET PG counselling.

How many Counselling rounds are there in NEET PG? In total there are 4 rounds of NEET PG counselling.

What happens in the NEET Counselling process? The Medical Counselling Committee (MCC) and The State Medical Counselling Authority (as defined by the respected state government) provide admissions to the candidates based on their merit, choice filling, quota etc.

What happens in PG Counselling? During PG Counselling medical students try to secure their admission for residency, there are in total 4 rounds and multiple factors decide if you can secure your admission.

What happens when you get Counselling? Depending on what stage you are during your counselling you can decide your step ahead, if you have already secured your admission in the first round then you need to proceed with the medical institute for your document verification and admission process, if you’ve not secured a seat after first round then you need to follow the upcoming rounds and make choices accordingly.

#neetcounselling #neet #mbbs #medicalcounselling #neetpgcounselling #docthub

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lightworkersacademy · 4 months ago

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LIGHTWORKERS ACADEMY : A Premier CBSE School in Chennai, Nallambakkam, Kanchipuram

Introduction

When it comes to providing quality education and fostering holistic development, Lightworkers Academy (LWA) shines as one of the best CBSE schools in Chennai. Located in the serene locality of Nallambakkam, LWA offers a conducive learning environment and a comprehensive curriculum that prepares students for a bright future. Not only does LWA offer excellent education, but it is also strategically positioned near prestigious institutions like IIIT Kancheepuram and Tamilnadu Sports University, making it an ideal choice for parents seeking a well-rounded education for their children.

Located strategically cbse schools near kelambakkam , cbse schools near urapakkam guduvanchery, top cbse schools in tambaram west , Lightworkers Academy provides convenient access for students residing in these areas. The school's facilities are modern and well-equipped, creating an optimal learning environment that fosters creativity, critical thinking, and collaboration among students.

Why Choose Lightworkers Academy?

Academic Excellence: Lightworkers Academy follows the curriculum prescribed by the Central Board of Secondary Education (CBSE), a widely recognized educational board in India. With a focus on academic excellence, the school ensures a strong foundation in subjects like Mathematics, Science, English, Social Sciences, and more. The dedicated faculty members employ innovative teaching methods to engage students and foster a love for learning.

Holistic Development: At LWA, education goes beyond textbooks. The school emphasizes the holistic development of every student, nurturing their intellectual, physical, emotional, and social growth. The curriculum includes various co-curricular activities such as sports, arts, music, dance, and drama, allowing students to explore their interests and talents.

State-of-the-Art Facilities: LWA boasts modern infrastructure and state-of-the-art facilities to provide students with an optimal learning experience. Well-equipped classrooms, science and computer labs, a library with a vast collection of books, a sports complex, and a playground ensure that students have access to the resources they need to thrive academically and physically.

Experienced Faculty: The teaching staff at LWA comprises highly qualified and experienced professionals who are passionate about nurturing young minds. They employ innovative teaching methodologies, interactive sessions, and personalized attention to cater to the diverse learning needs of students. The faculty not only imparts knowledge but also acts as mentors, guiding students in their personal and academic growth.

Proximity to Prominent Institutions: One of the unique advantages of Lightworkers Academy is its strategic location in close proximity to renowned institutions like IIIT Kancheepuram and Tamilnadu Sports University. This proximity provides students with opportunities for collaboration, exposure to advanced learning environments, and access to enhanced facilities. Such an ecosystem enables comprehensive development and opens doors to a wide range of academic and extracurricular pursuits.

Conclusion:

For parents seeking a premier CBSE school in Chennai, Lightworkers Academy delhi public school Nallambakkam stands out as an exceptional choice. With a focus on academic excellence, holistic development, state-of-the-art facilities, and a dedicated faculty, LWA provides an enriching learning experience. Its close proximity to IIIT Kancheepuram and Tamilnadu Sports University adds further value, offering students additional avenues for growth. Lightworkers Academy is not just a school; it is a nurturing space where students can develop their talents, pursue their passions, and build a strong foundation for a successful future.

#cbse school #school

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nursingscience · 8 months ago

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NURSING UNIVERSITY: Tamil Nadu's next expectation!

தமிழில்

Tamil Nadu's educational development received national attention. Our achievements in medical education are also proud. Tamil Nadu has the highest number of medical colleges in the country with 69. As the next milestone, there is an expectation that a Nursing University will also be established in Tamil Nadu.

According to the University Grants Commission (UGC) rules, a university can start if it has 100 colleges and graduates 5,000 students annually. In that way, Tamil Nadu was fully qualified many years before the establishment of Nursing University. Establishing such a university is the imperative of time.

TAMIL NADU AND NURSING:

The bond between Tamil Nadu and nurses is very deep. The first nursing school in Southeast Asia was started in Tamil Nadu in 1864. That is the MMC College of Nursing, which stands majestically near the Central Railway Station today. The first Nursing degree in India was introduced in 1946 at Vellore Christian Medical College.

Tamil Nadu has the highest number of Registered Nurses and Maternity Nurses in India (2,87,897); There are also 321 nurses who have completed doctorate degrees in Tamil Nadu. Also, Tamil Nadu ranks second after Kerala in the number of nurses who work abroad from India.

There are currently 241 Nursing Colleges, 193 Nursing Schools and 79 Nursing Assistant Schools in Tamil Nadu both government and private. All these together have a total of 84,000 nursing students. The University of Nursing will provide them with new courses and jobs suitable for their studies.

Next, there are 1,60,000 nurses working in government and private hospitals across Tamil Nadu. The University of Nursing will also create opportunities for them for further studies and improve their quality of life.

NEED FOR UNIVERSITY OF NURSING: Medical experts categorize the development of the nursing field worldwide as before and after the corona pandemic. The perception of nursing as a sub-discipline within the medical field is now beginning to change. The number of younger generations opting for nursing has also increased.

According to WHO guidelines, there should be one doctor per 1,000 people. But in that we have gone many steps ahead and created one doctor for 250 people. The World Health Organization's guidelines for these same nurses state that there should be three nurses per 1,000 people.

But the number of nurses in Tamil Nadu is only 1.5 per 1,000 people. Universities in Tamil Nadu refuse to give nursing colleges the importance they give to medical colleges and Siddha colleges. Dr. M.G.R. The governing council of the Medical University is the main decision-making body for nursing education across Tamil Nadu.

However, nurses have not yet been given any decision-making responsibility. Of the 14 members of the committee, only two are nurses. Therefore, there is an environment where doctors take decisions related to nurses without consulting them. There is a high demand for nurses in different fields like geriatric nursing, oncology nursing.

Hence, specialized nursing courses are also important for Tamil Nadu. Obstetrical nurses are the ones who do the important work of taking care of deliveries. But now it is not so easy for a Tamilnadu nurse to reach this position of maternity nurse.

A nurse can become a maternity nurse by first completing a BSc Nursing degree (4 years) or a Nursing Diploma (3 years), followed by two years of experience in Obstetrics and almost eight years.

Fearful of this, many nurses hold back from attempting to qualify as maternity nurses. As a result, Tamil Nadu has become the lowest state in India with only 46% of healthy births. If the University of Nursing brings, we can directly bring BSc Midwifery, a three-year course.

Nursing training institutes without formal recognition have sprung up in many places in Tamil Nadu. These institutes tend to divert students who are interested in nursing by offering six months training and one year training.

Both BSc Nursing and Diploma in Nursing are recognized as 'Registered Nurses'. There are many problems with this too.

Where to set up? - A British woman named Lali Seemati donated a few acres of land near Egmore, Chennai to the then Madras Provincial Government for the development of Tamil Nadu nurses. At this place now 'Lali Seemati Nurses Hostel' has been set up in her name.

But the nurses feel that this is not a step towards fulfilling the dream of a self-sacrificing person like Lali Seemati. So, in proper respect to her dream, a nursing university can be set up at that place.

Tamil Nadu is a model state in providing benefits to nurses. Also, the establishment of a new Nursing University in Tamilnadu will be the next step for Tamilnadu medical field!

செவிலியர் பல்கலைக்கழகம்: தமிழ்நாட்டின் அடுத்த எதிர்பார்ப்பு!

தமிழ்நாட்டின் கல்வி வளர்ச்சி தேசிய அளவில் கவனம் பெற்றது. மருத்துவக் கல்வியிலும் நமது சாதனைகள் பெருமிதத்துக்குரியவை. நாட்டிலேயே அதிகமாக தமிழ்நாட்டில்தான் 69 மருத்துவக் கல்லூரிகள் இருக்கின்றன. இதன் அடுத்த மைல்கல்லாக, செவிலியர் பல்கலைக்கழகமும் தமிழ்நாட்டில் அமைக்கப்படுமா என்னும் எதிர்பார்ப்பு எழுந் திருக்கிறது.

பல்கலைக்கழக மானியக் குழுவின் (UGC) விதிகள்படி, 100 கல்லூரிகள் மற்றும் ஆண்டுக்கு 5,000 மாணவர்கள் பட்டம் பெற்றால் பல்கலைக் கழகம் தொடங்கிவிடலாம். அந்த வகையில், செவிலியர் பல்கலைக்கழகம் அமைப்பதற்குப் பல ஆண்டுகளுக்கு முன்னரே முழுத் தகுதியையும் தமிழ்நாடு பெற்றுவிட்டது. அப்படி ஒரு பல்கலைக்கழகம் அமைவது காலத்தின் கட்டாயம்.

தமிழ்நாடும் செவிலியமும்:

தமிழ்நாட்டுக்கும் செவிலியர்களுக்குமான பந்தம் மிக ஆழமானது. தென்கிழக்கு ஆசியாவின் முதல் செவிலியர் பள்ளி 1864இல் தமிழ்நாட்டில்தான் தொடங்கப்பட்டது. அதுதான் இன்று சென்ட்ரல் ரயில் நிலையம் அருகே பிரம்மாண்டமாக நிற்கும் எம்எம்சி செவிலியர் கல்லூரி. இந்தியாவிலேயே முதன் முறையாக செவிலியர் பட்டப் படிப்பு - வேலூர் கிறிஸ்துவ மருத்துவக் கல்லூரியில் 1946இல் அறிமுகப்படுத்தப்பட்டது.

இந்தியாவில் பதிவுசெய்யப்பட்ட செவிலியர்கள் மற்றும் மகப்பேறு செவிலியர்களின் எண்ணிக்கை யில் தமிழ்நாடுதான் முதலிடம் (2,87,897); முனைவர் பட்டம் முடித்த செவிலியர்களும் (321) தமிழ்நாட்டில்தான் இருக்கிறார்கள். மேலும், இந்தியாவிலிருந்து வெளிநாட்டுக்குச் சென்று பணிபுரியும் செவிலியர்களின் எண்ணிக்கையில் கேரளத்துக்கு அடுத்து இரண்டாம் இடத்தில் தமிழ்நாடு இருக்கிறது.

தமிழ்நாட்டில் தற்போது அரசு, தனியார் ஆகிய இரண்டு வகையிலும் 241 செவிலியர் கல்லூரிகள், 193 செவிலியர் பள்ளிகள், 79 செவிலியர் உதவியாளர் பள்ளிகள் இருக்கின்றன. இவை எல்லாவற்றிலும் சேர்த்து மொத்தமாக 84,000 செவிலிய மாணவர்கள் பயில்கிறார்கள். இவர்களுக்குப் புதிய படிப்புகள், படிப்புக்குத் தகுந்த வேலைவாய்ப்புகளைச் செவிலியர் பல்கலைக்கழகம் ஏற்படுத்திக்கொடுக்கும்.

அடுத்து, தமிழ்நாடெங்கும் அரசு, தனியார் மருத்துவ மனைகளில் 1,60,000 செவிலியர்கள் பணிபுரிகிறார்கள். இவர்களுக்கும் உகந்த மேற்படிப்பு களுக்கான வாய்ப்புகளை உருவாக்கி, வாழ்க்கைத் தரத்தை உயர்த்திக்கொள்ளவும் செவிலியர் பல்கலைக்கழகம் வழியமைக்கும்.

செவிலியர் பல்கலைக்கழகத்தின் தேவை: உலகெங்கும் செவிலியர் துறையின் வளர்ச்சியைக் கரோனா பெருந்தொற்றுக்கு முன் - பின் என வகைப்படுத்துகிறார்கள் மருத்துவ வல்லு��ர்கள். செவிலியம் என்பது மருத்துவத் துறையில் இருக்கும் ஒரு உதிரிப் பிரிவு என்ற எண்ணம் தற்போது வெகுவாக மாறத் தொடங்கியிருக்கிறது. செவிலியர்படிப்பைத் தேர்ந்தெடுக்கும் இளம் தலைமுறையினரின் எண்ணிக்கையும் அதிகரித்துள்ளது.

உலக சுகாதார நிறுவனத்தின் விதிகளின்படி 1,000 பேருக்கு ஒரு மருத்துவர் இருக்க வேண்டும். ஆனால், அதில் நாம் பல படிகள் முன்னால் சென்று 250 பேருக்கு ஒரு மருத்து வரை உருவாக்கியிருக்கிறோம். இதே செவிலியர் களுக்கான உலக சுகாதார நிறுவனத்தின் விதிகள், 1,000 பேருக்கு மூன்று செவிலியர்கள் இருக்க வேண்டும் என்று சொல்கிறது.

ஆனால், தமிழ்நாட்டில் 1,000 பேருக்கு 1.5 என்ற விகிதத்திலேயே செவிலியர்களின் எண்ணிக்கை இருக்கிறது. தமிழ்நாட்டில் இருக்கும் பல்கலைக் கழகங்கள், மருத்துவக் கல்லூரிகள், சித்தா கல்லூரிகள் ஆகியவற்றுக்குக் கொடுக்கும் முக்கியத்துவத்தைச் செவிலியர் கல்லூரிகளுக்குக் கொடுக்க மறுத்துவருகின்றன. டாக்டர் எம்.ஜி.ஆர். மருத்துவப் பல்கலைக் கழகத்தின் நிர்வாகக் குழு (governing council) தான் தமிழ்நாடெங்கும் செவிலியர் படிப்பு தொடர்பான முடிவுகளை எடுக்கும் முக்கிய அமைப்பு.

ஆனால், இதில் செவிலியர்களுக்கு முடிவெடுக்கும் அதிகாரம் கொண்ட எந்தப் பொறுப்பும் இதுவரை வழங்கப்படவில்லை. அக்குழுவின் 14 உறுப்பினர்களில், இரண்டே இரண்டு பேர் மட்டும்தான் செவிலியர்கள். எனவே, செவிலியர்களைக் கலந்தாலோசிக்காமல், அவர்கள் தொடர்பான முடிவுகளை மருத்துவர்களே எடுக்கும் சூழல் நிலவுகிறது. முதியோர் செவிலியர், புற்றுநோயியல் செவிலியர் என வெவ்வேறு பிரிவுகளில் செவிலியர்களுக்கு அதிகமான தேவை இருக்கிறது.

எனவே, பிரத்யேகமான செவிலியர் படிப்புகளும் தமிழ்நாட்டுக்கு முக்கியம். பிரசவங்களைக் கவனித்துக்கொள்ளும் முக்கிய மான பணியைச் செய்பவர்கள் மகப்பேறு செவிலியர்கள். ஆனால், இந்த மகப்பேறு செவிலியர் நிலையை ஒரு தமிழ்நாட்டு செவிலியர் அடைவது அவ்வளவு எளிதான காரியமாக இப்போது இல்லை.

முதலில், பிஎஸ்சி செவிலியர் பட்டப் படிப்பு (4 ஆண்டுகள்) அல்லது செவிலியர் பட்டயப் படிப்பு (3 ஆண்டுகள்), அடுத்து மகப்பேறு மருத்துவத்தில் இரண்டு ஆண்டு அனுபவம் எனக் கிட்டத்தட்ட எட்டு ஆண்டுகளைச் செலவழித்தால்தான், ஒரு செவிலியரால் மகப்பேறு செவிலியராக இயலும்.

இதற்கு அஞ்சியே நிறைய செவிலியர்கள் மகப்பேறு செவிலியர் தகுதிபெற முயலாமல் பின்வாங்கிவிடுகிறார்கள். இதன் விளைவாக, இந்தியாவிலேயே மிகக்குறைவாக 46% அளவுக்கு மட்டும் சுகப்பிரசவங்கள் நடக்கும் மாநிலமாகத் தமிழ்நாடு மாறியிருக்கிறது. செவிலியர் பல்கலைக் கழகம் கொண்டுவந்தால், நம்மால் நேரடியாக BSc Midwifery என்ற மூன்று ஆண்டுப் படிப்பைக் கொண்டுவரலாம்.

முறையான அங்கீகாரம் இல்லாத செவிலியர் பயிற்சி நிறுவனங்கள் தமிழ்நாட்டின் பல இடங்களில் உருவாகியிருக்கின்றன. இந்நிறுவனங்கள் ஆறு மாதப் பயிற்சி, ஓராண்டுப் பயிற்சி என செவிலியர் ஆர்வம் கொண்ட மாணவர்களைத் திசைதிருப்பும் போக்கைச் செய்துவருகின்றன.

பிஎஸ்சி செவிலியர் பட்டப்படிப்பை முடித்தவர்களுக்கும் செவிலியர் பட்டயப் படிப்பை முடித்தவர்களுக்கும், ஒரே மாதிரியான ‘பதிவுசெய்யப்பட்ட செவிலியர்’ என்ற அங்கீகாரம் வழங்கப்பட்டு வருகிறது. இதிலும் நிறையச் சிக்கல்கள் இருக்கின்றன.

எங்கு அமைப்பது? - லாலி சீமாட்டி என்கிற பிரிட்டிஷ் பெண்மணி, தமிழ்நாட்டு செவிலியர்களின் மேம்பாட்டுக்காக சென்னை எழும்பூர் அருகே சில ஏக்கர் நிலத்தை, அன்றைய மெட்ராஸ் மாகாண அரசுக்குத் தானமாகக் கொடுத்தார். இந்த இடத்தில் தற்போது அவரது பெயரில் ‘லாலி சீமாட்டி செவிலியர் தங்கும் விடுதி’ அமைக்கப்பட்டுள்ளது.

ஆனால், லாலி சீமாட்டி போன்ற தியாக உள்ளம் படைத்தவரின் கனவுக்கு ஈடுகொடுக்கும் முன்னெடுப்பாக இது இல்லை என்பதே செவிலியர்களின் கருத்து. எனவே, அவரது கனவுக்கு முறையான மரியாதை செலுத்தும் வகையில், அந்த இடத்தில் செவிலியர் பல்கலைக்கழகம் அமைக்கலாம்.

செவிலியர்களுக்கு நலன்களை அளிப்பதில் தமிழ்நாடு முன்னுதாரண மாநிலமாக இருக்கிறது. கூடவே, தமிழ்நாட்டில் புதிதாக ஒரு செவிலியர் பல்கலைக்கழகம் அமைவது தமிழ்நாட்டு மருத்துவத் துறையின் அடுத்தகட்டப் பாய்ச்சலாக அமையும்!

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daily-media · 1 year ago

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Nilgiris artisans receive prestigious Mark Shand award from King and Queen of England

Both Ramesh and Vishnu were honoured on behalf of all the indigenous artisans crafting life-size elephants from Lantana camara (a highly invasive plant species).

CHENNAI: Two youths from the Nilgiris district, Ramesh Maran (32) and Vishnu Varadhan (29), who belong to the Bettakurumba community have received the prestigious Mark Shand award from the King and Queen of England on Wednesday.

Both Ramesh and Vishnu were honoured on behalf of all the indigenous artisans crafting life-size elephants from Lantana camara (a highly invasive plant species). In addition to removing invasive species from the environment, these installations also provide livelihoods to communities dependent on the forest and foster human-wildlife co-existence.

The models of the ‘Lantana Elephants’ were made by The Real Elephant Collective in India, in partnership with the UK Charity Elephant Family. Close to 120 indigenous people in Tamilnadu, Kerala and Karnataka are involved in making Lantana elephants and other crafts, and have gained over 3.5 crores in income over the last 5 years working on this project. 125 of these life-sized lantana elephants were displayed in the central London Parks in 2021, and in total close to 250 of them were auctioned to raise funds for Human-Wildlife Coexistence.

The funds raised from these exhibitions are supporting projects that promote human-wildlife coexistence in India, starting with a coexistence fellowship program being offered to young people across India, hosted by the Transdisciplinary University in Bengaluru and the Co-Existence consortium.

While International orders are continuing, The Real Elephant Collective has partnered with Rangde to launch the Nilgiri Elephant Fund, to raise working capital to keep the local artisans employed. Supriya Sahu, Additional Chief Secretary, Environment, Forest and Climate Change for Tamil Nadu, said, “The Government of Tamilnadu is happy to see the indigenous of the state getting such recognition. The ancient bond between people and elephants should be celebrated widely.

This multifaceted project clears lantana from the forests, provides indigenous people with a livelihood, and celebrates human-wildlife coexistence. The Lantana elephants will soon be touring around the state as well.”

Lantana camara is one of the ten most invasive weeds in the world, and the removal of which is highly beneficial to forests in the trijunction knot of the Nilgiri Biosphere Reserve. Lantana and zenna are two invasive plant species that are known to degrade the biodiversity of forests in Tamil Nadu, Kerala, and Karnataka, thus jeopardising the food security of wild animals. This in turn becomes an important cause for human-animal conflicts.

Ramesh, who received the award on behalf of those part of the project, was involved with research at the Shola Trust and Tamil Nadu Forest Department, in identifying and profiling the behaviour of individual elephants. This research showed that only about 7 of the 150 elephants in the Gudalur region were causing almost all the damage to residents’ life and property. This significantly reduced conflict, since managing 7 problem elephants was significantly easier than chasing all the elephants away from human habitation.

These individual elephants formed the basis of the making of the Lantana elephants, each of which is modelled on a real wild elephant.”I am really happy to meet the King and Queen and get recognition for my community and the work being done to remove Lantana from the forests. No one believes us simple people from Nilgiris are coming all the way here for this honour. Even the border immigration officer didn’t believe us and read the invitation letter many times,” said Ramesh.

Vishnu’s father meanwhile was a forester working for the Tamil Nadu Forest Department in the Mudumalai Tiger Reserve. His family has been working with elephants for at least 6 generations — as far back as they can remember. He was also involved with identifying individual elephants, and later started working on making the Lantana elephants through The Real Elephant Collective.

“It is nice to come all the way to London, and see that people care so much about elephants even though there are no elephants here. We went for a guided walk in London and heard that they used to have elephants in Buckingham Palace. You can also see elephant imagery in many places in London. Because of Kartiki Akkas film, everyone knows about the mahouts and elephants now. It is also amazing to see that the Lantana elephant we made in the Nilgiris are sitting here in the Palace with the Royal Family,” said Vishnu.

The charity, Elephant Family, was founded by the Queen’s late brother, Mark Shand, a well known elephant conservationist. The charity has a long history of undertaking high-profile and innovative campaigns to raise awareness and funds for Asian Elephants. The King and Queen continue to be patrons of the organisation.

#Nilgiris artisans #Mark Shand award

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facultytick · 1 year ago

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rocknews · 2 years ago

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Rohini College Of Engineering And Technology, Best Engineering College In Kanyakumari District – Pave Way To Your Career In Engineering

Rohini College of Engineering & Technology (RCET), the best engineering college in Kanyakumari district, began functioning in the 2012 academic year. It is accredited by the All India Council for Technical Education (AICTE) and associated with Anna University. RCET has been certified to ISO 9001:2015. It provides undergraduate, graduate, diploma and doctoral level management and engineering courses.

Main features of RCET

Large, well-designed classrooms and tutorial rooms.

Interaction with Industry Institutes - Placement Training Programmes Led by Industry Experts.

Central Library has about 70000 titles of books and journals, as well as internet lease connectivity for E-Library.

Campus with high-speed WIFI available 24*7

The air-conditioned auditorium "The Grand Arena" offers 750 seating capacity and a superb stage for all common activities / events.

The cutting-edge, air-conditioned Mini Seminar Hall 1 with 300 seats and Mini Seminar Hall 2 with 100 seats.

World-class sports facilities that meet international standards.

High-level communication labs to help students improve their language skills.

Expert guest lectures, industrial training trips, seminars, and workshops to help students build the necessary skills.

Technical Exposure at SPECTRA and TARCET.

Excellent hostel facilities for both boys and girls, divided into three categories (Premium, Elite, and Economic).

All students and staff are provided with transportation from various locations such as (Thirunelveli, Thoothukudi, Kanyakumari, and Trivandrum).

The training and placement cell at RCET, best engineering college in Kanyakumari district aims at providing 100% placement assistance to its students. The placement cell conducts various mock interview sessions, communicative English and soft skill training, quantitative and technical aptitude training and certification courses relevant to the opted discipline.

RCET faculty is well equipped with years of experience in technology and management academia as well as the industry. They prepare students with hands-on training to face the real-life professional challenges of their relevant fields. RCET has a placement rate of 96.5%, and some of their top recruiters include Infosys, Accenture, Siemens, TCS, TVF, Justdial, and others. This leads RCET to become the best engineering college in Kanyakumari district.

Address: Near Anjugramam JN, Kanyakumari Main Road, Palkulam, Tamilnadu, India. Phone: +91 8531088888 Email: [email protected]

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pooma-education · 2 years ago

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I wish to suggest new topic for discussion. How new is the New Education Policy (specially senior secondary level) and is it practicable and beneficial for students?

• Initiator: Mr. S. C. Vohra

• Reply: Azeez

There are some other areas crying for attention to bring much required reforms...

Cry 1: GER

The Gross Enrolment Ratio from preschool to secondary education should be 100 per cent by 2030. (GER is defined as the ratio of the total enrolment in education – regardless of age – to the official population in a given school year, expressed as percentage.)

The policy states that universal participation in schools shall be achieved by tracking students and their learning levels to ensure they are enrolled and attending school, and have suitable opportunities to re-join or catch up at school in case they have dropped out or fallen behind.

South Indian states, Tamilnadu, Kerala, Telengana... achieved GER 48% now whereas other states of India are at GER 26% and the deadline is fixed to achieve it is 2030. Till then what will these achievers do? They reach it in a few years GER 100%. Does this policy pull these states down or hold them to not to improve their GER. Or to fix different states for different GER or different deadline?

Cry: 2

Public and private schools – except the schools that are managed, aided or controlled, by the central government – will be assessed and accredited on the same criteria, benchmarks, and processes.

Solid assessment plans and criteria for the process are not given in the policy. Whether Assessment is results oriented or skills oriented. If it is results oriented, then rote learning is the way which is not supported by the policy. If it is skills oriented, then what are the tools for skills measurements? Or any other secret criteria is hidden behind? If so, trust is not assured. And why not the same criteria will be followed for central government owning schools?

Cry:3

The policy suggests establishing ‘school complexes’ consisting of a secondary school and other schools offering lower grades of education – including anganwadi centres – in a radius of 5 to 10 kilometers. Such a complex will have “greater resource efficiency and more effective functioning, coordination, leadership, governance, and management of schools in a cluster."

We all know how difficult it will be to run a residential school or school of a higher standard with a huge population. Man power, coordinators, VPs, admins, managers.... are required. State Governments are dividing schools, district education offices.... for the better and smooth administration. Union government is dividing states, States are dividing districts for smooth and quick and quality management. Now bringing them back under one umbrella. How will administration be?

Cry 4

All education institutions shall be held to similar standards of audit and disclosure as a 'not-for-profit' entity, says this policy. If the institution generates a surplus, it shall be reinvested in the educational sector.

What about private schools? Will they exist or only government schools exist? Or all schools be run by MN companies?

Cry:5

The medium of expression until at least grade five – but preferably till grade eight or beyond – shall be the student’s mother tongue, or the local or regional language. The ‘three-language formula’ will continue to be implemented in schools, where two of the three languages shall be native to India.

• Local language/Regional language/Mother tongue in India (Details)

There are 121 languages which are spoken by 10,000 or more people in India, which has a population of 121 crore, it said.

The Registrar General and Census Commissioner, India, said since a household may consist of persons related by blood or of unrelated persons or a mix of both, it is absolutely necessary to ask every person about her or his mother tongue.

It was required because the mother tongue of each member of a household need not necessarily be the same — these may be different for different members in the household.

The number of such raw returns of mother tongues has totalled 19,569, the report of the 2011 census said. However, 96.71 percent population in the country have one of the 22 scheduled languages as their mother tongue.

Since mother tongues, as returned in the census, are basically the designations provided by the respondents of the linguistic mediums in which the respondents think they communicate, they need not be identical with the actual linguistic mediums, it said.

For assessing the correlation between the mother tongue and designations of the census and for presenting the numerous raw returns in terms of their linguistic affiliation to actual languages and dialects, 19,569 raw returns were subjected to thorough linguistic scrutiny, edit and rationalisation.

This resulted in 1,369 rationalised mother tongues and 1,474 names which were treated as “unclassified” and relegated to “other” mother tongue category.

The 1,369 rationalised mother tongues were further classified following the usual linguistic methods for rational grouping based on the available linguistic information. Thus, an inventory of classified mother tongues returned by 10,000 or more speakers are grouped under appropriate languages at the all-India level, wherever possible, and have been prepared for final presentation of the 2011 mother tongue data.

The total number of languages arrived at is 121, the Registrar General and Census Commissioner, India, said.

The 121 languages are presented in two parts — languages included in the Eighth Schedule of the Indian Constitution, comprising 22 languages and languages not included in the Eighth Schedule, comprising of 99 languages plus the category “total of other languages”, which includes all other languages and mother tongues which returned less than 10,000 speakers each at the all-India level or were not identifiable on the basis of the linguistic information available.

The number of scheduled languages was 22 at the time of presentation of the 2001. The same 22 languages are maintained in 2011 census also.

The non-scheduled languages are 99 in 2011 against 100 in 2001. The decrease in the number is due to exclusion of Simte and Persian, which were not returned in sufficient numbers as 2011, and inclusion of Mao, which has returned more than 10,000 speakers at the all-India level at 2011 census.

Of the total population of India, 96.71 percent have one of the scheduled languages as their mother tongue, the remaining 3.29 per cent is accounted for other languages.

There are total 270 identifiable mother tongues which have returned 10,000 or more speakers each at the all-India level, comprising 123 mother tongues grouped under the scheduled languages and 147 mother tongues grouped under the non-scheduled languages.

Those mother tongues which have returned less than 10,000 speakers each and which have been classified under a particular language, are included in “others” under that language.

The Eighth Schedule of the Constitution consists of the following 22 languages –Assamese, Bengali, Gujarati, Hindi, Kannada, Kashmiri, Konkani, Malayalam, Manipuri, Marathi, Nepali, Oriya, Punjabi, Sanskrit, Sindhi, Tamil, Telugu, Urdu, Bodo, Santhali, Maithili and Dogri.

Of these languages, 14 were initially included in the Constitution. Sindhi language was added in 1967. Thereafter three more languages viz., Konkani, Manipuri and Nepali were included in 1992.

Subsequently, Bodo, Dogri, Maithili and Santhali were added in 2004.

________

Medium of Instruction in schools should be of local language or mother tongue - the policy says. How to address this issue? Which language to follow for the medium of instruction now. Teachers get confused. Appointing so many language teachers for few learners in every language is a herculean task and expensive too. Some of our local language has no script used for reading and writing.

Meanwhile non-Hindi speaking states in our country are more than 20%. Again language protection issues come up.

3 language systems are wonderful and acceptable also. But choice should be given to choose languages. An example, In a non Hindi speaking state, first language is regional/local language, the 2nd language would be English and the 3rd language would be Hindi. Now in Hindi speaking state, first language Hindi, 2nd language English and what would be their 3rd language? Again Hindi or some other language.

Any language would be called as regional language if 10% of speakers are. Otherwise it won't be considered as the regional language of

the particular state.

Now what would be our choice to choose a third language. Parents again get confused. The issue of children’s ‘mother tongue’ and home language being different from the local language used for instruction in schools, especially in the case of migrant and Adivasi families, has not been addressed. There is no definitive decision or guideline around the language of instruction.

For example, the policy says to use local languages ‘wherever possible’, which leaves a lot of room for the status quo—which is the existing three language formula—to continue, especially in the case of the high-performing government run school systems such as Kendriya Vidyalayas (KVs).

Cry 6

The policy asks educators to integrate ‘Indian knowledge systems’ covering subjects like yoga, Indian philosophy, and Adivasi/indigenous ways of learning, in the syllabus. However, upskilling educators, who presently struggle even to teach the basic syllabus, to integrate these complex ideas in a secular and inclusive manner, is definitely a challenge. Such a challenge to face, we need multifaceted teachers trained in Apex educational institutions. Every teacher cannot face it. All our top level students are joining professional colleges and none wish to be a teacher. Because they knew the difficulties of a teacher. Low payment, no job security.....

Cry:7

Testing and assessments

Focus on measurable learning outcomes at all levels of the newly proposed schooling system, with testing at 3rd, 5th, and 8th grade levels.

Promoting formative assessments (those that are conducted on an ongoing basis covering smaller portions of the syllabus), peer assessment, and holistic progress reports, to measure the ongoing academic progress of the children.

Student choice to be incorporated in the 10th and 12th grade board exams. The policy suggests doing so by offering freedom of subject choice, allowing best of two attempts, and choice of difficulty (standard and higher level).

Misses:

The policy suggests formation of two new agencies: PARAKH and NTA—Performance Assessment Review Analysis of Knowledge for Holistic Development and National Testing Agency, respectively. These new agencies could lead to over-centralisation, and potentially, over-testing of children at national and state levels.

Overlap between importance given to 12th standard board exams, as well as common university entrance examinations after 12th standard.

Funding linked to performance of states may actually result in low-income and low-performing states being strapped for central funding in the future, leading to further stratification.

The policy suggests the development of a holistic progress report card for students and parents, that can be accessed through an AI based software for periodically tracking their growth. However, it does not clarify how the existing glaring digital divide will be bridged.

The policy language mentions the focus on ‘gifted students’ to increase admission into IITs/NITs via promoting Olympiads and other competitive testing.

Poorer families cannot afford preparation and exam fees for Olympiads, and if premier institutes include them in their admissions criteria, as suggested by the policy, it would deepen existing social inequities in higher education. The hardest task that NEP 2020 had set itself is the all-important one of “transforming the culture of assessment.” To our utmost disappointment, we find that no intrinsic change has been proposed in the mode of assessment.

The policy mentions a centralised examination structure and a declaration that examinations would not require rote learning. This is very welcome as a distinction should certainly be made between the requirement (as now) to retain and recall data, and the necessity to acquire and assimilate knowledge.

Further, NEP 2020 mentions that the syllabus would be reduced to accommodate only “core essentials” in order to make the board exams “easier.”

But we teachers have our reservations as we strongly feel that the rigour of learning should not be completely done away with. The question of “core essentials” have to be discussed here.

On a large scale how to maintain secrecy of the question papers. It would be a big task of protecting from leaking question papers...The proposal in NEP 2020 to set examination papers at two levels, ‘standard’ and ‘advanced’—“beginning with Mathematics”—is an excellent idea.

Since students have a stronger aptitude for certain disciplines and have a dislike for others (or for some reason are unable to perform well in them), it makes sense to have two levels of exams in different subjects.

With a combination of standard and advanced level courses in different subjects, all students would at least have a basic knowledge of the core subjects up to the secondary level.

This would make allowance for differences in aptitude among students and would definitely help a large number of “math-phobic” students, who could take the “standard” level of exams in mathematics.

This is necessary to prevent a ‘skewed’ educational foundation, in which students leave school with inadequate numeracy skills.

So narrow and specialised studies are not necessary at secondary level of education. For few who are called as gifted could enjoy discrimination of this kind. While the examinations proposed by NEP 2020 in classes 3, 5, and 8 may be necessary “to monitor and develop” the school system, they will not be viewed as such.

Children will continue to be under constant pressure to ‘perform’, now at three more levels of exams.

In Tamilnadu and Andra Pradesh, School children are appearing 10th, 11th and 12th as board examinations. Continuous and constant pressure on school children in the name of the board of examination is a kind of mental harassment and against human rights. Added to which NEP brings additional 3 board examinations.

Bringing children to an edge where no option except quitting from studies.

In order to realise the objective of transforming the culture of assessment, depends on changing a mindset, We need to change the attitude of adults, especially that of parents and teachers, towards assessment so that children are enabled to take tests in their stride.

Why do we speak much about assessment culture in NEP 2020?

Reason is:

The worth of a student is mostly measured in terms of examination results (so too the worth of a school).

[During the secondary school years, students’ creativity and thirst for learning beyond the syllabus are … killed]

Therefore the second half of a student’s school life is currently mainly devoted to securing good results.

Consequently, these ‘wonder years’, when they should be learning joyfully and exploring the world with uninhibited curiosity and sense of adventure, are drearily spent preparing for exams.

The nature of each examination – irrespective of the affiliated school board – is such, that students have to learn vast amounts of data, and stock questions have to be answered in set ways.

During the secondary school years, students’ creativity and thirst for learning beyond the syllabus are also killed. The learning time for students who are not examination candidates is also affected since a large part of the teaching force is otherwise busy, having been requisitioned to help in carrying out this mammoth yearly exercise.

Moreover, every year the absurdly inflated marks that students score in the high school board exams dent the credibility of the assessment system.

Yet in the opinion of many school educators, the success of the curriculum policy will, in turn, hinge almost entirely on the success of this single reform of the assessment system.

Cry: 8

What should set off alarm bells about NEP 2020 is the statement that all officially prescribed text books would contain “only essential core material”.

The definition of “essential” is relative. The fear is that the content of a textbook may not be accepted by all as “essential” or that what is deemed “essential” by many, may be missing altogether from the textbooks.

Therefore, clarity about “core essentials” is vital as experience indicates that unless a topic is included in the syllabus that is to be tested, it is unlikely to be taught or learnt.

Cry: 9

Learning by the book

Closely associated with the issue of assessment and examinations is the matter of textbooks.

NEP 2020 has announced the intention of publishing “high quality and energised books”.

What is high quality and energised books?

Of course, nobody wishes to compromise on the quality of textbooks, especially in a country where, unfortunately, the reference point for most learning and assessment thereof, is the textbook. (Incidentally, what does the term “energised textbook” mean?)

Since private schools and colleges find a respectable place in the general scheme of things, private publishers should also be permitted to publish school textbooks.

This gives out the wrong signal that everything a student should know about a subject, in a given class is encapsulated in a single book.

A specific textbook may be prescribed by the school but schools, teachers and students should have the freedom to refer to any book of their choice from among a wide and rich variety of textbooks.

And Other learning sources such as reference material should also be readily available.

It goes against all educational principles that the schoolchildren of a whole country have to learn from a single set of textbooks.

What is imperative is the availability of a wide range of textbooks that also cover the experiences and conditions of different states.

{See this contradiction: What should set off alarm bells about NEP 2020 is the statement that all officially prescribed text books would contain “only essential core material”}

Teachers should also refrain from referring to a single text book in class. In any case, students must be weaned away from text-book-oriented learning. I have a feeling that the problem of heavy schoolbags will disappear if teachers stopped insisting on children bringing their textbooks to school.

What should set off alarm bells about NEP 2020 is the statement that all officially prescribed text books would contain “only essential core material”. The definition of “essential” is relative. The fear is that the content of a textbook may not be accepted by all as “essential” or that what is deemed “essential” by many, may be missing altogether from the textbooks.

Therefore, clarity about “core essentials” is vital as experience indicates that unless a topic is included in the syllabus that is to be tested, it is unlikely to be taught or leant.

Cry 10

Improving standards

NEP 2020 states that “public and private schools (except the central government schools) will be assessed and accredited on common minimum criteria.” It is not clear why central government schools have been excluded from this assessment, but the policy clearly states that common standards would be established for public and private school education.

Statistical data indicate that about half of India’s school going children attend private schools in spite of the higher cost of such schooling. This is because of the perception (justified or not) that private schools are better run than government schools. Besides, the importance given to the teaching and learning of English in private schools is a powerful factor in their favour since it is generally believed that competency in English is a basic requirement in the job market.

In order to achieve the same standards, the policy states that teachers of public schools would be adequately trained and given a conducive working environment. Their professional development would be continuous and incentives would be offered throughout their career. There would be a School Quality Assessment and Accreditation Framework (SQAAF) developed by SCERT & NCERT. We look forward to the day when all schools will be of a high standard whether public, private, or run by the central government.

Many school educators feel that one of the most laudable features of NEP 2020 is the focus on ‘learning outcomes’. Hitherto, the concern had been mostly about enrolment and the number of ‘out of school’ children. The quality of learning was ignored. Even the number of toilets in a school seemed to receive greater attention. Hence it was no surprise when Pratham’s Annual Status of Education Report (ASER)disclosed the shockingly poor learning levels at every grade.

Therefore, the proposal of NEP 2020 that there would be continuous tracking of each child’s learning outcomes is reassuring. In fact, the purpose of the proposed examinations in classes 3, 5, and 8 is primarily to track learning outcomes, and to introduce remedial measures and course correction where required. Course correction would include revision of course content in terms of depth and breadth and revision of teaching strategies and goals.

Conclusions

It must be confessed in conclusion that in spite of the many welcome changes that have been envisaged by the new policy, a couple of nagging fears persist in many of us.

Will the standardisation and centralisation that is implied in the structure and governance of school education be appropriate for the widely diverse student population of our country? Will the bid to elevate the level of education quickly and efficiently by adopting a uniform approach, radically change our precious multi-layered and intricate cultural fabric?

In sum, it can be stated that two vital conditions are required if the much-vaunted NEP 2020 is to succeed. The first is the transformation of mindsets; the second is the immediate availability of competent teachers who are central to the whole project.

[T]here is no clarity as to who will train and develop this vast pool of extraordinary teachers that is expected to emerge in the course of the next two years to shape the future of India’s children.

It is difficult to fathom where the teachers will come from to make this miracle happen. At the moment, not only is there an extreme dearth of skilled schoolteachers throughout India, there is also a crucial shortage of teaching staff of any kind in public schools.

Expectedly, a study conducted by a child rights NGO states that “quality education is a far cry for children”. According to reports of a 2018 study by Centre for Budget and Governance Accountability and Child Rights and You, there is a shortage of more than 500,000 teachers in elementary schools and 14% of government secondary schools do not have the prescribed minimum of six teachers.

Many schools employ contractual teachers or underqualified para teachers.

The plan for the professional growth of teachers and their retention, as spelt out in NEP 2020, is commendable in parts. But there is no clarity as to who will train and develop this vast pool of extraordinary teachers who are expected to emerge in the course of the next two years to shape the future of India’s children.

The National Education Policy of 2020, has set out to fulfil the aspirations of many Indians and has succeeded in dazzling many school educators. In the end the efficacy of any policy is measured by how it is implemented. NEP 2020 is an exception: it can be critiqued even before it is implemented. This is because of the unrealistic timelines that have been drawn up for meeting far-reaching goals.

Overall, NEP 2020 appears to be absurdly overambitious.

0 notes

azeez-unv · 2 years ago