CAREER WEBSITES

DEAR ASPIRANTS HERE ARE SOME USEFUL WEBSITE FOR YOUR CAREER BUILDING. YOU CAN ALSO NEVIGATE THESE WEBSITES IN THE COURSE OF CAREER SELECTION AND RELEVANT EDUCATIONAL INSTITUTIONS AND EMPLOYERS :

http://www.grandislandschools.org

YOUR CAREER IS YOUR LIFE

Scientifically Plan Your Career

TALK
CAREER TEST
CAREER OPTIONS
INSTITUTES

Ques:

HOW DO I CHOOSE THE RIGHT CAREER?

Get answers to all these questions and much more.
CareerGuide brings to you scientific and meticulously designed Psychometric Career Assessment to discover your true potential and interest.

MOST ACTIVE CAREER COUNSELLORS OF THE MONTH

LATEST QUESTIONS FROM CAREER GUIDE KNOWLEDGE BASE

HOW CAREER GUIDE IS CHANGING LIVES

https://www.careerguide.com

careerbookstore careerexplorer careerhotline careerupdate collegeandcoursefinder deadlines scholarshipfinder

Pervin Malhotra
Confused about your career?
Don’t know what options to choose?
Where to study?
Career Guidance India offers you a wealth of accurate and up-to-date information to help you make the right choices.
Plus, expert career guidance at no cost!
Here is further help. Just log in your query at:Pepsi-Caring Career Hotline My team and I will send you a well-researched answer within 48 hours.
Here is wishing you a great future.
Pervin Malhotra
Pervin Malhotra is India’s top career counsellor. Her immensely popular career query columns in the print and electronic media reach an estimated audience of 50 million. She is the Executive Director, Career Guidance India (CARING)

Agricultural Scientists Recruitment Board
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Union Public Service Commission  … more
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“Thank you Pepsi Caring for your guidance. This is truly the best service for confused students like me. I am greatly proud of this Indian service for showing me the right way.”
Umesh Jindal


This is an unsolicited
testimonial – one of the unending stream we receive every day from appreciative students, parents and teachers.

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Career Options after 10th and 12th Class

Pervin Malhotra
Post-result time is the most taxing period for many students, when, they must make prudent decisions about their career.

NNE has always endeavoured to provide the best possible counselling services to the students through its dedicated career counselling section. At this juncture we thought to provide you the views and guidance of an eminent career counsellor.

Pervin Malhotra is India’s top career counsellor. Her immensely popular career query columns in the print and electronic media reach an estimated audience of 50 million. She is the Executive Director, Career Guidance India (CARING).

Her guidance has helped shape many futures. In this interview, she talks about how to select a particular career, the most important skills a student should possess. She clears up the perennial dilemma of college over subject or subject over college and much more.

Ques 1. In our education system, marks are very important. If I don’t get good marks in say, mathematics, but want to work as a media planner, how do I judge my skills?

A career in Media planning does require a considerable amount of number crunching and mathematical skills, but I believe that if you are very keen and focused on your goal, you will work hard to overcome the obstacles in your path. Your passion can compensate for your lack of qualification to some extent.

Ques 2. One skill needed in every/almost all professions?

Communication, though it’s importance varies. For example, in a profession like that of a research scientist, you may not be required to communicate as much as customer facing professions like sales or marketing, but even a researcher is required to communicate his findings to his peers and share the benefits of his findings with people. For medical practitioners, communicating with patients, and understanding their problems is important.

Ques 3. Now, with class 10 and class 12 results coming out soon, what would you suggest to a 16-year old, who is on the verge of choosing a career & does not know himself too well? The decision s/he takes might be influenced by his/her peers, or someone whose sense of judgment s/he trusts, but it may not necessarily be right for him/her?

True, for a 16-year old decisions about choosing a career after 12th are largely influenced by his/her peers. But, there are over 3,500 professions, and what may be right for one person, might not be right for someone else. It helps to be aware of one’s strengths and weaknesses. What s/he can do is make a list of his interests, likes and dislikes, ask questions like “do I like to study a particular subject? Do I like sports more than studies? WouldI like to take part in extra-curricular activities?” Then, on the basis of that list, he/she should try finding careers related to likes and aptitude. For example, if someone likes to write, s/he canenrol for a course related to that, like mass communication. Apart from this, there are some self-assessment tools available in the market, but the important thing to keep in mind about these tools is to ensure that the test is a bonafide one and that the norms are duly validated. We at Career Guidance India (CARING), have an excellent, tried and tested tool that can help students assess their own aptitude and career interests.

Also, in case a student is not sure about what s/he wants, it helps to choose a stream that will keep the maximum number of options open. For example, dropping a subject like mathematics directly closes the options like engineering, BBS, BCom (Hon), BBE, MCA etc.

Ques 4. College over subject or subject over college, what would you suggest? Continuing, would you recommend that a student drop a year?

Ans 4. Your college tenure will stretch over 3-4 years. In case you are not sure about which specific career to choose, join a good college, keep your eyes and ears open, and explore your options during that time. But, in case a student is very sure about his career, it should always be subject over college. That’s what will take him to his desired goal.

Personally, I would never recommend someone to drop a year. One year is a long time. One might start off with enthusiasm, but sustaining that enthusiasm and zeal throughout the year is very tough. It would start with simple things like waking up late, wasting time on the internet, task stretching, and before you realize, the year is up! Also, I believe that the young should be with the young. I would rather suggest that the student enrol for some course and keep preparing side-by-side.

Ques 5. Parents have apprehensions about taking a loan for an offbeat career. They’d rather “waste” money on a course that is more “socially accepted”. What are your views?

I will take an extreme example. Please draw the analogy. Not many have deep enough pockets to education in the field of, say, motor sports. But, if you have keen interest in motor sports, you can look at related fields like sports journalism, test drive cars and bikes, write about cars, become an automotive photographer, design cars, remodel cars and do umpteen other things related to your passion. So, before taking a plunge into a particular field, try to find the viability of that field and compare it with your strengths, availability of funds etc.

Ques 6. In quite a few universities, there is sports quota and admission on the basis of academics. Do you feel the two should be clubbed together?

I don’t know about clubbing them together, but life is not about academics alone. A healthy balance should be maintained; it should not be that students turn out to be nerds, or, for that matter, start ignoring education entirely. While clubbing the two, due consideration should be given to bothextra curricular activities and marks. It should not be that someone who is very good in a particular sport and gets 55% marks gets admitted to a college with 90% cut-off.

Ques 7. Continuous and Comprehensive Evaluation (CCE), how will it change the entire higher education system, according to you? Will it bring the standards down? Will it help in churning out well-rounded students?

If implemented properly, I think Continuous and Comprehensive Evaluation would produce students with all-rounded skills. Some stress is good, and with CCE, the stress would be distributed evenly. You would not have students wasting term-time and then spending sleepless nights during exams. With an emphasis on extra curricular activities, you would have better balanced students. It is a myth that mixing extra-curricular activities with assignments and projects would increase the stress levels.Life is all about multitasking, balancing one thing with other. If implemented in an unbiased manner, and in spirit, I believe CCE will produce well-developed students.

(As told to NNE’s Utsav Sharma)

Based on the interview with Ms PervinMalhotra, NNE has also written an article on ‘Choosing a Career After Class 10 & Class 12‘ which will act as a guiding tool for students after class 10 and class 12.

 

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http://www.indiaeducation.net

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Top Current Affairs For Sarkari Naukri Preparation 07 August 2017

1.The Bengaluru International Airport, in partnership with Thumby Aviation Private Limited, will reportedly soon have India’s first helicopter-taxi service. The HeliTaxi service would ensure quick and seamless transfers to and from airports, Civil Aviation Minister …Read More
1 2  162 
Directory Of Best Career Related Websites (PuneDiary’s Educational Pune Section)

Sr.No.

Information About Website

1. A Site On Contemporary Art And Culture
2. A To Z Colleges And Schools In India
3. Academics- India  – Information website For Higher Education In India
4. Academy Of Fashion And Textile Technology
5. Academy Of Maritime Education And Training (Amet)
6. Admission Assistance & Career Counseling
7. AIIMS, New Delhi
8. All India Academic Index
9. All India Council Of Technical Education (AICTE)
10. All India Institute Of Management Studies
11. An Education And Career Portal
12. Analytical Sciences And Instrument Limited
13. Anything And Everything On Education In India
14. Army Institute Of Technology
15. Asian Academy Of Film & TV
16. Association Of Indian Management Schools
17. Association Of Indian Universities
18. Aviation Ground School
19. Ayurvedic Education In India
20. B.B.D. National Institute Of Technology & Management
21. Bio Campus (For Bio Information Education)
22. Biotechnology Information Directory- Education
23. BM College Of Commerce
24. Business Schools Rating In India
25. Career Launcher
26. Career portal
27. Career Prospects In Computers
28. Career In India
29. Central Board Of Secondary Education (Cbse)
30. Center For Biotechnology
31. Center For Cellular Adn Molecular Biology (CCMB)
32. Center For Development Of Advance Computing (C-DAC)
33. Center For Environment Education (Cee), India
34. Chemical Education In India
35. Civil Services Times (For IAS Coaching)
36. CMR Institute Of Management Studies
37. Compufield Software Programming Institute-India
38. Computer Career, Counsellor And education Portal
39. D.Y. Patil Women College Of Engineering, Pune
40. Data Base Of India : Information About Indian Education
81. Indian Institute Of Information Technology 
82. Indian Institute Of Journalism & New Media, Banglore
83. Indian Institute Of Mass Communication
84. Indian Institute Of Planning & Management (IIPM)
85. Indian Institute Of Science (Iis), Banglore
86. Indian School Certificate Examination
87. Indian Site For Competitive Examination 
88. Indira Gandhi National Open University
89. Information About Careers
90. Information About Careers And Centers
91. Information About Universities And Colleges In India
92. Infosys
93. Institute Of Advance Management
94. Institute Of Business Management & Research
95. Institute Of Chartered Accountants Of India (Ica)
96. Institute Of Management Development & Research
97. Institute Of Marketing Management
98. Institute Of Microbial Technology
99. IT Courses In India 
100. ITUC School Of Management

Some Other Websites Where You Can Find Jobs

138. Admission Guru
139. Delhi For Students
140. Egurukool
141. Jobsahead
142. Naukri
143. Human Links
144. Careerfinance
145. Careerbuilder
146. Monsterindia
147. Careerspan
148. Careerplanning
149. Groovyjobs

http://www.punediary.com/html/bestcareer.html

 

NATIONAL MISSION ON EDUCATION THROUGH INFORMATION
AND COMMUNICATION TECHNOLOGY
MISSION DOCUMENT
NATIONAL MISSION ON EDUCATION THROUGH
INFORMATION & COMMUNICATION TECHNOLOGY [ICT]
INDEX
Section & Description Page No
1.0 Introduction 5
1.1 Statistical Indicators 5
1.2 SWOT Analysis 6
1.2.1 Weaknesses Identified 6
1.2.2 Inherent Strengths 7
1.2.3 Opportunities on the horizon 8
1.2.4 Threats looming large 8
2.0 Need for National Mission in Education through
ICT
9
2.1 Cardinal philosophy of the Mission 9-10
2.2 Objectives of the Mission 10-15
2.3 Scope of work for the Mission 15-19
3.0 Various components of the Mission 19
3.1 The Sakshat Portal 19-20
3.1.1 Approach to Solution 20
3.1.2 Existing Resources 21
3.1.3 Team building & Institutional support requirement 21-22
3.1.4 Community Participation 22
3.1.5 Human Resource Database 23
3.1.6 Finishing Touches to Quality 23
3.2 Spreading Digital Literacy & bridging the Digital Divide in
teaching learning community in Higher Education
23-27
3.2.1 Objectives 27-28
3.2.2 Support to Non-Governmental Organizations (NGOs) and
Governmental Organizations for digital literacy
29
3.3 Provision of e-books and e-journals free to the
learners
29-31
3.4 Support for Generation of e-content and digitization
and indexing of existing e-content
31
3.5 Video Content Indexing & Chunking 31-32
3.6 Evaluation of e-content 32
3.7 Financial Assistance to Institutions of Higher
Learning for Procurement of Hardware /
Replacement of Obsolete Hardware
33
3.8 Financial Assistance to Research Projects 33-34
3.9 National Testing Service 34
3.10 CONTENT GENERATION 34
3.10.1 NPTEL phase II / III 34
3.10.1.1 Partner Institutions 34
3.10.1.2 Number of faculty likely to participate 34
3.10.1.3 Beneficiaries 34
3.10.1.4 Project goal 35
3.10.1.5 Project Deliverables 35-36
3.10.2 Content for Post Graduate Classes 36-37
3.10.3 Content for Undergraduate Courses 37-38
3.11 Standardisation and quality assurance of contents
& certification / automation of certification
38
3.11.1 Objectives of Standardisation and Quality Assurance 38
3.11.2 Outcomes expected 38-40
3.12 Developing Suitable Pedagogical Methods for
Various Classes and intellectual calibers and
research in e-learning
40
3.13 Development of language converter tool kit 41
3.14 Development and realization of Virtual Reality
Laboratories and supporting facilities for e-learning
41
3.14.1 Objectives 41-42
3.14.2 Observations 42-43
3.14.3 Approach to the problem 43-44
3.15 Development of Certification & Testing Modules
for Virtual Technological Universities & creation of
VTU, multi media research and international
Programmes
45-46
3.16 Experimentation and Development of ultra low cost
low power consuming access devices / laptops for
wider coverage of learners & their field trials
46-48
3.17 Talk to a teacher to provide a substitute for
coaching for the economically poor students
48-50
3.18 Development of software controlled hardware
programming for robotics & other crucial areas
50-51
3.19 Adaptation & deployment of open source
simulation packages like ORCAD, Silab etc.
51
3.20 Development of unified ERP system for
Educational Institutions
52
3.21 Publicity & training of motivators to ensure full
utilisation of the systems by institutions & students
53
3.22 Conversion of available content in various regional
languages
53-54
3.23 Development of Vocational Educational modules
and use of haptic devices or education & training
54-55
3.24 Connectivity and Bandwidth Issues 55-56
3.24.1Components of CONNECTIVITY 56-61
4.0 Projected outcomes 61-63
5.0 Implementation Strategies 63-65
5.1 Implementation Guidelines 65-69
6.0 Mission Structure 69
6.1 Committees, Management Structures &
Organograms
69-70
6.1.1 Apex Committee 70
6.1.1.1 Powers & functions of Apex Committee 70-71
6.1.2 Empowered Experts Committee 71
6.1.2.1 Powers and Functions of Empowered Experts
Committee
71-72
6.1.3 Domain Experts Committee 72
6.1.3.1 Power and Functions of Domain Experts Committee
for Mission
72
6.1.4 Mission Secretariat 72-73
6.1.5 Program Advisory and Management Team 73
6.1.5.1 Power and Functions of Program Advisory and
Management
73
6.2 Structure in Anchor Institutions 74
6.3 Structure in participating Institutions 74
6.4 Research to field roll out structure 74
6.5 Organogram 74-79
7.0 Funding & payment norms for various activities 79-80
8.0 Intellectual Property Rights management 80
9.0 Activities that could be funded 81-83
10.0 Eligibility Criteria for Institutions to be funded
under the Mission
83
11.0 Submission of proposals 83-84
12.0 Screening of proposals 84
13.0 Pattern & extent of assistance 84
14.0 Release of grants 85
15.0 Withholding of grants 85
16.0 Disbursement conditions 85-86
17.0 Extension of the project 86
18.0 TERMS AND CONDITIONS 86-88
19.0 Calendar of events 88
20.0 Phasing of activities 88
21.0 Monitoring & Supervision 89
22.0 Reports & returns 89
23.0 Evaluation 90
24.0 Physical Activities, Financial Requirements and
phasing
91
24.1 Annexure – A [Financial requirements and phasing] 91-94
24.2 Annexure – B [Physical targets and phasing] 95-102
Annexure – I 103-108
Annexure – II 109-110
SECRET
No. F.5-29/2007-DL
GOVERNMENT OF INDIA
MINISTRY OF HUMAN RESOURCE DEVELOPMENT
DEPARTMENT OF HIGHER EDUCATION
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1 Introduction
For India to emerge as a knowledge super power of the world in the shortest possible
time it is imperative to convert our demographic advantage into knowledge powerhouse
by nurturing and honing our working population into knowledge or knowledge enabled
working population. Human Resource Development would certainly be the key for it to
happen. To come to grips with the task ahead, it would be appropriate to have a look at our
eco-systems.
1.1 Statistical Indicators: The following statistics would reveal the magnitude of the
problem:
• Literacy rates: The overall literacy rate in the country, as per the 2001 census,
was 64.8 %. This implies that we do not even have the formal means to know
about the talents of the remaining 35.2 % of the population, let alone try to
nurture their talents. This is a very high under utilization of the nation’s
human resources.
• Growth of educational institutions: Between 2000-01 and 2003-04, the number
of Primary Schools has risen from 6.38 lacs to 7.12 lacs i.e., a simple rate of
growth of 3.87 % p.a.. Similarly, in the same period, the number of Upper
Primary Schools has risen from 2.06 lacs to 2.62 lacs i.e., a simple rate of
growth of 9.06 % p.a.. The Plus 2 level institutions during the same period
have risen from 1.26 lacs to 1.46 lacs i.e., a simple rate of growth of 5.29 %
p.a. . In the same period, the number of Colleges for general education has risen
from 7900 to 9400 i.e., a simple rate growth of 6.33 % p.a. With a slow rate of
growth in the number of educational institutions, we cannot hope to quickly
make a dent on the base line educational status of the population. Hence, the
conventional approach must also be aided and supported by the technological
SECRET
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GOVERNMENT OF INDIA
MINISTRY OF HUMAN RESOURCE DEVELOPMENT
DEPARTMENT OF HIGHER EDUCATION
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interventions through ICT so as to make available the knowledge resources
to every learner as per his / her convenience and just in time.
• Enrolment of students: The rates of rise in enrolment per annum, between
2000-01 and 2003-04 in Primary, Upper Primary and High / Higher Secondary
classes, have been 4.24%, 4.59% and 8.93%, respectively. At this rate, unless
alternative routes are opened, it seems very difficult to bridge the gaps and
achieve full utilization of our human resource potential.
• Gross enrolment ratio: The gross enrolment ratio for the primary classes
has been hovering between 90 to 100% since 1990-91, but even then the
literacy rate being only 64.8 % signifies that a large number of students drop
out quite early, without achieving literacy. A question comes to mind as to
how could they get enrolled in the first place if they had to drop out within
a year or two or whether our pedagogy is so unattractive as to lose the
interest of the young minds.
• Drop out rates: The drop out rates in 2000-01, 2001-02, 2002-03 and 2003-04
have been 40.7%, 39.0%, 34.9% and 31.5% respectively.
1.2 Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis
1.2.1 Weaknesses Identified: Our ambition of India becoming a knowledge super power
by effectively utilizing her abundant human resource faces the following weaknesses:
1. Abundance of un-nurtured talent.
2. Lack of timely and easy availability of knowledge resources to all.
3. Opportunities lost because of difficult access to information and guidance.
4. Mismatch between demand and supply of knowledge and skills
5. Lack of collaborative learning
6. Questionable quality of teaching at various places
SECRET
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MINISTRY OF HUMAN RESOURCE DEVELOPMENT
DEPARTMENT OF HIGHER EDUCATION
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SECRET
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7. Non-standardized testing
8. The lack of a legal framework that links the qualification and certification framework
to the prescribed requirements for the job and a regular performance appraisal of those
who prepare the content and of those who deliver and teach it.
9. The growing digital divide
10. A lack of personalized monitoring and long term tracking of growth and enhancement
in learning, skill and performance.
11. A very low percentage of digital literacy
12. Lack of encouragement to excel
13. Substantial duplication of efforts at various levels
14. Time mismatch between school hours and employment hours for those learners who
have to simultaneously earn the livelihood for their families.
15. a lack of access to institutions
16. a lack of access devices to digitally bypass shortcomings of Institutions and teachers
17. a lack of multi-layered networks for knowledge absorption and knowledge
propagation.
18. The lack of a strong contingent of motivated teachers.
19. Inefficient functioning of the knowledge delivery mechanism.
1.2.2 Inherent Strengths: On the other hand, we have the following inherent strengths:
• A large human resources of high intellectual caliber
• A large number of expert faculty in almost every field
• A growing middle class with a high priority for education
• A number of world class institutions of learning & research
• Technological and Communication backbone to take their advantage in the field of
knowledge empowerment of the mass of learners
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MINISTRY OF HUMAN RESOURCE DEVELOPMENT
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1.2.3 Opportunities on the horizon:
• Falling cost of hardware
• Falling cost of bandwidth
• A high growth in mobile density
• Availability of EduSAT
• Availability of infrastructure for narrowcasting using DD (Doordarshan) HPT
(High Power Transmitter) & LPT (Low Power Transmitter)
• Rapidly expanding Optical Fibre Cable network for terrestrial broadband
connectivity.
• The advent of very low power consumption connectivity & computing devices
• The abundance of knowledge on the internet
• Rapidly expanding network of cyber kiosks and cyber cafés
• Knowledge enhancement at any age, any place, any time, any direction.
• Participation of the private sector in providing computer education.
1.2.4 Threats looming large:
1. A growing knowledge divide may soon endanger the fabric of social harmony
2. Other countries, managing their educational infrastructure well, may provide initial
lead to their children which might get multiplied as the time progresses
3. If delayed, other countries may wrest the IT based initiatives from us.
With an ever expanding field of knowledge, the knowledge and skill sets required by an
individual to successfully lead life has also expanded, throwing up challenges of learning
more and more throughout one’s life. Add to that challenges of pedagogy being faced by
the teachers to package more and more for the uptake by the students within the same
amount of time available.
SECRET
No. F.5-29/2007-DL
GOVERNMENT OF INDIA
MINISTRY OF HUMAN RESOURCE DEVELOPMENT
DEPARTMENT OF HIGHER EDUCATION
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2 Need for National Mission on Education through ICT
Fortunately, the ICT as a tool in education is available to us at this juncture and we wish to
fully utilize it to enhance the current enrollment rate in Higher Education from 10% at present
to 15 % by the end of the 11th Plan period. A budget allocation of Rs. 502 crores has been
made in 2008-09 for the National Mission on Education through ICT. It is a momentous
opportunity for all the teachers and experts in the country to pool their collective wisdom for
the benefit of every Indian learner and, thereby, reducing the digital divide. Under this
Mission, a proper balance between content generation, research in critical areas relating
to imparting of education and connectivity for integrating our knowledge with the
advancements in other countries is to be attempted. For this, what is needed is a critical
mass of experts in every field working in a networked manner with dedication. Although
disjointed efforts have been going on in this area by various institutions / organizations and
isolated success stories are also available, a holistic approach is the need of the hour. This
Mission seeks to support such initiatives and build upon the synergies between various
efforts by adopting a holistic approach.
It is obvious that emphasis on ICT is a crying need as it acts as a multiplier for capacity
building efforts of educational institutions without compromising the quality.
The Mission is also necessary to sustain a high growth rate of our economy through the
capacity building and knowledge empowerment of the people and for promoting new,
upcoming multi-disciplinary fields of knowledge.
2.1 Cardinal philosophy of the Mission
There are three guiding philosophies for this effort – [a] no talent of the country should be
allowed to go waste, [b] all the services available through the content delivery portal Sakshat
SECRET
No. F.5-29/2007-DL
GOVERNMENT OF INDIA
MINISTRY OF HUMAN RESOURCE DEVELOPMENT
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should be free and [c] freely available material on the web should be used so as to avoid
reinventing the wheel.
2.2 Objectives of the Mission
The content portion of this Mission would have an ambitious vision of catering to the
learning needs of more than 50 crore Indians (working population) and of providing a one stop
solution to all the requirements of the learning community
In order to bolster our knowledge resources, to obtain and maintain the competitive edge in the
world, we require a system of identification and nurturing of talent and lifelong learning.
Knowledge modules based on the personalized needs of the learner would need to be
delivered to him /her at the right time with the right content interactively to take care of
his / her aspirations. In due course of time there would be a need to develop and maintain the
knowledge and capability profile of every individual learner / worker. Such a system would
have to be developed in a cost effective manner over a period of time, integrating, inter-alia
the following objectives:
1. Effective utilization of intellectual resources, minimizing wastage of time in
scouting for opportunities or desired items of knowledge appropriate to the
requirement,
2. Certification of attainments of any kind at any level acquired through formal or non
formal means in conventional or non conventional fields,
3. Any-time availability of desired knowledge at appropriate levels of comprehension
to all for self paced learning,
4. Platform for sharing of ideas and techniques and pooling of knowledge resources.
5. Systematically building a huge database of the capabilities of every individual
human resource over a period of time,
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6. Scholarship / Talent management including identification, nurturing and
disbursement electronically.
7. Nurturing of scholars and learners.
8. Support to all the learners / workers for any of their perceived learning needs,
9. Extensive leveraging of the advancements in the field of ICT for taking the
knowledge resources to the door steps of the learner,
10. Capability to handle the user base which would ultimately be expected to cross 50
crore in the long term.
11. Use e-learning as an effort multiplier for providing access, quality and equality in
the sphere of providing education to every learner in the country.
12. Provide for Connectivity & access devices, content generation, personalization &
mentoring, testing & certification and encouragement of talent.
13. Bringing efforts of different interested agencies working in the field of e-learning
under one umbrella and establishing logical linkages between various activities.
14. Capacity building in this sphere and utilizing dormant capacities of various
organizations. Creating infrastructural facilities for long term utilization and
making sustained efforts for content generation & connectivity including access
devices production.
15. Encouraging research in spheres covered by Mission activities. Creating a large
number of networks of experts in various fields to carry forward the gigantic
vision under this Mission.
16. Providing e-books & e-journals, utilizing the repository of contents generated so
far and the automation of evaluation processes. Creating a high impact brand for
e-Journals in leading disciplines with a provision for good incentive-based
payment to the researchers publishing their high quality papers in these e-
Journals.
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17. Spreading Digital Literacy for teacher empowerment and encouraging teachers to
be available on the net to guide the learners.
18. Multi-lingual content development for the learners more comfortable in those
languages.
19. Voice support for educational material delivery and interactivity for the content
on the portal.
20. Development of interfaces for other cognitive faculties which would also help
physically challenged learners. These efforts may cut across all the content
generation activities.
21. Conversion of existing educational tapes into indexed formats compliant with the
internationally accepted standards such as SCORM (Sharable Content Object
Reference Model).
22. Launching a national movement for content and question generation.
23. Development of GIS (Geographical Information System) based resource
inventory as a knowledge base (for subjects and skills where ever possible /
feasible) for educational and planning purposes.
24. Improving teachers’ training and course curriculum.
25. Providing Digital/Information Literacy for teacher empowerment.
26. Creating a clearinghouse cum rating agency for various web based learning
contents for guiding Indian learners.
27. Establishing a credible rating institution for knowledge content available on the
Internet utilizing the large expert base, which would get collaboratively
networked through one of the sub Missions of this National Mission.
28. Preparation of metadata and timed index preparation for educational video / audio
content on tape or other media.
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29. Credit based flexible module formulation for openness to qualifications and easy
transfer of credits from one programme / course to another.
30. ERP (Enterprise Resource Package) and e-Governance for education.
31. Development of pedagogical techniques based on edu-entertainment.
32. Customisation of Open Source Tools etc.
33. Development of robust models of networking to encourage community
participation at local levels.
34. Content delivery through EduSAT and narrowcasting of TV signals. Providing
1000 DTH (Direct to Home)channels on 40 transponders [to be availed through
the Department. of Space] so that a separate DTH channel is available for every
subject for every class in various languages to the extent possible.
35. Development of DTH platform for EduSAT and cheaper equipments for two way
connectivity through satellites.
36. Providing e-Learning support to every higher education institution for technology
assisted learning.
37. Setting up virtual labs and lab centers and finishing schools for quality
enhancement.
38. Development of cheap access devices to make them affordable for every
individual.
39. Making broadband affordable for every learner.
40. Developing reliable identification systems for learners and examiners and also
developing model testing centers to test the learners under controlled
environment.
41. Developing very low cost, low power consuming wireless mesh [Institution of
Electrical and Electronics Engineering (IEEE) 802.11 standard or better] or point
to point long range communication [IEEE 802.16 standard or better] capable
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robust video servers to act as communication and computational hubs at
educational institutions.
42. Development of devices for achieving convergence among connectivity
technologies.
43. Standardisation & Quality Assurance of e-Content.
44. Facilitating development and deployment of ultra low cost physical tool kits for
engineering and science students to encourage project and design based learning
complementary to the e-learning.
45. Deriving lessons from our ancient knowledge base.
46. Reducing ill-effects of internet / web based learning.
47. Guidance to learners through various psychological / personality tests.
48. Coordination and synergisation of knowledge related activities of different
Ministries and organizations.
The objectives of the National Mission on Education through ICT shall include ( a ) the
development of knowledge modules having the right content to take care of the aspirations and
to address to the personalized needs of the learners; (b) research in the field of pedagogy for
development of efficient learning modules for disparate groups of learners; (c) standardization
and quality assurance of contents to make them world class; (d) building connectivity and
knowledge network among and within institutions of higher learning in the country with a
view of achieving critical mass of researchers in any given field; (e ) availability of eknowledge
contents, free of cost to Indians; (f) spreading digital literacy for teacher
empowerment (g) experimentation and field trial in the area of performance optimization of
low cost access/devices for use of ICT in education; (h) providing support for the creation of
virtual technological universities; (i) identification and nurturing of talent; (j) certification of
competencies of the human resources acquired either through formal or non-formal means and
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the evolution of a legal framework for it; and (k) developing and maintaining the database
with the profiles of our human resources.
The Mission would also endeavour to blend soft skills with knowledge modules and inculcate
a discipline of holistic thinking in the learners so as to make them job creators rather than job
seekers.
2.3 Scope of work for the Mission:
1. The proposed Mission shall work for scaling up of the existing Education Help line –
‘One Stop Education Portal’- “SAKSHAT’. The helpline shall take care of all the
needs of the entire learning community including the students enrolled in various
educational institutions and lifelong learners by extensively utilizing e-learning
concepts and the ICT based methodology. “SAKSHAT” shall be fully equipped with
intelligent navigation techniques for easy and smooth browsing. The education portal
shall integrate the scholarship programme of the Ministry of Human Resource
Development and ensure disbursement of Scholarship electronically. In order to
achieve its objective, the proposed Mission shall encourage development of high
quality e-content, for loading on to ‘SAKSHAT’ in all disciplines and subjects, at
various levels using the best available authoring tools and making fullest use of
animation and multimedia technologies in order to make learning interesting and
facilitate clarity of concepts to the learners.
2. Continuing with the philosophy adopted for the construction of SAKSHAT, the
Mission shall encourage support and welcome every intellectual and agency, whether
Non-governmental or Governmental, to contribute for the growth and development of
the portal by way of development of e-content and the uploading of it on to the portal
or by contributing to the existing features or by adding new features to the portal. The
Mission shall devise a mechanism to evaluate the contents developed by the above said
intellectual or agency, before placing them on the portal, in order to ensure the
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authenticity, correctness and the quality of the contents. Since, running the portal is a
continuous, on-going, mammoth task, the Mission may entrust the responsibility for
development, maintaining and co-ordination of the portal related activities to a
governmental body identified by it. Such a governmental body shall work under the
guidance and supervision of the Mission, which shall also provide financial and
technical support to this designated agency for development, maintenance and up-keep
of the portal.
3. With the objective to make use of already generated high quality e-content available on
tapes, the Mission shall support the exercise of the digitization of such tapes and their
indexing for the convenience of users. The Mission shall also encourage the teachers
and intellectuals across the country to contribute to the national wealth of e-content in
their respective areas. For this purpose, they shall be provided with technical and
financial support. There is also a plan to develop a GIS (Geographical Information
System) based inventory of the above mentioned national resources of e-content for the
benefit of the users. This inventory shall .be in accordance with the various subjects
and the disciplines.
4. The Mission would also undertake the exercise, with the help of experts to evaluate the
knowledge e-content available on the web and those generated with in the country so
that a credible rating is available to the learners. The efforts shall also be made for the
incorporation of suitable index in the metadata and time-index for educational content
available on video or audiotapes or on other media so that an easy access to the content
of interest becomes possible.
5. The Mission would also undertake Quality assurance of e-learning content and evolve
standards required for content creation, delivery and management. It would also carry
out R&D (Research and Development) in specific important areas of content creation
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and management for enriching quality process. It would promote multi-institutional
involvement for research activities and dissemination of quality awareness.
6. Setting up of virtual laboratories, lab centers and finishing schools would be
encouraged and facilitated by the Mission, so that the learners in the distance education
system and those in remotely located educationally backward areas can reap the benefit
of quality and relevant education, through ICT. These laboratories shall provide a
platform for the students to conduct experiments in a virtual environment and enhance
their capabilities.
7. The Mission would work and extend support for building the knowledge network
among the institutions of higher education and seamlessly integrate with the integrated
National Knowledge Network in the country in order to ensure free availability of the
above mentioned knowledge – e-content to all users / learners through out the country
using all possible channels such as internet, intranet, EduSAT or narrow casting TV
signals, Direct to Home (DTH) platform. To ensure access of the knowledge ematerial
to students, the Mission shall work for providing access devices (computers)
and broadband connectivity to all educational institutions of higher learning. The
ultimate goal is to make broadband connectivity available to each citizen free of cost
for educational purpose.
8. In order to empower the teachers and learners, at a disadvantage on account of lack of
digital literacy, the Mission, would help Governmental and Non-Governmental
agencies launch a mass movement to spread digital literacy for teacher empowerment
so that they can use the computer and access e-devices, which are necessary to browse
through e-content and the world of knowledge available in cyber space and spread
education among the masses.
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9. In order to take the benefits of ICT enabled learning to the masses, the Mission would
encourage and support research for achieving technological breakthrough and
innovations for development of very low cost and low power consuming access
devices, authoring tools for contents, development of software, navigation tools, and
new technologies for creation of virtual laboratories and other electronic means for
facilitation of e-mode of distance education. The research areas would also include
IPTV(Internet Protocol Television), edu-entertainment, technology for education, life
long learning environment, digital library for e-books & e-journals and evaluation &
examination systems etc.
10. The Mission shall facilitate and support setting-up of a testing service for certifying
the skills acquired by the learners either through formal or non-formal means. The
Mission shall devise a reliable system for identification of learners / examinees and
examiners. It shall have testing centers for testing of the skills /competence/
capabilities of examinees under a controlled environment. There shall be a system of
ongoing development and enriching of the question banks, with the involvement of
experts and teachers from all over the country.
11. The Mission shall also facilitate sharing of high cost resources (software as well as
hardware) available at various institutions with a view to improving their capacity
utilization.
12. CONNECTIVITY RELATED SCOPE OF WORK: In order to provide unfettered
access to existing educational institutions, they all should be connected through MPLS
VPN (multi protocol label switching – virtual private network). In this VPN, hundred
premier institutes and universities should be connected via 1 Gbps access links
(equivalent to 2000 number of 512 kbps VPN endpoint). All other 18000 educational
institutions and colleges should be connected through 10 Mbps access links (equivalent
to 20 number of 512 kbps VPN endpoints). These access links will also provide
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internet access to the participating institutes. Also, 10 free DTH TV channels will be
setup for continuous broadcast of educational video content generated in the past and
during this Mission. Also, multicast based IPTV streaming of video content shall be
made through Edusat. For this purpose, SITs (Satellite Interactive Terminals) will be
placed at all the institutes. In order to enable the uplinking of the IPTV content to
satellite, there will be six uplinking hubs to six national beam transponders. In order to
make the effective utilization of all the above infrastructure, PCs need to be made
available at all the institutes. There will be upto 18,00,000 PCs provisioned with 50:50
cost sharing basis at all these institutes. As the uplinking hubs and SITs for Edusat will
be operational fully by the end of three years, one will use Ipstar type of satellite to
begin with. The Ipstar will be discontinued with full Edusat infrastructure in place with
45Gbps capacity. The terrestrial connectivity would be obtained on a rental model
from the Department of Telecommunications so as to ensure seamless integration as
and when iNKN expands and covers all the Higher Education Institutions.
3 Various components of the Mission
The components of this Mission would include:
3.1 The Sakshat Portal
The efforts of Ministry of Human Resource Development (MHRD) would be geared towards
creating an open house for knowledge. The approach would be to scrupulously avoid reinventing
the wheel. What would be attempted is harnessing a large number of knowledge
resources in a manner that adds value to them by making them more personalized and useful
to the lifelong learner / student. The effort would also involve content packaging and
integration to suit specific needs of the students at various levels or with different kinds of
talent / mental prowess.
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The portal would boldly seek to address many of the shortcomings in our education system by
bringing together the best experts in the country in their respective fields and best available
knowledge resources on the web in the public domain. It would seek to standardize the
curriculum and learning materials across the country and keep them in tune with the latest
trends world over so that Indian learners do not lag behind. Teacher- independent modules
could work wonders in remote areas where the learner does not have access to good quality
teachers or wants to study independently. Such a system could also enable a lot of community
learning and formation of groups of learners of a given caliber from diverse fields to enable
fusion of best practices of one field of knowledge with those of the other. It may also
galvanize rural communities who may share their problems with each other and find solutions
from the locally available knowledge and talent. In case, solutions to problems being faced by
a community are not forthcoming within a geographic locale, the horizon could be expanded
as the internet enables us to expand the boundaries to include even the entire world. Many
educational services like scholarships, testing and certification, student / scholar / teacher /
institution ratings, guiding demand and supply of talent through opportunity surveys and
forecasting etc. are also expected to be delivered through this portal.
3.1.1 Approach to Solution:
Reinventing the wheel is to be scrupulously avoided if a system of this magnitude is to be put
in place. The approach should be to get what ever has already been developed – by entering
into MOUs (Memorandum of Understanding) with the concerned IPR (Intellectual Property
Rights) holders, and then to further build the system, to add value for achieving the desired
goals. It will also be necessary to design the portal in such a way that it sustains the interest of
the learner and at the end of every web session, the learner logs out with the satisfaction of
having added to his/her knowledge in a way that he / she wanted.
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3.1.2 Existing Resources:
Fortunately, in this area, so much work has already been done that it should be possible to
collect those fragments and build the system very fast. Almost all the Institutions of repute
have hosted their web sites – many of them have been quite informative and interactive too. A
large number of software companies have also floated their products in the field of knowledge
for testing and certification. Many sites catering to the requirements of the school students
have also sprung up. Large ICT sector companies have their knowledge banks and evaluation
systems which cater to the needs of the student community. Harnessing them through
competitive procurement and integrating them into the overall concept of this portal can
provide a spring board for accelerated development of this system. Seeking collaboration with
various research labs and utilizing the available infrastructure in the country should also be
tried. Work being done in this area by various Indian Institutes of Technology (IITs) and
other technical institutions should also be integrated, seamlessly, to achieve synergy. It is with
this aim in mind that some of the IITs, multinational IT companies and the Ministry of
Information Technology have been involved in the process of consultation. The National
Project on Technology Enhanced Learning (NPTEL) is nearing completion and it would be
generating a vast pool of learning modules for various branches of Engineering / Technology.
These resources would also be delivered through this portal.
3.1.3 Team building & Institutional support requirement:
This being a truly multi disciplinary effort, its success will entirely depend on good teams in
technological and knowledge content areas. For the technological part, NIC and its various
collaborators will have to come forward as a strong and committed team whereas for the
knowledge content part, various institutions under the Ministry of Human Resource
Development (MHRD) will have to rise to the occasion. So far, institutions like Central Board
of Secondary Education (CBSE), Kendriya Vidyalaya Sangathan (KVS), Navodaya Vidyalaya
Samiti (NVS), National Institute of Open Schooling (NIOS), Indira Gandhi National Open
University (IGNOU), All India Council for Technical Education (AICTE) and National
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Council of Educational Research and Training (NCERT) have been actively participating. In
an endeavour of this magnitude, a directive will have to be issued to all the Institutions of
repute to collaborate whole heartedly in this effort.
Team building would also include start ups, small scale companies, research organizations and
individuals who have the capacity and capability to contribute to the goals of the Mission. The
objectives would include development, refinement, and distribution of knowledge products
through portals. Individuals, start ups and small companies would need to enter into a
partnership with educational institutions for the proper monitoring and testing of the products
developed. Private educational institutions may participate in the given project of the Mission
for specific deliverables. If required, international participation can also be sought, in
emerging areas or on the basis of need, so that the best education can be imparted.
Especially for VTU (Virtual Technological University) international faculty engagement may
be required to acquire specialty, e.g. the course on railway technology may need cooperation
with France. This would not only enhance quality standards but also promote international
acceptability of such new attempts.
There would be a team in place so that support for hardware, connectivity and software can be
provided on the continuous basis.
3.1.4 Community Participation
With the avenues of interaction between the haves and have-nots of knowledge in the
community, many problems will get solved by the community members themselves, also
enriching the knowledge database of the portal. A silent digital revolution aimed at the
upliftment of our rural masses is expected to ensue. With such bright prospects the
contribution made to the pool of knowledge by the individuals will not go un-rewarded.
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3.1.5 Human Resource Database
By ensuring a system of continuous updating of profiles of learners, teachers, institutions, test
questions and the knowledge modules, this portal is expected to bring about a qualitative
change in the paradigm of learning and talent nurturing. It will also emerge as a massive
database facilitating matching of talent with their requirement elsewhere, providing the
opportunity for placing the right talent at the right place at the right time for the right job.
The Mission shall evolve and establish a mechanism for the creation, development and
maintenance of a data-base of human resources, having details of the trained manpower in
different skills and professions in the country. Mechanisms would also be devised to know the
projected requirements of manpower in different trades and disciplines on the basis of
economic growth in various sectors. Such a data-base shall help the prospective policy makers
in formulating the policy for the development of human resources and for assessing the
training needs in different fields, as per the requirement according to the direction of the
economic growth of the country.
3.1.6 Finishing Touches to Quality
Over a period of time, as the portal evolves, it would also act as an enhancement tool for the
value and quality of the education of students who could not get admission into the country’s
highest institutions of learning.
3.2 Spreading Digital Literacy for teacher empowerment & bridging the Digital
Divide in teaching learning community in Higher Education
For bridging the digital divide and empowering teachers /learners to harness information and
communication technologies for their empowerment through knowledge, the need of the hour
is to provide digital literacy to teaching learning community in Higher Education. The aim
has to be that this community should be able to operate the computer or other devices and
connect to the knowledge network.. It should be for teacher / leaner to identify the content
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from its suitable pictorial representation and to play the audio-visual content to derive
knowledge from the relevant module of knowledge. Obviously, this digital literacy cannot be
spread through the computer networks since it aims to empower the teacher / learner to use the
network. Hence, digital literacy for teacher empowerment will have to be imparted through
other means relying heavily on audio-visual material, non-governmental organizations, change
agents and institutions established for them, and mass contact programmes. Basic flow chart
for steps for development for digital literacy is given below:
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FLOWCHART FOR TEACHER EMPOWERMENT THROUGH DIGITAL LITERACY
Learner
Classification
Streaming
Control
Monitoring &
Check
Pointing
Start Standardized
Identify contents
Define
Level
Define
Interface
Delivery
Models
Learning
Mechanism
Certification
Assessment of
Learner
Learner
Interface
Stop
Mentoring
1. Language
2. Multimedia
3. Special Effects
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The flow of knowledge has been clearly indicated in the flow chart. It is evident that
mentoring and monitoring play a key role for the project’s success. Since knowledge has
different levels of learning, therefore, an assessment of the learner is important to shorten the
learning curve of the learner. The level of the knowledge acquired shall become a basis and an
input for the certification program The certification process through proper testing, preferably
e-testing, shall examine and assess the level of proficiency of the learner.
Once a teacher / learner becomes digitally literate and understands the benefits that he could
reap from the network, there would be a need for computing and connecting devices, as well
as communication networks, for providing connectivity to the world of knowledge.
This requirement stems from the shortcomings of the current educational delivery model and
the explosive nature of the knowledge. Schools, Colleges and Universities have not been able
to keep up with the requirements for educating the Indian masses at the rate, level and quality
that is expected from an Indian citizen in the coming knowledge era. To bridge this gap, new
models of content creation, content delivery, learning, management and planning mechanisms
for creating cooperative and self-learning environment have to be developed. The content,
reportedly available in English, for different levels of various courses needs to be translated
into vernacular languages. There is also the need to modulate the translated versions to
accommodate the learning abilities of the target individuals in the e-learning domain. This
will mean that the content and its orientation to improve, grasp and enhance learning will have
to be ensured through:
a) Interactive and personalized content mechanism,
b) Multi dimensional content generation,
c) Learning evaluation and assessment techniques,
d) Supplementing of multi dimension contents with multimedia and other delivery
methods and for various end point devices.
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This middleware that shall evolve will impart learning in conjunction with standardized
available content that is formulated at a level of abstraction, so as to address the generic nature
of learning and keep in mind the individual’s capacity, capability and aptitude.
3.2.1 Objectives
1. (a) Identify the issues related to Digital Literacy
(b) Identify Delivery Models with reference to Learner-Centric Goals
(c) Establishment of a Data Centre for Learning Technology Assessment
(d) Creating Coherence in Collective Efforts of participating agencies
(e) Partitioning of expertise based tasks among the participants for
accelerated goal achievement
2. Hierarchical Levels of knowledge empowerment through Digital Techniques.
3. Using generic content and creating methodology for any target, any audience
and incorporating evaluation and assessment based alternative for multi
learning modes with multimedia support.
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The summary of the methodology to be adopted is briefed in the following diagram.
Interfacing
Delivery
Models and
Methodologies
Learning
Outcomes
Testing,
Evaluation &
Monitoring
Problems &
Benchmark
Certification
Standardization
Identification
of Bottlenecks
Classification of
Changes
&Transformation
Content
Generation &
Creation
Specifications
& Standards
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3.2.2 Support to Non-Governmental Organizations (NGOs) and Governmental
Organizations for teacher empowerment through digital literacy
The Mission shall provide financial, technical and logistic support to the Governmental and
Non-Governmental Organizations engaged or intending to be engaged in the task of teacher
empowerment . It shall be open to the NGOs and Governmental Organizations to devise their
own strategy for educating the teachers about the use of computer and access devices in order
to empower themselves for making the best use of ICT to meet their educational and training
needs. The formulation of new strategies for the teaching-learning community is essential
because the people in different conditions and states of mind may require them for developing
the competence for using the e-devices and using ICT for learning.
3.3 Provision of e-books and e-journals free to the learners
Overall education can be divided in two parts i.e. formal education and informal education.
Both forms of education require text books, reading material, journals and magazines. Access
to different forms of learning material can be provided through digital libraries which would
substitute comprehensive brick-and-mortar libraries. Since everything in the library would be
available online with concurrent access to multiple sites for a large number of students, good
bandwidth around the year would be the key.
In the present times, for most of the students and learners, the library culture has gone missing
either because of inadequate library facilities or because of a paucity of time with the students
or due to the procedural hassles and availability of fewer copies of books to be issued or non
issuance of reference books. What ever be the reason, the readership has certainly gone down
today. This has deprived our students and learners in various ways. The problem is further
compounded for those who do not have access to good libraries for any reason. A much more
efficient way in terms of time and effort would be to make the digital libraries available on the
net. These digital libraries could remain up-to-date and have much wider reach. If premium ebooks
and e-journals are made available over the net through ‘Sakshat’, it would serve the
students and learners in a highly cost and time efficient manner. Such an arrangement will
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empower the students to access the concepts on a given topic across a large number of world
class reference books and journals at the click of the mouse. The enhanced accessibility could
be used in conjunction with the knowledge modules developed by experts and made available
on ‘Sakshat’. It would be possible for the students / learners to get the material relevant to
their desired level of understanding and requirement using the metadata for the available
material graded suitably by the group of experts in the country working on-line.
The need having been established, the problem is of having a good business model to achieve
this, so as to get the best books with their latest editions and most recent journals of repute
including the back volumes and archives. One such model is Information & Library Network
Centre [INFLIBNET] and All India Council for Technical Education – Indian National Digital
Library in Engineering Sciences & Technology [AICTE- INDEST] consortium model which
is working well for the e-journals. National licencing model or pay per use kind of model
along with concessions available under the fair use clause of the Copyright Acts would need to
be developed. The present level of payment to International publishers and aggregators of ejournal
databases through INFLIBNET / INDEST and other participating institutions is in the
vicinity of Rs. 100 crores per annum. Effort would be made to include renowned books of
high quality reference value into this kind of arrangement so that learners in the country have
easy access to relevant books in any subject, at any time they like. Availability of good quality
e-books would also reduce our efforts in re-writing the books. The time thus saved would free
the experts to devote more time to value addition to the content and enhancing the pedagogic
efficiency of the final knowledge modules on Sakshat.
The Mission shall evolve a permanent mechanism to enter into dialogue with reputed
publishers of textbooks, reference books, research journals, learning material and software that
may be used for educational and training purpose etc. to ensure availability of high quality
reading material, reference material, research papers as well as needed educational software
for use of Indian learners, free of cost, in digitized form through above said One-Stop
Education Portal. This mechanism may involve setting up of a Standing Committee of the
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Mission to negotiate on the prices and terms and conditions and making recommendations to
the Mission.
3.4 Support for Generation of e-content and digitization and indexing of
existing e-content
It shall be the endeavor of the Mission to continuously work for enriching the repository of econtents
of the nation. For the purpose it shall encourage the academicians, scholars and
institutions to contribute to the world of knowledge in cyber space by creating e-knowledge
content. The Mission shall also evolve a mechanism to rate the quality of the e-content
generated before admitting it to the national repository. As a custodian of the national
repository of e-content, the Mission shall undertake an exercise for indexing the available econtent,
for its easier retrieval and access by the learners.
The Mission shall work on the philosophy of encouraging all the scholars and academicians to
generate e-content. This may even result in generation of more than one set of e-content on
one topic in any given discipline. This philosophy has been adopted because of pedagogical
considerations and the fact that different kinds of learners have different learning aptitude,
therefore, one kind of e-content can be appreciated in a better way by one set of learners and
the other kind of e-content by other sets of learners.
3.5 Video Content Indexing & Chunking
15000 beta tapes of various video lectures are available with the University Grants
Commission- Consortium for Educational Communication [UGC-CEC], a similar number of
tapes are with Indira Gandhi National Open University (IGNOU). Central Institute of
Educational Technology (CIET) and State Institutes of Educational Technology (SIETs) have
also produced similarly voluminous video lectures and so has National Institute of Open
Schooling [NIOS]. Thus, we may assume, at least, 60,000 hours of video content availability
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which has neither been indexed nor chunked. Their digitization also needs to be done so as to
make them web enabled.
Automatic indexing and chunking not being possible, it might have to be done manually in
real time where the media expert and the subject matter expert would have to sit together in a
lab facility and go through the tapes one by one.
It is also important to develop indexing tools in house to meet the requirement of various
languages in the country .The access to metadata and data mining should be provided to save
time wasted while looking for correct and focused contents. This also provides user
friendliness. In the present scenario, a lot of research is required in the field of audio and video
indexing where as the text tools are easily available, at least in English. Ultimately, the
indexing tools would be integrated in contents so that the authors can also use these tools for
proper organization of content.
3.6 Evaluation of e-content
Benchmarking learning content would ensure quality which is central to the philosophy of the
Mission. As content generation shall take place at various places, by different sets of experts,
the development of quality assurance procedures and testing mechanisms is essential. These
tools shall be deployed on the Mission website so that any body developing content can
routinely use these to get proper feedback.
A large quantity of e-learning material, in digital form, is already available. Therefore, the
Mission shall undertake an exercise to evaluate the already available e-learning material, as
well as the one which is being or is to be generated, and grade them for the benefit of learners.
The Mission shall also attempt to provide guidance to them in order to facilitate their search
for quality material.
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3.7 Financial Assistance to Institutions of Higher Learning for Procurement of
Hardware / Replacement of Obsolete Hardware
In order to accomplish its major objective of utilizing latest technologies to make higher
education easily accessible, the Mission shall provide financial assistance to all the institutions
of higher learning for the procurement of hardware or replacement of the obsolete hardware
essential for accessing to the world of knowledge in cyber space. Institutions of higher
education shall be encouraged to have, at least, the same number of computers as the number
of the faculty members with them. Half of the number of the computers shall have to be
arranged by the institutions by themselves, through their own resources or through grants from
other sources whereas the remaining 50% may be purchased out of the financial grant
provided by the Mission directly or through any other designated Government agency.
In order to maximize efficiency and effectiveness of the video recordings of the content, eclass
room infrastructure will be provided on case to case basis. It is envisaged that, at least,
10-15 e-class rooms be created in each region so that quality video lectures may be delivered
online as well as through streaming servers. Therefore, the hardware required for a total of 50-
75 e-classrooms will be acquired.
3.8 Financial Assistance to Research Projects
Since ICT is fast growing area of technology and new research and innovations are changing
the complexion very rapidly, the Mission shall encourage individuals as well as institutions to
undertake research projects for the development of new technologies and innovations. Such
technologies can support the Mission’s goals and help in achieving its objectives. These
research projects may include:
1. Development of low-cost access devices
2. Development of authoring tool for e-content
3. Development of new technologies for enhanced use of ICT in education
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4. Development of ERP system for institutions of higher learning
5. Development of Edu-entertainment and gaming for knowledge enhancement
6. Development on-demand examination system
7. Development of tools for maximization of Bandwidth usage
8. Development of hardware technologies like routers and switches
This is an illustrative list and cannot be treated as a final. New areas may emerge with the
passage of time and the Mission shall consider providing financial assistance for undertaking
research in the areas of interest on case to case basis.
3.9 National Testing Service
The Mission shall provide financial and technical support to a designated Government agency
for establishment of a National Testing Service (NTS). The Mission shall be free to move for
the establishment of a separate body to act as a National Testing Service in order to fulfill its
objective to certify the competence and skills acquired by the individual through formal or
non-formal means of education and/or training in different disciplines/professions. This shall
help them in gaining employment as also to continue their higher studies/training
3.10 CONTENT GENERATION
The indicative requirement of work / goals / deliverables could be as follows:
3.10.1 NPTEL (National Programme in Technology Enhanced Learning) phase II / III
3.10.1.1 Partner Institutions: Seven IITs and IISc Bangalore and other competent faculty and
institutions.
3.10.1.2 The Number of faculty likely to participate: 500 or more.
3.10.1.3 Beneficiaries: All Engineering and physical sciences undergraduates/postgraduates in
the country; all teachers /faculties in science and engineering Universities in India.
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3.10.1.4 Project goal:
To build on the programme launched previously in NPTEL Phase I by the Ministry for Human
Resource Development, Government of India on September 03, 2006 and create online course content
and interactions between faculty members in science and engineering using the best academicians in
India.
3.10.1.5 Project Deliverables:
1. Conversion of NPTEL phase I video courses, in streaming video lecture format and setting up
a distributed national video server for delivering lectures on demand.
2. Creation of l 500 additional web and video courses in all major branches of engineering,
physical sciences at the undergraduate and postgraduate levels and in the management courses
at the postgraduate level.
3. Integration of College curricula in engineering education with NPTEL content through a large
number of course specific workshops and interaction with Colleges in India for improving
TEL (Technology Enhanced Learning) infrastructure.
4. Creation of discussion forum for each course created under the NPTEL using a grid of
computer servers and setting up FAQ’s for each course.
5. Indexing of all video and web courses and setting up powerful search engines to enable content
and keyword search on all topics in science and engineering developed under NPTEL.
6. Major outcome of a project of this dimension would be formation of teams, groups, and
institutes that would continue to contribute to the knowledge economy of our education
system
7. Interconnectivity among the universities and colleges will not only facilitate exchange of
courses, seminar, conferences and specialized lectures by national and international experts but
also enable resource sharing
8. Knowledge available around the country and internationally would be available as usable
packages
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9. Enabling tools and technology development for e-learning
10. Virtual Institute/university would be a reality at the end of the Mission
11. Trained manpower in the emerging areas
12. Single window for primary to post-graduate education
13. Business model for a successful Institute- Industry partnership for education
3.10.2 Content for Post Graduate Classes:
There are a number of specializations for the Masters programs offered in the university
system. However, very few universities offer state of art and relevant courses. Hence, it is
important to develop courses which would add value to individuals and assist them in getting
integrated knowledge and in expanding their horizons. For this purpose we need courses like
project management, case studies, policy level debates, and economics for non-art students
etc.
Post-graduation forms the base for research; therefore, courses like research methodology,
data handling and management, technical paper writing and presentation skills, research
processes should also find place in the content creation.
PG courses in science, language, psychology and computing would need strong laboratory
support and, therefore, the development of virtual laboratories shall be a necessary activity.
The following rough calculation would provide a general idea of the quantum of work and the
funding requirements that could be anticipated:
There would be a 100 disciplines to begin with. As knowledge expands, many more
disciplines may get added. We have 2 year programme for PG in each of these disciplines.
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For every discipline, 8 papers per year equivalent to 2*8*2 = 32 Courses (Semester level)
NPTEL approved norm is Rs. 7 lacs per Course (Semester Level)
Hence, per Subject cost of content creation = 32*7 lacs = Rs. 2.24 crores
For 100 Disciplines, 100*2.24 crores = Rs. 224 crores.
During the 11th Plan if only 50 disciplines are attempted, the cost would be Rs. 112 crores.
3.10.3 Content for Undergraduate Courses:
The course contents .tutorials and virtual labs would be created to support bachelor’s degree in
science, art, commerce and special topics like music around the world, Indian culture, Indian
Heritage, soft skills and physical education. These would complement and supplement
university education.
There is a possibility to develop interactive courses for zoology, geography etc, to enable
multi-media enabled walk-through programs of various monuments to demonstrate the
transitions of Indian history.
A selection of the courses which are of great importance for competitive examination like the
IAS qualifying exam is important, such courses are selected by a large section of students and
would also form the core of content creation.
Courses like computational math which are rarely offered in the university system shall also
be considered for content creation.
The following rough calculation would provide a general idea of quantum of work and
funding requirements that could be anticipated:
Say there are 80 different Subjects for UG Classes.
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Each Subject has 12 papers in an annual format equivalent to 12*2 = 24 Courses in a Semester
System.
The explanations in this case would have to be more as these are the formative years of higher
education. Hence, assuming the NPTEL standard of Rs. 7 lacs per semester course, for 1
Subject, 24*7 = Rs. 168 lacs would be required.
For 80 Subjects, the requirement would be 80*1.68 crores = Rs. 134.40 crores.
It is proposed to spend Rs. 35 crores during the first year covering nearly 20 subjects and the
e-content generation for the rest of the subjects would be spread over the other 4 years of the
11th Plan. In case a number of subjects still remain uncovered, then they could spill over to the
12th Plan period.
3.11 Standardization and quality assurance of contents & certification /
automation of certification
3.11.1 Objectives of Standardisation and Quality Assurance
• To evolve Quality Assurance (QA) Process for E-learning Content.
• To create an environment for Quality Audit of Content.
• To evolve standards for Content creation, delivery and management.
• To carry out R&D in specific important areas of content creation and management for
enriching the QA process.
• To promote multi-institutional involvement for definition of quality and dissemination of
Quality awareness.
3.11.2 Outcomes expected
• Establishment of Three National Resource Centres on Standardization and Quality Assurance
for E-learning Content [NRC (Std & QA)] for three sectors of education such as (a) non
formal, school and High School sector; (b) College & University Education Sector; and (c)
Engineering & Technology Education Sector.
• Development of Quality Assurance Manual for different categories of users.
• Development of a E-Content QA Portal
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o Development of required specification.
o Development of portal.
o Integration with Sakshat & NPTEL
• Development of process for Collaborative Content Creation and QA.
• Manpower Training for different categories of E-content developers and experts.
• Organise Seminars, Workshops for QA.
• Development of Templates for cost effective, educationally rich, quality
E-Content.
• Creation of Resource person database (subject expert, QA expert and Education Technology
expert).
• Development of Standards for
o Life Cycle standardization & Role definition.
o Content delivery mechanism.
o Content Structure.
o Video & Audio Compression.
o Video & Audio Streaming.
o Content in Regional Language.
o Tools for development of content.
o Learning Management System.
o Reformatting of content.
• Development of methodology for managing Intellectual Property Rights (IPRs) issues
• Networking with International Institutions carrying out research in the area of Quality
Assurance for E-learning content.
• R & D in
o Evolution of templates for content creation.
o Techniques for automatic indexing of audio & video object.
o Development of Multimedia Database with low level as well as high-level feature
extraction.
o Multilingual Content development.
o Content in Regional Language.
o Intelligent navigation technique.
o Identification of Quality attributes in E-learning.
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o Process for content QA and Quality audit IPR Audit and management.
o Automation of Examination / Certification.
3.12 Developing Suitable Pedagogical Methods for Various Classes and
intellectual calibers and research in e-learning
Web enabled learning modules suffer from absence of teacher and peer interaction/pressure.
Many a times, the content developers develop the modules keeping in mind their own clientele
of students or their own impressions of the students’ caliber, receptivity, etc. This may result
in a “one shoe fit all” syndrome. It is well known that any given class would have very bright
students, mediocre students and weak students. Even among them, the grasping power of
concepts would vary based on their surroundings and the perceptions that the students have
derived over a period of time. The most efficient pedagogical method would also depend on
the extent of knowledge that the student has in that area. Thus, it presents a continuum of
challenge to develop content that is pedagogically the most suitable for any given learner.
We all know that learning by a postgraduate student is entirely different from learning by a
nursery student. Thus, it is imperative that increased research is made in this area to derive
new pedagogic techniques for enhancing the effectiveness of the content being developed.
Simultaneously, we would also have to keep in mind the content delivery style for enhancing
the attractiveness of the content, as well as its retention by the students. It would imply that
the same topic may have different ways of presentation, for students at different intellectual
levels and a suitable mix of presenting them in an appropriate manner akin to those suggested
by proponents of adaptive learning.
A major problem that the students face is the lack of guidance in the projects that form a part
of College curricula. Web based advising systems, capable of bringing in mentors and students
together, possibly from different parts of the Country, are a solution, which would have to be
attempted.
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3.13 Development of language converter tool kit
The focus of the National Mission on Education through ICT would be on content for all
classes starting from nursery level to research level. It is well known that even up to
graduation level, in some subjects the medium of instruction is the regional language spoken
in that state. Presently, the content being developed for Sakshat under this Mission is in
English. English content also makes it possible for us to tap into the convenient, open access
educational resources available on the internet, be they in text, audio, visual, simulation,
animation, question answer or in any other form. This abundant resource, however, cannot be
tapped in regional languages because of IPR restrictions. Hence, we would not only need to
convert knowledge modules developed by us into various regional languages but would also
need to, subsequently, launch a movement for creating the above types of content in the
regional languages de-novo. This might imply a huge repetition of efforts and the
requirements of time and money. A better way could be to mount research to develop
language converter tool kits so as to convert the content developed by us in one language into
other languages.
3.14 Development and realization of Virtual Reality Laboratories and
supporting facilities for e-learning
3.14.1 Objectives
1. To crystallize the concept of a Virtual Lab, which will essentially comprise of a userfriendly
graphical front-end, working in synchronization with a backend, possibly
consisting of a simulation-engine running on a server or actual measurement data or a real
experiment.
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2. To identify the suitable topics, where Virtual Labs will provide maximum benefit to the
students using them.
3. To develop these Virtual Labs so that they work in a complementary fashion to NPTEL in
the sense that they teach the student the basic concepts, as well as trigger their imagination
and inquisitiveness.
3.14.2 Observations
1. Virtual Labs will be effective as an instructional tool as well as a self-learning tool.
However, Virtual Labs can never truly replace an actual laboratory or the ‘touch and feel’
of actual lab experiments.
2. Virtual Labs will provide to the students the result of an experiment by one of the
following methods (or possibly a combination):
(i) Modeling the physical phenomenon by a set of equations and carrying out simulations
to yield the result of the particular experiment. This can, at-best, provide an
approximate version of the ‘real-world’ experiment.
(ii) Providing a corresponding measurement data for the Virtual Lab experiment based
previously carried out measurements on an actual system. This will be closer to the
‘real-world’ experiment.
(iii)Remotely triggering an experiment in an actual lab and providing the student the result
of the experiment through the computer interface. This would entail carrying out the
actual lab experiment remotely.
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3. Virtual Labs can be made more effective and realistic by providing additional inputs to the
students like accompanying audio and video streaming of an actual lab experiment and
equipment.
4. For the ‘touch and feel’ part, the students can possibly visit an actual laboratory for a short
duration.
5. The conceptualization and development of Virtual Labs would require more effort,
planning and coordination than the NPTEL project.
3.14.3 Approach to the problem
1. Identify the institutes who would be interested in participating and developing one or more
Virtual Labs.
2. Identify one Institute Coordinator within the participating institute who will coordinate the
efforts at his/her institute. It would be desirable to also identify one additional person
within the institute who has some expertise in developing 3D Graphical User Interface.
3. The Institute Coordinator will identify at least 2 – 4 interested faculty members within the
participating institute who will undertake the development of Virtual Labs in their areas of
interest. A Virtual Lab would essentially consist of a set of 8 – 10 experiments in the
chosen topic. The Institute Coordinators will also finalize the hardware platform,
operating system and development software that will be uniformly used for the Virtual
Labs project.
4. Each participating institute will suggest 2 – 4 Virtual Lab Topics (with approximately 8 –
10 experiments and related write-up). The choice of the specific topics for the Virtual
Labs may come as a proposal from the participating institute. Alternately, the
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participating institutes may choose from a list of ‘suggested Virtual Lab Topics’. The
proposed topics will be discussed among the various Institute Coordinators to ensure no
overlaps and proper coverage of the important disciplines. In case of overlaps, a
collaborative effort may be envisaged.
5. Based on the projected number and type of Virtual Labs, a participating institute will put
forth a proposal for funding.
6. The participating institutes will present the status of work and share their experiences
during a Seminar on Virtual Labs, which will be held in 2007. The difficulties and
bottlenecks will also be discussed.
7. The development of Virtual Labs will be carried out in two phases.
(i) In the first phase, the participating institutes would be identified and the modus
operandi will be finalized. The purchase of equipment, software and hardware will
be carried out in order to set up the infrastructure for developing the Virtual Labs.
Hiring of manpower with relevant domain expertise will also take place.
Approximately 10 Virtual Labs sites will be developed in the first phase. Each
Virtual Lab will consist of approximately 8 – 10 experiments and related write-up.
Once developed, the Virtual Labs will undergo beta testing. The duration of the
first phase will be two years.
(ii) In the second phase, 10 more Virtual Labs sites will be developed with
approximately 8 – 10 experiments and related write-ups. Additional experiments
will be designed for the Phase one Virtual Labs. Virtual Lab development in the
second phase will also benefit from the feedback received from the trials of the
Virtual Labs developed during phase one. The duration of the second phase will be
three years.
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3.15 Development of Certification & Testing Modules for Virtual
Technological Universities & creation of VTU, multi media research and
international Programmes
The proposed Virtual Technical University (VTU) shall serve as a nodal agency for imparting
training to the undergraduate and postgraduate students as well as the newly recruited teachers
in the fields of science, technology, management, architecture, pharmacy and other applied
areas. The University will provide flexible, credit based courses to all registered participants
using modern technology. The modern technology will involve (i) Video courses (ii) Webbased
learning material and (iii) live lectures using satellite and Internet based technologies.
The aim of the VTU is to serve as an agency to impart training to a large section of students
who are keen to receive instruction in an ambience close to the Indian Institutes of Technology
(IITs) and Indian Institute of Science (IISc.). VTU will help them in updating their knowledge
and advancing their career objectives.
VTU will endeavor to be a world class institution for providing undergraduate and
postgraduate technological education, in distance learning mode, to a large number of regular
students, young teachers at various engineering colleges and professionals in an industry.
Needless to say, it would offer a modular approach to education, permit horizontal transition
and provide honorable exits at appropriate stages for the students.
It is envisaged that the post-graduate program of VTU would begin in the first phase. All postgraduate
programs of the VTU will be administered using (i) a repository of Video courses
created by very well-known experts in their field (ii) a website that will host the web-based
learning material and (iii) the live lectures delivered in distance learning mode based on
satellite and Internet technologies. The primary responsibility of the VTU will be the
management of these courses and maintaining the infrastructure with a high level of reliability.
In the subsequent phase, the VTU will offer flexible, credit based academic program to the
undergraduate students.
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The VTU will develop course material, using the expertise available in the country as well as
in partnership with the national programs, such as NPTEL. The course material will be in the
form of video tapes, web based learning information as well as course ware in the form of
reference material. For the creation of all the course ware, the VTU will engage a large pool of
talented faculty members from IITs, NITs, IISc and other national technological institutions,
including the superannuated faculty. As such the huge reserve of well known superannuated
faculty members from the IIT system, and IISc will play a vital role in content creation.
The VTU will also focus on general engineering, system engineering, holistic approach to
education, integration of curriculum from class VI onwards with high level education in the
fields of science, social science, engineering & technology etc. offering specialized / nonspecialized
degrees with flexible, credit based modules, incubation and innovation, web based
dynamic system of examination and evaluation, best practices in e-education administration
for courses, homeworks, assignments, marksheets / certificates issuing etc. It would also strive
for setting up internal infrastructure, in each IIT, for implementing virtual online certification
programmes in science and engineering.
VTU would also set up a super computing facility to carve a niche for itself in the world for
research facilitation and for fulfilling its objective of capacity building for students and
researchers in frontier areas of science & technology.
3.16 Experimentation and development of ultra low cost low power consuming
access devices/ laptops for a wider coverage of learners & their field trials
Even the best e-content can not have any significant impact unless it reaches the vast majority
of learners with ease, as and when they demand it. With very low levels of computer
ownership and broadband connectivity in the country, it would be well nigh impossible to reap
the benefits of ICT in the field of education for all learners, including KG-20 students, life
long learners, learners in need of vocational skills and those in need of livelihood or life skills.
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Our target has to be to make the access to computer and broadband so easy that even the havenots
get encouraged and empowered.
Fortunately, the prices of the computer hardware and bandwidth charges are continuously
falling at a substantial rate and if efforts are mounted in this direction by synergizing the
expertise available in the country, it should be possible to develop ultra low cost access
devices / laptops having very low power consumption within next 2 ½ years or so.
If it becomes possible for every learner to have a laptop at a price equal to the cost of books
for one year of studies, and the course content is made available to the learner free of cost on
his / her laptop, it would bring about a revolution. The gateway to networked e-learning would
be thrown open for every learner in the country with the place, time and curriculum of his / her
liking. It would be possible to access immense volumes of open access content on the internet
in addition to the specifically designed content for them on Sakshat.
It is easy to find out that a very large portion of the cost of hardware is on account of the R&D
costs and IPR cost. A given popular processor may cost thousands of dollars in the
international market at the time of its launch but once superseded, its price falls to a few
dollars only. This means that the real cost of manufacturing it would be very small if the
R&D, IPR and fabrication facilities are owned by the country.
Laptop prices have fallen to nearly $100 per laptop level already with the development of One
Laptop per Child (OLPC) machines at Media Labs MIT, USA. But considering the very large
magnitude of the problem and meager resources in our country, if such laptops are to be
provided to 500 million learners in the country, it would require a whopping $50 billion for us
which we would not be able to afford. Having these machines would also have related
problems of maintenance etc. Our requirements could perhaps be served if the prices were to
fall to a level of $10 per laptop because, in that case, the total cost of such laptops would be
just $5 billion which the learners could easily bear. For those who may not be in a position to
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afford it even at that price level (economically weaker classes), the Government may step in to
provide it to them either at subsidized rates or totally free of cost.
Thus, it makes a strong sense to provide money for research in this area. Indian institutions of
higher learning such as IISc and IITs etc. do have the expertise to take up research in this
challenging area and if facilities are needed for further research and fabrication, they could be
created within the fundings available with various Ministries working in the field of
Electronics, Communication and IT. The vast pool of B.Tech and M.Tech students could also
be encouraged to take up projects in this area as their final Project / Dissertation with suitable
guidance from the Professors in this field. Some of the Indian Companies in the private sector
who are already selling similar products, at nearly $150 per laptop, could also be encouraged
or provided incentives to focus their attention in this area.
In order to galvanise the potential available in the country to make such access devices a
reality and to ensure that the developed e-content are seamlessly delivered to the learners
requiring them, the National Mission needs to assume the responsibility for field
experimentation of low cost devices and their development and even for the steps to ensure
their production.
3.17 Talk to a teacher to provide a substitute for coaching for the economically
poor students
The facility of Talk To A Teacher online for interacting with him / her off-line has been active
on SAKSHAT: One Stop Education Portal w.e.f. 26th January, 2007. This feature ensures
that students are able to clarify their doubts and are not left at the mercy of the e-content alone.
It is possible for a teacher in a studio to multi-cast the doubt clearing session if many students
have similar doubts. Alternatively, asynchronous mode could be used for individual queries.
This feature compensates for absence of teacher in a distance learning environment. Regular
availability of an expert teacher helps students clarify their doubts as and when they arise. It
has been found that during the examinations this feature has been very much appreciated by
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the students. This feature would become more popular as more and more students take to web
learning. Through this facility it is possible to make available services of excellent teachers
on the web and students both rich and poor alike can make use of this facility without
spending any money. The expenditure on this account, however, would have to be borne by
the Government. It is expected that by employing excellent teachers, the handicap of poor
students in joining costly coaching institutions could be mitigated. The focus of students may
also shift from being coaching oriented to being knowledge oriented over a period of time.
Every expert teacher may have an individual chat room so that students of a particular class
are able to interact with him / her.
If the number of students using this facility grows, the number of teachers to guide
them and clear their doubts would also have to be proportionately increased. This would mean
that teachers would have to have a computer, a web camera, microphone, speakers, and a
broadband connection at home, so as to respond to the queries of students at specified points
of time. Depending on the requirement during a specific period it is also possible to depute
renowned teachers to the studios to cater to the requirements of the students.
Teachers would also need to be compensated for their time which they would be giving
to the students at large. It is well known that many good teachers take to the highly lucrative
world of coaching. The remuneration to be paid to them under the National Mission may not
match what they could earn through coaching but it could be in the form of a token, along with
recognition of their efforts in the endeavor of building the knowledge base of students.
During the initial phases the scheme may require some adjustments within the
projected budgetary requirements. The scheme may require adjustments in a number of
subjects, number of chapters, number of hours for which the facility would be made available,
and the number of expert teachers per chapter.
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Such a free facility of expert teachers would go a long way in helping poor students
gain a level playing field with those who could afford costly tuitions / coaching. In the long
run it would also be highly beneficial for the knowledge economy which the country is
ushering in.
3.18 Development of software controlled hardware programming for robotics
& other crucial areas
In order to retain its leading edge in this knowledge world, India needs to think of the
technological areas that might emerge in the coming 5-10 years. We need to gear up facilities
in research and to prepare manpower well trained in those areas to capture technological
initiatives. We need to build up a critical mass of intellectual properties for a head start in
those directions. We also need to keep an eye over the core competencies being built up by
technological leaders and our competitors and to continuously fine tune our strategies in
response to their moves. Such areas could be innumerable such as Information Sciences,
electronic hardware, manufacturing, robotics, bio technology, bio informatics, nanotechnology,
energy sources and energy systems etc. We need to allocate resources for
spurring research and educational activities in these areas. We also need to develop and
manufacture educational products through which our students in even 2nd an 3rd tier colleges
could also gain, immensely, and become effective members of our knowledge workforce.
One such initiative has been conceptualized by IIT Bombay in the field of robotics and
hardware designing / programming through software.
A major shortcoming of Indian science and technical education is the lack of “hands-on”
approach. A good way to tackle this lacuna is to promote project-based learning and
innovative systems building through readily available off the shelf components or specifically
designed ultra low cost kits.
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Other initiatives could be ultra low cost design and simulation kits for students of science and
engineering which could help them conduct experiments and enhance their design skills in the
relevant field after going through the e-learning modules.
3.19 Adaptation & deployment of open source simulation packages like
ORCAD, Silab etc.
For most of the students of Science, Social Science, Engineering, Management and related
disciplines, many simulation software packages such as MATLAB, ORCAD, AUTOCAD,
CIRCUIT SIMULATORS, FINANCIAL & STATISTICAL ANALYSIS PACKAGES etc.
have become an essential part of their curricula. To survive in the world of knowledge and
remain productive, it is almost imperative to be well versed in them. This scenario is likely to
expand further. Many of these are quite costly and most of our institutions of higher education
may either not be able to afford them or may not have expertise on campus to teach students
how to use them. This could also have an impact on the employability of our students.
Fortunately, many open source software with look alike features and similar educational value
are increasingly becoming available. But we need dedicated teams to make them user friendly
and properly documented and to create adequate manpower to teach students to use those
packages. Such packages, tailored to suit the needs of our students should also be made
available on Sakshat for being made freely available to any student, teacher or institution
willing to make use of them. Small groups of experts in each of these areas could be set up and
entrusted with the responsibility of performing the tasks mentioned above and always keeping
the packages up to date.
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3.20 Development of unified Enterprise Resource Package (ERP) system for
Educational Institutions
Education sector in India is moving towards an expenditure level of 6% of GDP. Education
being in the concurrent list, both the Central and the State Govts spend a sizeable portion of
their resources on Education. With a scattering of resources, often it becomes very difficult to
comprehend as to what are the overall initiatives and the pace at which we are moving towards
them. Dovetailing with initiatives launched by other agencies, synergizing and strict
monitoring of deliverables and cost effectiveness of the interventions could be better achieved
if there is a comprehensive ERP system for the Educational Institutions as a whole which
could also establish linkages and aggregate micro parameters to indicate overall progress
patterns and areas of weakness.
The ERP system being visualized should be integrated, inclusive and networked so as to, interalia,
provide all kinds of feedback on progress of students, quality, absenteeism, vacancies,
infrastructural facilities, information about access and equity issues, community participation,
exchange of learning materials, library utilization, research activities, academic activities,
seminars / symposia, funds utilization, sharing of innovation and good practices, students
health monitoring, teachers and institutions grading to spot excellence, monitoring of
scholarship delivery and financial hardships of students and any other matter of concern. It
may also attempt to monitor capabilities of students and teachers and effectiveness of various
interventions being made for improvement.
With the networking of all the institutions of higher learning, it would be possible to
implement such an ERP system for the Colleges and Universities in the first phase, which
could be expanded to cover secondary schools in the second phase and primary schools in the
third phase.
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3.21 Publicity & training of motivators to ensure full utilisation of the systems
by institutions & students
No amount of hardware, software, e-content, access devices and connectivity networks is
going to help unless the real user is able to derive benefit from the opportunities being
presented to him / her through application of ICT to education. The need of dedicated change
agents, motivators, guides, trouble-shooters and independent referees has to be much higher if
the programme is to transform into a mass movement. They could also serve as our eyes and
ears for various segments of our National Mission such as imparting Digital Literacy to the
masses through Non-Governmental Organizations (NGOs) or volunteers.
A reasonably good structure could be evolved if, at least, two such motivators are in position
in every district, working almost full time. For 600 districts in the country, there would be
requirement of 1200 such motivators. At the rate of Rs. 100000 per motivator per annum, it
would require Rs. 12 crores, annually, for a few years till the programme becomes popular and
starts spreading by itself and through positive publicity by its satisfied users.
In the initial phase, a proper awareness campaign would also have to be launched through TV,
radio and print media so that the target groups of learners are sensitized and empowered to use
the facilities.
Our efforts in these directions could be spearheaded by a group of say 50 retired eminent
Professors of the country who could dedicate their time, energy and intellectual prowess for
this cause. Even at the rate of Rs. 4 lacs per Professor, it would require Rs. 2 crores per
annum.
3.22 Conversion of available content in various regional languages
Even though good knowledge of English language may help a person avail of the
opportunities existing globally, there is no denying the fact that mother tongue still remains
the best language of understanding and articulation, especially in the lower classes. In most of
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the School Boards, regional languages do have a prominence as a medium of instruction.
Hence, the e-content being developed for learners from classes KG – 20 would also need to be
made available in various regional languages. This could be done either through translation of
the text or audio based material developed in English or any other language or a de-novo
development of the content in the regional language but closely following the content,
pedagogy and manner of presentation of the original. In doing so, we need to ensure that the
nuances of the explanations of a topic do not get lost in translation. Subject experts who know
the regional languages well would be required for the translation of certain topics . However,
the enormity of e-content available on the web would propel us to move in the direction of
machine translation of content, which, perhaps, the National Translation Mission may try to
develop. The additional challenge in this activity is that many of the e-learning modules
available in the public domain over the internet are in English which would either need to be
dubbed / sub-titled or re-done in the regional languages.
3.23 Development of Vocational Educational modules and use of haptic
devices or education & training
The modernization of skills is most demanding because of development of new areas of
engineering and service sector. This needs ‘hands’ on and onsite training. It is also well known
that establishing the infrastructure to meet the numbers required is an impossible task.
Therefore, extending online training through video transmission becomes the key.
A number of industries in the manufacturing and service sector (like electricity) face severe
shortage of manpower. Hence, it is urgently required to build education systems which are
based on connectivity, so that local mentors can explain about transmitted knowledge.
Setting up labs around India, at one go, for all training institutes, is not only impossible
(because shortage of manpower who can train students) but also an expensive task. Major
issues related to the unemployed youth in rural India can be addressed through e-learning
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system for training. Not only the youth, but interested person could learn the skills available
to qualify and seek employment.
Vocational Education is mostly connected with development of skill based knowledge which
could empower the learner to perform economic activities and help earn a livelihood. In the
distance learning mode, imparting of knowledge through various techniques is easily possible
but the real challenge is providing ‘hands on’ experience and a feel of performing the task.
Simulators and virtual reality experiences provided through the computers do bridge the gap to
some extent but they are still short of providing the training in a hand holding manner – a
manner in which new apprentices learn at the workshops. Motions of limbs in a coordinated
fashion to perform a given task is what often builds the specific skill. This is often not possible
through the simulators but with the help of haptic devices. A pre-programmed instruction set
on a computer can impart skills even through training of physical movement of the limbs and
the force which is required to perform that activity etc. Such a mode of learning would provide
a thorough grounding to the learners in the areas of vocational education and drastically
reduce the time required by the trainees to grasp the real world feelings in an actual workshop
in a much shorter time. It may also help in high quality training and testing and assessment of
the learners in those areas by measuring the physical stimulus and effort applied by the
examinee in performing a given sequence of activities.
Once developed, this technique is expected to remove many of the weaknesses of the present
vocational education system and provide a way of taking vocational education to the masses
while bringing some glory and prestige to it.
3.24 Connectivity and Bandwidth Issues:
The back bone of e-learning/education is connectivity because all learning material in the form
of text, audio and video can be made available to all, at cheapest and most effective fashion,
through good bandwidth and its connectivity. Whether it is the synchronous mode or
asynchronous mode of e-education it would not be possible without 24*7 connectivity with a
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good bandwidth. The quality of transmission of lecture and labs is directly affected by the
availability of bandwidth.
An integrated model for connectivity based on satellite, terrestrial [OFC / Copper], wireless
would need to be developed for connecting every educational institution to begin with and
then to every Indian, subsequently. The bandwidth provisioning would have to be considered
as an educational infrastructure and bandwidth for educational purposes would have to be
made free from the user’s point of view.
3.24.1 Components of CONNECTIVITY
1. Communication & bulk storage servers at 100 institutions
2. EduSAT teaching hub at each of the 100 Central Institutions
3. 2000 nodes for 1 Gbps connectivity, at each of the 100 Central Institutions, to
be connected through BSNL Internet + VPN Plan
4. EduSAT Satellite Interactive Terminal at each of the 18000 Institutions of
Higher Learning
5. 15-20 nodes for 7.5-10 Mbps connectivity at each of the 18000 Institutions of
Higher Learning connected through BSNL Internet + VPN
6. 6 uplinking hubs for 6 National Beam transponders of EduSAT Plan
7. Provision of 1000 DTH Channels for Eklavya & other video based programmes
including iPTV for e-learning
8. Provision of 100 PC in 18000 Institutions of Higher Learning @ 1 per faculty
member on 50:50 cost sharing
9. iPStar satellite access device @ $250 per device for 100*300+18000*5 =
120000 terminals but limited to 1/10th of this number for North-East only.
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10. Bandwidth Charges for ipStar
Establishing a strong communication network between institutions of Higher Learning is
imperative for the spread of the best practices and the best knowledge modules, encouraging
shared learning from the experts in the country. With links to the internet, it would be possible
to keep abreast of fast expanding knowledge universe and to avoid the possibility of
reinventing the wheel, at least in those spheres in which the knowledge modules are available
in the public domain. However, it must be kept in mind that what is available today in public
domain may very well be shifted to priced domain by its author at any point of time, in the
future. Hence, there is no easy escape from becoming a net donor of knowledge modules on
the internet which could be exchanged with other organizations for an equivalent worth of
intellectual property.
We also know that research in a particular area moves rapidly only when there is a critical
mass of Professors, researchers and students in that area working in close coordination, even
though physically not very proximate. Such groups act as research output multipliers when
one path breaking research encourages the other researchers in that area to join hands with the
spearheading group. Given the current state of scattering of resources and experts among
various institutions of higher learning in the country, a strong communication network would
be able to forge a strong bond between various groups working in similar areas. However, it
must be borne in mind that the communication highway should not outgrow the demand of
traffic of knowledge modules and information exchange, so that it does not become obsolete
by the time traffic volumes on this information highway grow, to even partially utilize the
capacities provided by it.
It is with these considerations in mind that within the contours sketched by the Oversight
Committee, equal emphasis has been given on content generation, very strong connectivity
between 100 Central Institutions (a few more than the 84 enunciated by the Oversight
Committee), connectivity for all Institutions for Higher Education in the country and gradual
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movement towards covering all educational institutions in the country. With this philosophy, it
is proposed to transform the 100 Central Educational & Research Institutions into hubs for the
creation and dissemination of knowledge for every learner in the country. They have also been
visualized as the repositories of knowledge generated / acquired either in text, audio-visual or
any other form and to serve as models of National Classrooms, in their respective areas of
excellence.
Yet another philosophy adopted in the area of Connectivity is that instead of purchasing costly
LAN / WAN [Local Area Network/Wide Area Network] equipments for each of the
institutions, this entire activity is proposed to be outsourced to the network provider such as
Bharat Sanchar Nigam Limited (BSNL) etc. The recent statement of the Minister for
Communication & IT indicating that State owned companies like BSNL etc. would enter into
content hosting themselves and then the country would be moving towards free broadband for
all – a demand articulated by us for sometime now, after H.E., the President of India voiced
his dream of free connectivity for all at the time of launching of Sakshat: A One Stop
Education Portal of the MHRD.
There is a possibility of having a plan which could give Internet upto 2 Mbps speed with 4 GB
free download per month and 512 Kbps unlimited bandwidth in MPLS VPN at a cost of Rs.
12000 per year. If this comes through, the infrastructure of routers, switches, servers and
cables etc. could all get outsourced to BSNL or any other bandwidth provider who could be at
least equally competitive. This would obviate the need for creating LAN infrastructure in
Central Educational Institutions campuses as the large number of nodes (2000 for each Central
Institution) with 2 Mbps internet connection speed (4GB free download per month per
connection) and 512 Kbps (uncompressed) MPLS Virtual Private Network (unlimited usage)
would effectively double up for LAN in the campus and WAN for any other node on this VPN
in the country (i.e., any educational institution for higher learning). The money so saved (as
compared to the estimates in the Oversight Committee report) could be utilized for connecting
all 18000 colleges in the country and on an average, 10 departments of every University in the
Country. Obviously, 2000*100+20*18000+20*10*360 = 632000 such connections would
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make available 512*632000 Kbps= 323 Gbps of effective domestic bandwidth shared by all
the Institutes, with which even lectures could be transmitted or video conferencing could be
done in multicast or unicast mode among all the institutions of higher learning in the country.
In addition, if we assume an over subscription or concurrency factor of 50 by BSNL, an
international internet bandwidth of 2*632000/50 Mbps= 25.28 Gbps could be made available
to these institutions, all at a total annual cost of Rs. 12000*632000 = Rs. 758 crores when the
system is fully utilized i.e., each of the 100 Central Institutions are fully utilizing 1 Gbps
bandwidth and each of the University Departments and each of the 18000 colleges in the
country are fully utilizing 10 Mbps of uncompressed national bandwidth. Obviously, this
capacity utilization would not take place in the first year itself as the bandwidth utilization is
nearly one tenth of this planned capacity at present and hence, the funds required would be
lower in the initial phases as only that much bandwidth would be taken as is required.
Proper utilization of existing capabilities of EduSAT has also been factored in and recent
advances in the communication technology area have also been kept in mind while visualizing
the national network. Utilisation of DTH for beaming various educational lectures has been
visualized. The soon to come initiatives of ISRO have also been factored in to provide a triad
of connectivity architecture. It is envisaged to have about 40 – 50 transponders from Indian
satellites to enable telecast of 1000 DTH channels simultaneously. This would enable
availability of one DTH channel for every subject for every class and in many of the regional
languages. This would reduce the waiting time for watching the next lecture on that subject /
topic or for repeat telecast based on demand. These channels would also help reduce load on
the intranet VPN through reduction in the number of repetitive downloads of the same video
content by various students.
It has also been presumed that for most of the colleges in the country, the number of PCs
available would not be large enough to provide facilities to students and academic staff for
some considerable time every day. UGC has decided to provide internet connectivity at the
residences of each of the nearly 5 lacs teachers in the country. But the ICT assisted learning
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would not take off and make a major dent on the prevailing situation unless computers are
available in each of the colleges at the rate of at least 1 computer per academic staff. Some
colleges may find it to be an extra burden, but it is a fact that learners of our country are being
educated there and if their standard is low, we, as a country, stand to lose. Hence, it has been
considered prudent to share the cost of providing PCs in the ratio of 50:50. The maintenance
and updating responsibilities would have to be assumed by the colleges themselves. Some
pressure could also be built on them by providing the norm for minimum number of
computers to be held by these institutions in the University Grants Commission/All India
Council for Technical Education/Distance Education Council (UGC/AICTE /DEC) guidelines.
In computing the cost of PCs, an upper limit of Rs.20,000/- has been presumed but it is
common knowledge that the cost of hardware has been falling very rapidly and PCs would be
available at much cheaper costs. Simultaneously, efforts are on to develop a very low cost
computing-cum-access devices. Such devices are expected to be available at a cost of around
Rs.4,000/- at present and the prices are further expected to go down. Since provision of
computers is going to be quite cost-intensive, at least for the private educational institutions,
50% sharing of cost of computers would be considered in the context of very low cost
computing-cum-access devices as and when they become available.
Since State Government educational institutions and private educational institutions
would be contributing 50% of the cost of hardware and 25% of the cost of
connectivity/bandwidth charges, the availability of funds for competing these activities would
be as follows:
(Rupees in Crores)
Activity Provision under the
Mission from
Central Government
Contribution of the
State Government
or private
institutions
Total availablity
Hardware 700 700 1400
Connectivity 1000 300 1300
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The above figures are based on the presumption that the opportunities provided to the
State Government educational institutions and private educational institutions are utilized to
the fullest possible extent by them. In case they do not utilize the opportunities fully, the
expenditure on these items would be lower from the Central funding also.
Notwithstanding anything mentioned above, the approach would be to seamlessly integrate
with the Integrated National Knowledge Network (iNKN) in order to avoid duplication and
attain synergy.
Under the National Mission on Education through ICT, provision of connectivity is basically through
rental payment to the Service Provider(s) like Department of Telecommunications/Bharat Sanchar
Nigam Limited (DOT/BSNL) and there is no provision for creation of any permanent communication
related infrastructure (except last mile connectivity) in the Institutions. As soon as connectivity to the
extent of 1 Gbps is provided to the identified 100 premier Institutions under the NKN, the rental
payments to the Service Provider, would be got stopped by the MHRD. In the future, when NKN
expands and takes over connectivity provisioning for other Institutions even beyond the first phase 100
premier institutions, rental payment to the Service Provider for those Institutions would be stopped
from this Mission, thereby avoiding any possibility of duplication with the NKN or any wasteful
expenditure.
4 Projected outcomes
Following are envisaged as outcome of the proposed Mission:
1. Achieving cost effectiveness of approach, enriched experience of learning, enhanced
access and suitability of educational resources, flexible timing, and quality,
accountability & relevance of learning modules etc. for a paradigm shift in our
approach to education and learning in all areas.
2. Creating a platform for sharing of ideas and techniques and pooling of knowledge
resources,
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3. Making use of already available large volumes of video content, generated over the
years.
4. Making available high quality e-text books, e-reference books, e-research papers and
e-content in different languages and also the software required/used for learning, free
of cost to the genuine learners.
5. Providing opportunities to teachers and intellectuals for contributing to the world of eknowledge.
6. Ensuring access to high quality higher education and thereby ensuring that
financial/economic considerations are not a barrier for serious and committed learners.
7. Leveraging e-learning as an effort multiplier for providing access, quality and equality
in the sphere of providing education to every learner in the country.
8. Bringing efforts of different interested agencies working in the field of e-learning
under one umbrella and establishing logical linkages between various activities.
9. Encouraging multi-lingual content development for the learners more comfortable in
those languages.
10. Promoting development of interfaces for other cognitive faculties (such as voice
support for educational material delivery and interactivity for the content on the portal)
which would also help physically challenged learners. These efforts may cut across all
the content generation activities.
11. Setting up virtual labs and lab centers and finishing schools for quality enhancement.
12. Optimising content delivery through EduSAT and narrowcasting of TV signals.
Providing 1000 DTH channels on 40 transponders [to be availed through Deptt. of
Space] so that a separate DTH channel is available for every subject, for every class, in
various languages to the extent possible.
13. Providing 1 Giga bits per second bandwidth for 100 Central / premier Institutions of
excellence and 10 Mega bits per second bandwidth for each of the University
Departments and each of the 18000 institutions in the country including university
departments through terrestrial means and satellites for establishing a Knowledge
Network.
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14. Spreading Digital Literacy and encouraging teachers to be available on the net to guide
the learners.
15. Creating opportunities for those people who are interested in life long learning
16. Evolving ERP and e-Governance for education.
17. Meeting targets of required manpower for supporting growth rate of 9-10%.
18. Bridging the gap of digital divide, knowledge divide, and financial divide among the
learners and making every citizen capable of using ICT for education and training.
19. Creating opportunities for those people who are interested in life long learning
20. Ensuring that the connectivity shall also provide benefits to programs like
telemedicine, kisan kiosks and overall and all round development of personnel and the
country.
21. Facilitating those who want to do research in education and are keen to develop
educational technologies for all.
5 Implementation Strategies
1. The proposed Mission shall, broadly, have a three tier strategy to achieve its
objectives. It shall work for ensuring connectivity to all institutions of higher learning
with a speed of 1 Giga bits per second for 100 Central Educational Institutions of
excellence, 10 Mbps for 10 departments of each of the 360 Universities of the Country
and 10 Mbps for 18000 colleges in the country using all possible means such as
EDUSAT, Broadband satellites including those to be launched by ISRO in 2008 and
subsequent years, terrestrial Broadband network of existing service providers, use of
Radio and TV transmission towers and with the use of appropriate wireless
technology.
2. The second tier of the strategy would be the standardization and formatting of the
content already available and generation of new high quality contents with
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appropriate pedagogical inputs. The e-content shall be incorporated with suitability
index in the meta data to facilitate personalization of the baskets of learning for
students with varying scholastic capabilities. There is also a proposal for creation of
virtual laboratories for giving practical exposure to the students.
3. The Mission shall work for empowerment of those learners who are not familiar with
the use of computer devices. The digital learning modules shall be prepared for the
said class of learners to enable them to use the computers for the purpose of e-learning
and making use of ICT to address their learning needs.
4. While doing so, one of our focus areas would also be the creation of a repository of
traditional knowledge so that we can combine the best from both the spheres of
knowledge, traditional as well as modern.
5. Such a vast network would also present to us an opportunity of ERP packages for
integration, networking, synergization, monitoring and control of various activities.
Such a system would, inter-alia, provide all kinds of feedback on progress of student
quality, absenteeism, vacancies, infrastructural facilities, information about access and
equity issues, community participation, exchange of learning materials, laboratory
utilization, research activities, funds utilization, sharing of innovation and good
practices, student health monitoring, teachers and institutions grading to spot
excellence, monitoring scholarship delivery and financial hardships of students and
any other matters of concern. Such a system is expected to contain scattering of
resources and enable the Mission to dovetail with initiatives launched by other
agencies, synergising with them, strict monitoring of deliverables, and ensuring cost
effectiveness of interventions.
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6. Through such a system we intend to do a continuous monitoring and also
give support to the learners. When such a scenario unfolds we would like to make a
paradigm shift from scholarship to talentship. At present we provide scholarship to
meritorious and needy students. With the identification of talent in every field, be it in
academics, vocational, art or any other field, we should be in a position to identify the
talent and nurture it for its fullest contribution to the effort of national development.
While doing so, we intend to ensure that no talent in the country should be allowed to
go waste.
5.1 Implementation Guidelines:
1. The scheme would provide grant-in-aid to various projects in the identified areas and
ensure their dovetailing to achieve the objectives within the optimum cost and time. It
would have a rigorous peer review of the activities supported under the scheme so as to
keep the projects on track and derive maximum mileage from them in realization of the
vision for the National Mission.
2. At the apex level, there would be a National Committee chaired by the Minister of
Human Resource Development [HRM] with Secretaries of Expenditure, Department
of Information Technology (DIT), Department of Telecommunications (DOT),
Department of Higher Education (HE), Department of School Education and Literacy
(SE&L), Planning Commission, representatives of University Grants Commission
(UGC), All India Council for Technical Education (AICTE), National Council for
Teacher Education (NCTE), Distance Education Council (DEC), IGNOU (Indira
Gandhi National Open University), Central Board of Secondary Education (CBSE),
National Council of Educational Research and Training (NCERT) and Directors of all
Indian Institutes of Technology (IITs), Indian Institutes of Information Technollogy
(IIITs), Indian Institutes of Management (IIMs), Indian Institute of Science (IISc),
Vice Chancellors of Central Universities, Directors of anchor institutions as members.
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3. At the next level would be an Empowered Committee of Experts (to be known as
Project Approval Board) that would be sanctioning individual projects and monitoring
the overall progress through various peer reviews and concurrent evaluations.
4. There would be specific, area-wise core committees having the responsibility of
ensuring success through synergized efforts of various experts / institutions in that
area. They would be identifying various project activities and relevant experts /
institutions who could accomplish the task. They would get projects prepared and
sanctioned, in case the voluntary momentum and thrust in those areas is not sufficient
and forthcoming from those who are capable of doing it. They would also focus their
attention on capacity building in deficient areas and collaborate with world leaders in
those areas internationally. They could also set up in-house teams for delivering the
results and creating the spin-offs needed.
5. Funds should be given in a non-lapsable manner for the first year (because of delays in
getting the scheme sanctioned) but with a rigid time frame for completion. There
should be a separate earmarking of funds for convening meetings of experts and
covering administrative expenses.
6. After the provision of a maximum of 30% of project cost for starting up a project, the
rest of the release of funds should be strictly linked to deliverables and time frame.
7. Funds would be provided to institutions only and not to any individual. The institutions
of repute could be in private sector also. Funds could also be provided for tie-ups and
joint ventures in research areas with specialist national/ multinational companies or
even highly capable start-up companies.
8. As far as possible, the norms would be evolved and dynamically updated to ensure
uniformity of funding to various project agencies for similar types of activities.
9. Infrastructure created as part of this Mission would be a national property, usable by
any of the projects undertaken under this Mission or any other specified Mission /
project.
10. In case the Empowered Committee of Experts [to be known as Project Approval
Board] finds it prudent to buy the Intellectual Property Rights of any software,
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hardware or e-content etc., it would be possible to do so with a view to avoiding
reinventing the wheel and to compress the time frame for achieving the results.
11. Remuneration received by any expert under any project of this Mission would be in
addition to his / her salary, from his / her organization. The expert’s contribution to
successful completion of the project would be duly acknowledged.
12. Institutions of excellence, whether in public or private sector, could be identified as
“Anchor Institutions” for carrying forward the thrust areas assigned to them. They will
nucleate and expand the sphere of activities by bringing together experts and
institutions in the country or abroad with a view to achieving the entrusted goals within
the agreed timeframe.
13. Subject specific responsibilities would be entrusted to various identified institutions to
maintain and constantly update / upgrade the e-content, conforming to the
standardization and quality assurance norms evolved under the Mission. They would
also ensure proper functioning of web sites for establishing active networks of experts
in that subject area and take steps to integrate with the “Sakshat” web based portal
strengthening their segments for ensuring that their e-content reach every nook and
corner where ever and whenever a learner requires them to.
14. Knowledge modules in the form of e-content would be made available, free of cost, to
every Indian learner. The State Governments., and other Institutions in the public or
private domain would be encouraged to contribute their knowledge / expertise /
available e-content, free of cost, for the use of learners in India.
15. Open access would be the key philosophy and collaborations with other similar efforts
of high quality elsewhere in the world would also be explored.
16. To ensure proper roll out of connectivity for every institution of higher learning in the
shortest possible time frame and in a cost effective manner, a group of experts from
Ministry of Human Resource Development (MHRD), Department of
Telecommunications (DOT), Department of Information Technology (DIT),
Department of Space (DOS) headed by the Secretary (HE) would be the prime mover.
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17. To get more value for money and for ensuring proper deployment of resources in the
field of education, a comprehensively integrated ERP system for Education would be
developed which would have interfaces with other segments of economy, making
available the Human Resource database to them and obtaining Opportunities databases
from them.
18. Efforts would be made for achieving the convergence of different systems of education
and quality and access enhancements through available e-content so as to enable each
of the educational institutions to move up the value chain.
19. Using EduSAT and other satellite transponders, e-content would be telecast over 1000
DTH channels on a 24X7 basis so as to provide dedicated channels for most of the
subjects for most of the classes.
20. Through a combination of terrestrial and satellite based bandwidth, internet and
intranet connectivity of 1 Gbps for 100 Institutions of excellence under the Central
Govt., and 7.5 – 10 Mbps connectivity for each of the departments of 367 Universities
and each of the 18000 colleges / institutions of higher learning in the country
(irrespective of their being in public or private sector) would be provided free of cost
to them on a continuing basis.
21. A one time grant, subject to a maximum of 50% of the cost of access devices procured
by an educational institution, would be provided under this scheme such that the
institution (whether public or private) achieves a level of having one access device per
faculty member. The responsibility of maintenance and upkeep of these devices would
be that of the institution.
22. The scheme would provide access devices to those students who are from extremely
poor economic backgrounds and are unable to afford these devices for e-learning, in
spite of the very low cost devices developed under this mission. Such students/groups
of students would be given access devices, centrally, so that the digital divide does not
get further accentuated. Taking over of supply chain costs for such access devices for
certain identified regions or segments of society could also be considered.
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23. For Mission roll out and activities relating to acquisition/procurement hardware, etc. in
order to reap benefits of centralized procedure in terms of bargaining power and
knowledge and distributed or localized procedure having benefit of greater control
over the supplier and maintenance aspects, clusters of educational institutions would be
assigned to mentor institutions. These mentor institutions would be reputed Central or
State educational institutions, geographically distributed. They would provide the
leadership initiative for the institutions in roll out activities and also in procurement
activities. They would additionally discharge the functions of a control point for
entering into agreements with the State Government educational institutions and
private educational institutions for realizing 50% contribution from them for hardware
procurement and 25% contribution from them in respect of activity/bandwidth charges.
Authorization for connectivity would be issued only to those institutions which have
entered into the agreements with their mentoring institutions. The procurement of
hardware would be the responsibility of such mentoring institutions for the combined
requirement of institutions being mentored by them. These mentoring institutions
would have the additional responsibility of remitting to the Central Government the
contributions recovered by them from the institutions being mentored by them.
6 Mission Structure
6.1 Committees, Management Structures & Organograms:
At the apex level, there would be an empowered group of experts which would have the power
to sanction various projects based on the Detailed Project Reports (DPRs). Under the apex
group, there would be activity groups – one for each type of activity of the National Mission.
These groups would also have the stakeholders. At least one member of each of these activity
groups would be represented on the apex empowered group of experts. These activity groups
would be located in the anchor institutions entrusted with the responsibility of completing the
activity in time with high quality.
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This structure has been created to ease the administrative and management structure to
maintain smooth flow of resources as well as to achieve efficiency and effectiveness. The
following four layers shall be responsible for the administrative and financial approval for the
strategy, planning and resources.
• Apex Committee
• Mission Secretariat
• Empowered Committee of Experts [to be known as Project Approval Board]
• Domain Experts Committee
• Program Advisory and Management Team
6.1.1 Apex Committee: Constitution : Chaired by the Minister of Human Resource
Development (HRM) with Secretaries of Expenditure, DIT, DOT, HE, SE&L, Planning
Commission, representatives of UGC, AICTE, NCTE, DEC, IGNOU, CBSE, NCERT and
Directors of all IITs, IIITs, IIMs, IISc, Vice Chancellors of Central Universities, Directors of
anchor institutions as members. This body shall play the pivotal role in policy making and
provide overarching principles for the success of the mission. The role of the apex committee
is to guide and mentor the activities of the mission. This body can suggest high impact ideas,
formation of groups/networks/communities, projects and outcome usages. The apex
committee shall create and identify major empowered committee of experts, domain experts
committee and program advisory committee. There shall be the project advisory and
management teams proposed by domain experts committee and programme advisory and
management team for fulfilling the objectives of the mission.
6.1.1.1 Powers & functions of Apex Committee:
􀀹 Over-all policy making and direction for the Mission.
􀀹 Framing of guidelines.
􀀹 Nomination of members & experts on the Project Approval Board
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􀀹 Strategy formulation & mid course corrections.
􀀹 Periodic review of outcomes and general monitoring of the Mission as a whole.
􀀹 Coordination between various Central Ministries and between Centre, States and
NGOs etc.
􀀹 Addition / alteration of powers and functions of any committee or authority under this
Mission.
􀀹 Decisions regarding delegation of powers (financial or otherwise) to various
committees / authorities / functionaries involved in the Mission or its projects
6.1.2 Empowered Experts Committee [To be designated as Project Approval Board] :
Constitution : The Project Approval Board shall be chaired by the Secretary [Higher
Education], MHRD and apart from renowned experts from Academia and Industry, shall have
representatives from Department of Expenditure, Planning Commission, Department of
Telecommunication, Department of Information Technology, Department of Space and
Department of Science & Technology. This committee shall be responsible for ensuring
implementation of the mission objectives by various committees and teams in the best possible
manner. This committee shall comprise of eminent experts in the area of e-education. The
powers and function of the committee are listed as follows but are not limited to these. The
committee in consultation with apex committee can take decisions for the mission, in keeping
with spirit of the objectives to be achieved.
6.1.2.1 Powers and Functions of Empowered Experts Committee [to be known as Project
Approval Board]
Critical appraisal and Sanctioning of various project proposals under the Mission based
on the DPRs (Detailed Project Reports).
Making recommendations to the apex committee on matters of importance
Final negotiations / deliberations on IPR related issues.
Selection of domain experts committee and program advisory committee of the
Mission
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Promotion of any activity interest of the spirit of mission
Management & funding
Network of experts/institutes/industry-institute/any network useful for the Mission
in various fields
Deliberating on powers & functions of various committees
6.1.3 Domain Experts Committee: The committee shall be acting as a backbone, providing
technical support. This committee shall be responsible for review of projects on a continuous
basis. The mechanisms for streamlining projects and the integration of outcomes of projects
shall fall in the jurisdiction of the committee. Broadly, the powers and function of the
committee are suggested below.
6.1.3.1 Power and Functions Domain Experts Committee for Mission
Review of progress and decision to release installments of grants for specific projects.
Approval of milestones for deliverables of the project.
Project monitoring at regular intervals
Peer-review meetings for monitoring of progress and dovetailing with other projects in
the same broad area of activity.
Evaluation & testing of milestones and intermediate outcomes of projects in their
domain.
Assessing the utilization certificates submitted by Project Implementing Institutions.
Primary negotiations on IPR related matters.
6.1.4 Mission Secretariat: These three committees i.e. apex committee, empowered expert
committee and domain expert committee will be serviced by the Mission Secretariat. All the
documentation, coordination and day to day support to all these committees shall be extended
by the Mission Secretariat. This office shall play an important role as an interface between
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various committees and MHRD. The office also coordinates with mini secretariat in anchor
institutes
6.1.5 Program Advisory and Management Team: Major programs of mission shall be
administered and managed under the supervision the committee. Interaction among different
teams, groups and experts shall be assisted by the committee. The identification of all possible
programs shall be done by the team so that outcomes of the mission become achievable. The
overall integration across different major programs shall be supervised and evaluated by the
team.
6.1.5.1 Power and Functions of the Program Advisory and Management Team
• Selection of project advisory and management committee
• Evaluation of Project progress
• Coordination to ensure smooth flow of resources
• Enabling execution and integration of deliverables
• Resolving IPR, copy rights and any other legal issues
• Flexible structuring of groups and sub groups
• Identifying feedback system and ensure that feedback reaches at appropriate group/sub
group
• Restructuring and reorganization for timely completion of objectives
The above mentioned committees and teams would interact with
organization/institutes/research labs. Anchor institutes and participating institutes shall
be suggested to broadly create the following structure.
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6.2 Structure in Anchor Institutions
Every anchor institution would have a mini secretariat for servicing the Mission-related
activities being anchored or participated in by the institution. Head of the Institution assisted
by a few departmental heads / Professors / Experts would oversee the progress related to this
Mission. They would be adequately compensated for their time and effort in this direction, in
addition to their normal salaries. In view of heavier load of Mission related activities, it would
be possible for the faculty members / experts to devote themselves full-time for the Mission by
opting to be on deputation to the Mission.
6.3 Structure in participating Institutions
Since requirements would vary from project to project, participating institutions in the Mission
would suggest their administrative structure and delivery mechanism while preparing their
DPR and would allocate reasonable funding towards this activity.
6.4 Research to field roll out structure
Since research in the field and extension activities require a different variety of professionals,
each DPR would also suggest as to how the final outcome of the project would be delivered to
the masses or how the production or operationalization would take place. It may require
associating many start-up companies under the influence of the participating institution –
something similar to Technology Information, Forecasting and Assessment Council (TIFAC)
or those in the Industry Incubation centres of the institute. Entrepreneurs from such companies
/ outfits would be associated with the project activities from the beginning itself so that the
thinking on bringing the results on the ground progresses side by side
6.5 Organogram depicting the various aspects of the organization
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Mission
Secretariat
Empowered Committee of
Experts [to be known as
PAB
Domain Experts
Committee (1)
Connectivity
Domain Experts
Committee ….
(n)
Programme
Advisory &
Management
Team at
Anchor
Institute
Programme
Advisory &
Management
Team
Apex Committee
7-10 Programmes
30-35 Projects
(Activities in the
Tabular statement)
Connectivity
Automation
Content Creation
Constant Delivery
VTU std.
Pedagogy
Education. &
Training.
R & D Access
Devices
Scholarship
Administrator
Certification/Testin
Project (1) Project (n) g Digital Literacy
Project(1) Project (n)
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Project (n) Advisory and Management Team
Project (n)
Project Director
Supervisory Team
Logistics & Flow
Management
Financial Flow &
coordinating subteam
User
Feedback
Expert
Feedback
Advertisement &
Management Team
Feedback, Performance
Evaluation & Quality
A
Project advisory Management Team
Group of Experts for
sub project.
Cluster of Individuals/
Specialists/ Experts for Tasks
Individuals/
Specialists/ Experts
Project (n) Management Team
Sub Project (1) Sub Project (m)
Sub-Group for
Activities
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The structure of project advisory and management team and its interaction with other groups
and subgroups is shown above. This team facilitates fruitful and healthy interaction among all
stake holders of a project team.
All teams under the project advisory and management team shall be supporting and
coordinating the groups of experts and the sub-groups of experts based on the needs and
necessity. An example is shown below the group of experts.
The sub group activities are well defined by group of experts for example:
Each of the major projects shall comprise smaller projects and each individual smaller project
shall be executed by group consisting of faculty/researcher/developer/expert. Every group may
have subgroups depending upon the scope of small project.
Integration
Sub-Group
Coordination Portal Management IPR and Copy Right
Verification
Testing and Validation
Groups
Of
Experts
User Interface
and Productisation
Dissemination
Workshops and
Conference
Training and
Education
Quality assurance
and
Benchmarking
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Several possible teams have been representing in the above diagrams. These teams shall be
responsibility to run groups/sub groups whose objectives in terms tasks and activities would
be jointly agreed upon for meeting dead lines and delivering outputs so that other teams can
integrate and validate.
Additional small teams can be created by each major project advisory and management team
for the purpose of smooth running and achieving objectives in time. Since all major projects
shall be divided into small deliverable projects for various groups of experts. For example the
integration sub group shall be performing tasks across different groups therefore it is natural
for them to be part of activities like coordination, portal management, IPR related activities,
and testing validation. Another example may be activity like quality assurance can effectively
and efficiently implemented across the set of projects and their activities. Since there would be
a team for each project headed by team leader for example faculty member shall be focussing
on the project therefore his/her team would focus on the limited objectives. Therefore
coordination needs to be done by management team.
Summary of responsibilities and interaction among various levels of hierarchy is
illustrated as follows:
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7 Funding & payment norms for various activities
These norms would be suitably determined on the advice of the expert committees of domain
experts by the Empowered Committee of Experts (to be known as Project Approval Board).
However, the broad principle would be to release up to 30% of the project cost as
‘mobilization advance’ and link the release of the rest of the installments to the deliverables.
MHRD shall be fully responsible for releasing funds in time on recommendation of a
competent committee. The Project Approval Board shall evaluate the feedback on the
detailed project, with at least three national and international domain experts. The
Project Approval Board in its recommendations shall clearly mention the timings and
amount for the release. Criterion for recommending the project for funding shall be used
Mission objectives
Project
Sub-project
Activities
Tasks
Components Components
Tasks Tasks
Activities Activities
Sub-Project Sub- project
Project Project
Execution of
sub -groups
/Individual
objectives
Objectives
for Group
of Experts
Project
advisory
Management
Committee
Program
Advisory
Committee
Components
Domain Expert Committee
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and would be mentioned along with request for release of funds. The funds once
approved shall directly be released to competitive authority in organization/institutions.
The funds to private institutes and start ups can be released only through educational
institutes like IITs. These institutes shall be responsible for delivery of outcomes stated
against the release of funds.
In exceptional cases, the project approving committee can recommend direct release of
funds to private industry/start ups and private educational institutes.
Fund release against the deliverable shall clearly be uploaded on the website of the
project and also on the website of the Mission along with summary of project, for
scrutiny by the stakeholders at all the times.
8 Intellectual Property Rights Management
These issues would be addressed to by a separate group of Domain Experts who would be
assisted by the peer groups in that specialization and the members of the content advisory
committee, in case it is regarding any learning object.
The content Advisory committee would identify the existing content and evaluate the content
for quality. If required, it is proposed to enter into a Memorandum of Understanding with third
party content providers. It is also proposed to provide a link to the existing content online after
obtaining the IPR clearances. There will be a committee of experts-instructors, subject experts
and instructional designers who would undertake an analysis of needs to determine the
learning objectives required to make the targeted audience competent in the subject matter.
This group would also include curriculum developers who would consider the target
consumers and then specifically define the content required for them. The group will
constantly assess the content and the updating it in the context of the feed back received by all
the stake holders.
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9. Activities that could be funded
1. Any research, development or extension activity leading to or assisting in fulfillment
of the goals envisaged for any of the key components of the Mission. The
expenditures, inter-alia, would also cover costs of manpower, equipments,
contingencies and travels.
2. Setting up of any centralized infrastructural facilities for achieving any of the activities
mentioned above.
3. Popularizing the facilities / functionalities of the Mission with a view to achieving their
greater utilization by the people at large.
4. Engagement of experts, change agents, motivators.
5. Purchase of e-books, e-journals, IPRs etc. necessary for accomplishing activities of the
Mission.
6. Setting up and up-scaling of web based portals for various crucial activities under the
Mission.
7. Organizing workshops, conferences (both national and international) for deliberations
and content generation under this Mission.
8. Organizing lectures of world renowned scholars with a view to making them available
for Indian learners through the web based portals.
9. Bandwidth charges for providing connectivity to Institutions and learners.
10. Cost of access devices for accessing the e-content to be made available over the
internet, intranet etc.
11. Cost of computer software, hardware etc., as required in connection with the Mission.
12. Leasing charges for satellite transponders, DTH platforms, FM channels, dedicated
circuits / communication channels and related equipments for them.
13. Cost of kits for providing digital literacy.
14. MOU based collaborations with renowned Indian / multinational companies for
achieving specific research activities under the Mission or for undertaking production
and roll out of the achievements in the research labs.
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15. Procurement of stocks & services necessary for any Mission component.
16. No permanent construction and no permanent creation of posts except in case of VTU.
However, it would be possible to create posts in regular pay-scales purely on contract
basis to attract best possible talent.
17. Faculty members willing to devote themselves full time for the project, can have their
salary charged to the project.
18. Retired faculty members / experts could also be hired as experts for the project.
19. The Institution implementing the project, could, depending on the requirement and
necessity, engage start-up companies existing on their campus.
20. Any other activity authorized by the National Committee for the furtherance of the
objectives of this Mission.
21. Salary, up to 3 months, as a consulting fee can be charged to the research project.
22. Project activities for collaboration with international expertise may have been incurred
in the past, which may be reimbursed from the project.
23. International co-operation from different partners for project activities may be funded
so that the required deliverables are achieved in time.
24. International content generation and customization to our needs may be funded.
25. Joint proposals from international partners can be formulated to achieve research
objectives of the Mission.
26. Proposals with the international partners can be formulated and clear cut
responsibilities may be defined so that the funding pattern can be generated for the
faculty and research staff.
27. Summer term support for students [national and international, visiting India or abroad]
may be provided in case this manpower is working towards research objectives of the
Mission.
28. Efforts to locate examine and extract relevant knowledge inputs from our ancient
knowledge base.
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29. Devising methods to at least reduce the ill-effects of internet so that distractions and
pitfalls for the learners are avoided and web based learning approach is able to retain
its sanctity and credibility.
30. Evolving psychological and personality tests with high confidence levels.
31. Any other activity approved by the Apex Board.
10 Eligibility Criteria for Institutions to be funded under the
Mission
1. Central Govt institutions of excellence / national importance.
2. Central Universities
3. Central Govt research institutions
4. Central / State Govt institutions
5. Renowned institutions (whether in public or private sector) in the specific project area
6. Renowned NGOs
7. Any registered outfit established and managed by an eminent expert in a subject area,
who may not be working in any of the institutions mentioned above.
8. Any other type of Institution approved by the Apex Board.
11 Submission of proposals
1. Initial proposals will be submitted online and will be circulated on the portal among
various known experts who can provide their valuable inputs / comments on the
proposal or appraise it apriori.
2. Once the initial proposal meets certain benchmarks, a revised, documented proposal
will be submitted in print form with signatures on proposal and undertaking etc., and in
electronic form with appropriate digital signatures.
3. The proposal, both initial and final, should contain the objective, justification &
relevance, approach & methodology, time bound outcome based action plan with
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PERT chart, stage / phase wise, activity wise and outcome wise requirement of funds,
project staff requirements, proposed networking with other institutions to attain
synergy and avoid duplication, facilities required from other institutions,
administrative structure & norms adopted for various sub-activities, social cost benefit
analysis of the proposal, list of experts who will be working on the project, their biodata
etc., list of experts who could be used for peer review of the quality and pace of
work, current status of research in that area etc..
12 Screening of proposals
The project proposals would be first screened by the peer groups formed by the Domain
Experts Committee for specific activities and after incorporating its suggestions, if any, they
would be placed before the Empowered Experts Committee [to be known as Project Approval
Board] for a final decision regarding approval and sanction.
13 Pattern & extent of assistance
Assistance for the projects under this Mission would be upto 100% of the estimated cost as
assessed by the Domain Experts Committee and the Empowered Expert Committee [to be
known as Project Approval Board]. Funds could be released either in one installment or in
several installments as decided by the Empowered Experts Committee (to be known as Project
Approval Board). Facilities created out of the assistance received under this Mission would be
a national resource and would be sharable by other project implementing institutions / experts
/ students in that order of priority after fulfilling the main project requirements under the
Mission, for which they were set up.
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14 Release of grants
1. The start-up grant will be released immediately, after the sanction for the project is
issued after obtaining the prescribed approvals. The start-up grant will not be more
than 50% of the project cost.
2. The release of funds will be done electronically to the specified bank account.
3. After initial start-up grant, it would be outcome linked release and for the service
providers, it would be in accordance with the Service Level Agreement.
15 Withholding of grants
The grants could be withheld if the peer review finds that the outcome based progress of the
project is not satisfactory and / or the project is getting inordinately delayed so as to make it
lose its relevance.
16 Disbursement conditions
1. Organization/NGOs/Societies not wholly or substantially funded by the Govt.
of India shall have to sign and execute a bond “in advance” in the prescribed
proforma (Annexure-I) in favour of Union Ministry of Human Resource
Development. The bond should be submitted along with the original proposal.
2. In place of the Pre Stamped Receipt (PSR), the grantee body shall have to give
“authorization letter for sending grants-in-aid, directly, into the bank account of
the Organisation / NGOs/Societies etc. The authorization letter should be
submitted along with the original proposal. A Format of the authorization letter
is at Annexure-II.
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3. The Status of the utilization of funds released earlier and the utilization
certificates due shall be submitted by the grantee institution before the actual
release of funds / installment.
17 Extension of the project
Due to unforeseen circumstances or due to enhancement of the scope of activity in the light of
new experiences gained or research results obtained, it would be possible for the Empowered
Committee of Experts (to be known as Project Approval Board) to grant extension to the
specific project(s) on the basis of the recommendation of the Domain Expert Committee for
that specific group of activity. This would, however, be done only under exceptional
circumstances.
18 TERMS AND CONDITIONS
The following general conditions will be complied with by any institution / organization
receiving assistance under the scheme –
i. The institution / organization will maintain the account and get the final account /
accounts for the year audited by Govt. auditors, in case of institutes whose accounts are
audited by Govt. auditors or by a Chartered Accountant, as the case may be, and
submit these in the original to the Ministry / State Level Monitoring Agency (SLMA),
along with the utilization certificate on completion of the project or within 6 months
from the close of the financial year, whichever is earlier.
ii. The institution / organization will not accept or apply for any financial aid from any
other source towards the projects approved under this scheme, except with prior
approval of the Ministry.
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iii. The final progress report in respect of complete project should be sent along with the
final audited accounts. Audited accounts should always be prepared item-wise,
according to the sanction.
iv. The grantee agency will be required to prepare quarterly progress report on the project
or as prescribed and submit it to the Ministry / State Level Monitoring Agency
(SLMA), along with a statement of expenditure actually incurred during the quarter. It
will also be required to record a certificate to the effect that the expenditure has been
incurred in accordance with sanctioned grant.
v. Separate account will be kept of the project / seminar receipts and expenses even
though some of the terms of expenditure may be common with those incurred by the
institution in accordance with sanctioned grant.
vi. The accounts of equipment etc. related to the projects for which assistance is received
under this scheme will be made available for inspection by an officer authorized by the
Ministry / State Level Monitoring Agency (SLMA). The accounts relating to the
project shall be open to check also by the Comptroller and Auditor General of India or
his nominees at his discretion.
vii. The institution / organization shall prepare and maintain a record of all assets acquired
wholly or substantially out of grants received under the scheme. Such assets shall not
be disposed of, encumbered or utilized for other purpose without prior sanction of the
Ministry.
viii. The grantee agency will be required to complete the study and submit the final report
to the Ministry / State Level Monitoring Agency (SLMA) within the stipulated
duration of the projects.
ix. The projects may be externally evaluated after completion by an agency nominated by
the Ministry / State Level Monitoring Agency (SLMA)
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x. In the case of the grantee being private self financing educational institutions, the
institution concerned shall give an affidavit, stating, inter alia, that it shall abide by all
the terms and conditions laid down by the Mission for receiving assistance.
xi. The grantee shall be liable to refund the entire grant amount together with damages &
interest thereon @ 10% p. a. for any violation of the terms and conditions mentioned in
the scheme / Govt. sanction from the date of encashment of the cheque / bank draft for
the amount sanctioned for the project, provided that the Govt. in its discretion may
relax the date for the purpose of calculation of interest to provide for such interest to be
charged from a subsequent date.
xii. The decision of the Secretary to the Government of India in the Ministry of HRD,
Department of Higher Education or the Head of the Department administratively
concerned with the matter on question whether there has been breach or violation of
any of the terms and conditions mentioned in the sanction letter shall be final and
binding on the grantee.
19 Calendar of events
The calendar of events shall be approved by apex board. The calendar would clearly indicate
starting and end date along with the deliverable. The major milestones achieved would be
mentioned, along with the name of the project and the institute.
20 Phasing of activities
Phasing and timelines would be worked out along with the project execution committee and
project monitoring committee. Each project would have its timelines and PERT chart. There
will also be integration at the end of each phase. The deliverable at end of phase after
integration shall also be identified.
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21 Monitoring & Supervision
There would be several committees to monitor and supervise the set of projects to ensure
timely progress of the projects and the quality assurance of the outcome of the projects.
Monitoring feedback from all the committees would be sent to a coordination committee so
that appropriate decisions could be taken to make sure that the overall progress of the Mission
in terms of objectives and deliverables is achieved. The project monitoring shall be carried
along with the user group so that proper feedback for project investigators could be generated.
It shall be the responsibility of these committees to make sure that the feedback provided by
the users reaches in a format which could be implemented by project investigators. Such
feedback can be generated every six months or earlier through conducting workshops.
22 Reports & returns
All principal investigators shall electronically submit / update the progress report every week.
These reports shall be available on the mission website so that progress project outcomes are
known to system integrators. System integrators can give their feedback to the project
monitoring and supervisory committee and the project investigators through the website. Once
a year, the whole community involved in the mission should meet so that thoughts can be
exchanged to add value to project. Report of such workshops can also be uploaded to website.
E-reporting system can be developed to provide scope for fruitful interaction among different
stakeholders.
Such evaluation may take place twice during the project period, one for mid-term correction
and one after final submission. The best projects delivered can be awarded. The format for
final report can be prepared by the project evaluation committee. This committee would have
members from user group, industry, and institutes amongst others.
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23 Evaluation
Project evaluation criterion shall be developed by a group of experts so that the outcome of all
the projects can be quantified. Even negative results would be encouraged for documentations
so that repetition of some exercises can be avoided in the future. Final report can be evaluated
nationally and internationally so that the quality of work can be evaluated at the highest
possible standards. This group shall interact with the project development team so that clarity
in thought process can be achieved.
There can be number evaluation committees to examine project details and possible outcomes
of the projects. Since these outcomes are required to be integrated, this group of evaluation
committees shall invite proposals or suggest institutes/individuals that would assist in
achieving the mission goals.
The evaluation committees shall conduct workshops so that understanding of evaluation
process and the needs of various projects are understood by various stakeholders.
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24 Physical Activities, Financial Requirements and phasing
ANNEXURE – A
24.1 Financial Requirements and Phasing
NATIONAL MISSION IN EDUCATION THROUGH INFORMATION
AND COMMUNICATION TECHNOLOGY (ICT)
(Rs. In Crores)
ITEMS Financial
Projections
* Phase-I
2008-09 2009-10 2010-11 2011-
12
CONTENT GENERATION
NPTEL phase II / III 96.00 10.00 20.00 20.00 46.00
PG Classes 100.00 10.00 20.00 20.00 50.00
UG Classes 100.00 10.00 20.00 20.00 50.00
NCERT for VI to XII & NIOS 0.00 0.00 0.00 0.00 0.00
Video content digitization, conversion, chunking and
dubbing CEC / IGNOU / NCERT / SIET / OTHERS 50.00 5.00 10.00 10.00 25.00
Provision of e-books and e-journals free to the learners 100.00 20.00 40.00 40.00 0.00
Standardisation of quality assurance of contents &
certification / automation of certification 95.00 10.00 20.00 20.00 45.00
Developing suitable pedagogical methods for various classes,
intellectual calibers and research in e-learning 150.00 20.00 40.00 40.00 50.00
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Development of language converter and translation tool kit 25.00 5.00 10.00 10.00 0.00
Development and realization of Virtual Reality Laboratories
and supporting facilities for e-learning 200.00 20.00 40.00 40.00 100.00
Spread Digital Literacy for Teacher Empowerment ‘A’ 200.00 20.00 40.00 40.00 100.00
Development of Certification & Testing Modules for Virtual
Technological Universities & creation of VTU, multi media
research and international programmes 100.00 10.00 20.00 20.00 50.00
Experimentation and Development of ultra low cost access
devices for wider coverage of learners & their field trials 25.00 10.00 15.00 0.00 0.00
Talk to a teacher to provide a substitute for coaching for the
economically poor students 100.00 20.00 40.00 40.00 0.00
Development of software controlled hardware programming
for robotics & other crucial areas 50.00 10.00 20.00 20.00 0.00
Adaptation & deployment of open source simulation
packages equivalent to MATLAB, ORCAD etc. 50.00 10.00 20.00 20.00 0.00
Development of unified ERP system for Educational
Institutions 20.00 5.00 10.00 5.00 0.00
Publicity & training of motivators & trainers to ensure full
utilization of the systems by institutions & students. Teacher
Empowerment ‘B’ 50.00 10.00 20.00 20.00 0.00
Conversion of available content in various regional
languages 200.00 10.00 20.00 20.00 150.00
Development of Vocational Educational modules and use of
haptic devices for education & training 100.00 15.00 30.00 30.00 25.00
Sub Total 1811.00 230.00 460.00 460.00 661.00
CONNECTIVITY
Communication & bulk storage servers at 100 premier
institutions 200.00 14.00 28.00 28.00 130.00
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1 EduSAT teaching hub at each of the 100 Central
Institutions / premier institutions 60.00 0.00 20.00 20.00 20.00
20 EduSAT Satellite Interactive Terminals at each of the 100
Central Institutions /premier institutions 12.00 0.00 5.00 5.00 2.00
2000 nodes for 1 Gbps connectivity at each of the 100
Central Institutions / premier institutions to be connected
through BSNL Internet + VPN Plan 500.00 20.00 40.00 40.00 400.00
1 EduSAT Satellite Interactive Terminal at each of the
18000 Institutions of Higher Learning 108.00 0.00 30.00 30.00 48.00
15-20 nodes for 7.5-10 Mbps connectivity at each of the
18000 Institutions of Higher Learning connected through
BSNL Internet + VPN Plan 1000.00 200.00 400.00 400.00 0.00
6 uplinking hubs for 6 National Beam transponders of
EduSAT 24.00 0.00 10.00 10.00 4.00
Provision of 1000 DTH Channels for Eklavya & other video
based programmes including iPTV for e-learning 120.00 20.00 40.00 40.00 20.00
Provision of 100 PC in 18000 Institutions of Higher
Learning @ 1 per faculty member on 50:50 cost sharing 700.00 20.00 200.00 200.00 280.00
iPStar satellite access device @ $250 per device for
100*300+18000*5 = 120000 terminals @ one tenth 12.00 0.00 5.00 5.00 2.00
Bandwidth charges for iPStar terminals 100cr + 200 cr + 200
cr + 100 cr + 50 cr till our satellite has 45 Gbps capacity @
one tenth 65.00 0.00 10.00 10.00 45.00
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Sub Total 2801.00 274.00 788.00 788.00 951.00
Grand Total 4612.00 504.00 1243.00 1223.00 1612.00
* 3% of the above mentioned costs would be utilized towards recurring administrative
expenses with the approval of the Empowered Committee of Experts.
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ANNEXURE – B
24.2 Physical Targets and
Phasing
ITEMS Total Physical
Projections *
1st
Year %
2nd
Year %
3rd
Year %
4th
Year %
CONTENT
GENERATION
NPTEL phase II / III Creation of 500
web and video
courses in 15
disciplines;
enabling streaming
format for all video
courses
developed; web
support services 10
20 20 50
PG Classes 50 disciplines; 32
papers per
discipline 10 20 20 50
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(semester level);
1600 courses in all
UG Classes 80 Subjects; 24
courses (semester
level) per subject;
1920 courses in all 10 20 20 50
NCERT for VI to XII
& NIOS 0.00 0.00 0.00 0.00
Video content
digitization,
conversion, chunking
and dubbing CEC /
IGNOU / NCERT /
SIET / OTHERS
100,000 video
programmes
developed over a
period of time to
be digitised, repurposed
etc. 10 20 20 50
Provision of e-books
and e-journals free to
the learners
6000 e-books &
40000 e-journals 20 40 40 0
Standardisation of
quality assurance of
contents &
certification /
automation of
certification
Development &
Research activity 10 20 20 50
Developing suitable
pedagogical methods
for various classes,
intellectual calibers
Research &
knowledge
dissemination
activity 15 25 35 35
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and research in elearning
Development of
language converter
and translation tool
kit
Technology
development &
research activities 20 40 40 0
Development and
realization of Virtual
Reality Laboratories
and supporting
facilities for elearning
100 virtual labs;
each lab having at
least 10
experiments 10 20 20 50
Spread Digital
Literacy for Teacher
Empowerment ‘A’
All teachers in the
Higher Education
Institutions would
be motivated and
trained to use ICT
tools effectively for
imparting elearning
10 20 20 50
Development of
Certification &
Testing Modules for
Virtual Technological
Universities &
creation of VTU,
multi media research
and international
Development &
Research activity
and deployment in
5 VTUs and 100
universities 10 20 20 50
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programmes
Experimentation and
Development of ultra
low cost access
devices for wider
coverage of learners
& their field trials
Research &
Development
activities 40 60 0 0
Talk to a teacher to
provide a substitute
for coaching for the
economically poor
students
60 Subjects; 10
chapters for each
subject; 2 experts
for each chapter;
24*7*365 for 5
years 20 40 40 0
Development of
software controlled
hardware
programming for
robotics & other
crucial areas
Research &
Development
activities and
Technology
development 20 40 40 0
Adaptation &
deployment of open
source simulation
packages equivalent
to MATLAB,
ORCAD etc.
Research &
Development and
Knowledge
dissemination
activities 20 40 40 0
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Development of
unified ERP system
for Educational
Institutions
Examination,
Registration and
Result
declarationetc.
Modules to be
deployed in 100
premier
institutions. 25 50 25 0
Publicity & training
of motivators &
trainers to ensure full
utilization of the
systems by
institutions &
students. Teacher
Empowerment ‘B’
100,000 teachers
covering 600
districts 20 40 40 0
Conversion of
available content in
various regional
languages
6000 e-courses
and 100,000 video
programmes into
15 languages 5 10 10 75
Development of
Vocational
Educational modules
and use of haptic
devices for education
& training
1000 modules
covering 100
disciplines 15 30 30 25
Sub Total
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CONNECTIVITY
Communication &
bulk storage servers
at 100 premier
institutions
100 sets of
Communication &
bulk storage
servers 7 14 14 65
1 EduSAT teaching
hub at each of the 100
Central Institutions /
premier institutions 100 EduSAT hubs 0 30 35 35
20 EduSAT Satellite
Interactive Terminals
at each of the 100
Central Institutions
/premier institutions 2000 SITs 0 40 40 20
2000 nodes for 1
Gbps connectivity at
each of the 100
Central Institutions /
premier institutions
to be connected
through BSNL
Internet + VPN Plan
1 Gbps
connectivity to 100
premier institutions 4 8 8 80
1 EduSAT Satellite
Interactive Terminal
at each of the 18000
Institutions of Higher
Learning 18000 SITs 0 30 30 40
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15-20 nodes for 7.5-10
Mbps connectivity at
each of the 18000
Institutions of Higher
Learning connected
through BSNL
Internet + VPN Plan
10 Mbps
connectivity to
18000 Colleges 20 40 40 0
6 uplinking hubs for
6 National Beam
transponders of
EduSAT 36 uplinking hubs 0 40 40 20
Provision of 1000
DTH Channels for
Eklavya & other
video based
programmes
including iPTV for elearning
1000 DTH
Channels 20 30 30 20
Provision of 100 PC in
18000 Institutions of
Higher Learning @ 1
per faculty member on
50:50 cost sharing 18 lac PCs 5 25 25 45
iPStar satellite access
device @ $250 per
device for
100*300+18000*5 =
120000 terminals @
12000 Satellite
terminals 0 40 40 20
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one tenth
Bandwidth charges
for iPStar terminals
100cr + 200 cr + 200
cr + 100 cr + 50 cr till
our satellite has 45
Gbps capacity @ one
tenth
Satellite bandwidth
charges gradually
tapering off 0 15 15 70
Sub Total
Grand Total
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ANNEXURE – I
(To be furnished on Rs.20/- Stamp Paper)
BOND
KNOW ALL MEN BY THESE PRESENTS THAT we the ——-ABC ————
———————————————————-(name of the organization as in
Registration Certificates) an association registered under the Societies Registration
Act, 1860 having been registered by the office of —————— (Name and full
address of Registering Authority), vide Registration Number ————- dated —
—- office at ———–in the State of ———— (herein after called the
obligor/obligors) are held and firmly bound to the President of India (hereinafter
called the Government) in the sum of Rs. —————(in words Rs——————-
– only)with interest therein @ 10% per annum well and truly to be paid to the
President on demand and without demur, for which payment we bind ourselves
and our successors and assigns by these presents.
2. SIGNED this —– day of ——– in the year Two thousand and ——–.
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3. WHEREAS the obligors has sent a request proposal to Government,
through the Union Ministry of ———————- for Grants of Rs.————
Vide his Letter number ————Dated ——–; the obligor has agreed to execute
this bond in advance, in favor of Union Ministry of —————————– for
entire amount of Rs———-as requested in the proposal sent to the Government.
The obligor is willing to accept the proposed amount or any other amount
approved / sanctioned by the Government. The obligor is willingly executing this
bond of proposed amount with the stipulation that obligor will be bond upto this
amount or by the actual amount approved/ sanctioned by the Government,
whichever is less. The obligor is also willing to accept all terms and conditions
mentioned in the “Letter of Sanction” to be issued by the Government.
4, Now the condition of the above written obligation is such that if the
obligors duly fulfill and comply with all the conditions mentioned in the letter of
sanction, then above written bond or obligation shall be void and of no effect. But
otherwise it shall remain in full force and virtue. If a part of the grant is left
unspent after the expiry of the period within which it is required to be spent, the
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GOVERNMENT OF INDIA
MINISTRY OF HUMAN RESOURCE DEVELOPMENT
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obligors agree to refund the unspent balance along with interest at the rate of 10%
(ten percent) per annum unless it is agreed by the sanctioning authority to be
carried over to the next financial year. The amount of grant shall be refunded
along with interest earn thereon.
5. The Society/Trust agrees and undertakes to surrender/pay to Government
the monetary value of all such pecuniary or other benefits which it may receive or
derive/have received or derived through/upon unauthorized use (such as letting out
premises for adequate or less than adequate consideration or use of the premises
for any purpose other than that for which the grant was intended) of the
property/building or other assets created/acquired/constructed largely from out of
Government grant. The decision of the Secretary to the Government of India in
the Ministry of ————————————-Department of————————-
or the administrative Head of the Department concerned shall be final and binding
on the Society/Trust, in respect of all matter relating to the monetary value
mentioned above to be surrendered/paid to the Government.
6- The member of the executive committee of the grantee will
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(a) abide by the conditions of the grants in aid by the target dates, specified in
the letter of sanction and
(b) not divert the grants or entrust execution of the scheme or work concerned
to other institution (s) or organisation(s) ; and
(c) abide by any other conditions specified in the agreement governing the
grants in aid.
In the events of grantee failing to comply with the conditions or committing
breach of the conditions of the bonds, the signatories to the bonds shall be
jointly and severally liable to refund to the President of India, the whole or a
part amount of the grant with interest @ 10% per annum thereon. The stamp
duty for this bond shall be born by the Government.
7-AND THESE PRESENTS ALSO WITNESS THAT
(i) The decision of the Secretary to the Government of India in the
Ministry of ————— Department of———————- on the
question whether there has been breach or violation of any of the
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No. F.5-29/2007-DL
GOVERNMENT OF INDIA
MINISTRY OF HUMAN RESOURCE DEVELOPMENT
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terms and conditions mentioned in the sanction letter shall be final
and binding on the obligors; and
(ii) The Government shall bear the stamp duty payable on these
presents.
In witness whereof these presents have been executed as under on behalf of
the obligors and day herein above written in pursuance of the Resolution
NO.——– Dated _________ passed by the Governing Body /Executive
Committee of the obligors, a copy whereof is annexed hereto as Annexure
B,.
( )
Signed for an on behalf of
Signature of the grantee.
(Name of the Obligor Association, as registered.)
Full Mailing Address————————-
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GOVERNMENT OF INDIA
MINISTRY OF HUMAN RESOURCE DEVELOPMENT
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Telephone Number/ Mobile NO. ————————–
E mail address (if available )
Fax Number:
(in the presence of) Witness name, address and signature
(i)
(ii)
(Sign)
Accepted for an on behalf of the
President of India
Designation
Date
Name & Address
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GOVERNMENT OF INDIA
MINISTRY OF HUMAN RESOURCE DEVELOPMENT
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ANNEXURE – II
Authorisation Letter for sending Grants –in – aid /funds through e-payment
directly into the Bank Accounts of the organization.
I /WE ——————————(name of the entity /Society/ organization)
Would like to receive the grants in aid disbursed by the , Union Ministry of
——————-directly into the bank Account of the society/ institution/
organisation etc. through electronic mode of transfer .The particular are as
under
1.Name of the payee (as in the bank accounts )
2.Name of the Bank—
3.Bank Branch (full address) —–State ——-District——-Pin——-
4. Branch Code number
5. Bank Account Number ———————-(in words———————)
6.Type of bank Account—Saving/ Current
7.MI CR code of the Bank——————
8.Mode of Electronic transfer Available in the Bank -ECS/RTGS/NEFT
/CBS/code number (if any);-
SECRET
No. F.5-29/2007-DL
GOVERNMENT OF INDIA
MINISTRY OF HUMAN RESOURCE DEVELOPMENT
DEPARTMENT OF HIGHER EDUCATION
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Place: New Delhi Signature of grantee
Date: ————— Name of Grantee:
Designation/ Rubber stamp
Full Address of the institute/NGO/Society ( village / sub division/ district/
Pin/ state)
Telephone number/ Fax number/Mobile number—-
Email ( if any)

http://www.sakshat.ac.in/frmIndex.aspx

Central Institute Of Educational Technology(CIET), a consitituent unit of NCERT, came into existence in the year 1984 with the merger of Center for Educational Technology and Department of Teaching Aids.CIET is a premiere national institute of educational technology.Its major aim is to promote utilization of educational technologies viz. radio,TV, films, Satellite communications and cyber media either separately or in combinations. The institute undertakes activities to widen educational opportunities, promote equity and improve quality of educational processes at school level.

http://www.ciet.nic.in/index.php#

 

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http://www.teachersofindia.org/en

eBastaeBasta

About eBasta

In line with the government’s Digital India initiative, this project has created a framework to make school books accessible in digital form as e-books to be read and used on tablets and laptops. The main idea is to bring various publishers (free as well as commercial) and schools together on one platform. In addition to the portal, a back-end framework to facilitate the organization and easy management of such resources has also been made, along with the web based applications that can be installed on tablets for navigating the framework.

The framework, implemented as a portal, brings together three categories of stakeholders: the publisher, the school and the student. It provides them with the following primary functionalities:

Stakeholders

Students Identify bastas of interest and download

School/Teachers Browse content, pick what suits, organise into bastas

Publishers upload & manage content in the portal

The eBasta App, downloadable from the portal, runs on any Android smart device

eBasta application!

The eBasta Application can access the basta created using the portal framework, and renders it for easy navigation by the student. The eBasta App, freely downloadable from the portal, runs on any Android/Windows Device.

 Download Now !

Students

Easy access to interactive and dynamic content augmented with text, charts, graphics, videos and auxiliary resource. eBastas are delivered through the internet no packaging no shipping and hence NO WAIT. eBasta’s are portable. Carry eBasta’s in any storage medium without worrying about their weight and start reading them ANY WHERE ANY TIME.

School/Teachers

The eBooks and other contents in the eBasta can be logically organised by the school / Teacher while creating the eBasta. Teachers can choose and bundle content according to their teaching methods. Access to variety of resources – text, simulation, animations, audio books, videos, etc – to choose from. Review, Comment, Rate on eContents. Help schools with lesser teaching resources to gain from the resources of better schools. Provide teachers who contribute content / generate more relevant collections nation-wide visibility.

Publishers

  • Single point interface for reaching out to multiples of schools, across the country
  • Convenience to register, sell and distribute ebooks & related interactive econtents online
  • Overcome the logistical problems of book printing, transport and delivery, especially at remote locations
  • Significantly shortens the cycle of content editing /changes and facilitates faster release of updates
  • Support for DRM from the pioneers in the Industry wherever required
  • Get direct feedback from teachers and students regarding eContents

https://www.ebasta.in/appdownloads

Overview 

orgnisation structure NBBWith 30 crore school-age children, India’s future as a global knowledge leader by the mid 2020’s, is secure only when we nurture the creativity and potential of every child. The Founder Father of National Bal Bhavan Shri. Jawaharlal Nehru felt that the Bal Bhavan movement is the best national option to ensure this. He felt that the formal education system left little scope for the overall development of the child’s personality. He envisioned National Bal Bhavan as a place which would fill this gap. Since 1956, Bal Bhavan have brought in children across gender class caste divides to nurture their curiosity and imagination, helping them to enjoy childhood and learn joyfully. The Bal Bhavan movement today continues to help children become future creative thinkers, designers,scientists,leaders, compassionate and responsible citizens who contribute to the society.

Our Roles :

National Bal Bhavan has multidimensional role to play such as.

a) A Prototype children’s Institute for free learning experiences

• Supplement schools system by providing children with free environment conductive to creative expression and activity.

• Helps in preparing children for vocational streams

• Provides opportunities to children to realize their hidden potential.

• Provides opportunities to researchers in areas of creativity.

• Identifies creative talent and honours them through ‘The Bal Shree Scheme’ in the fields of Creative Arts, Creative Performance, Creative Writing and Creative Scientific Innovation.

• The National Children’s Museum of Bal Bhavan is the only Children’s Museum in the country which is of a National status.

• Creates awareness through mass activities involving children and community on various issues and themes.

• Acts as an effective non-formal learning centre where philosophy of learning by doing and play way methods are adopted.

b) A Creative Resource Centre

• Provides training facility for creative education. The Integrated training programme of National Training Resource Centre imparts training in Creative Arts, Performing Art, Science Education, Physical Education and Literary appreciation. The visual art workshop provides a common platform to subject teachers, art & Craft and performing art teachers in devising innovative teaching strategies.

• Offers guidelines and learning facilities for teachers and teacher trainers for integrated learning of children.

• Helps in developing creative teaching techniques and educational kits in Arts, Science and museum techniques.

c) An Apex Body

• Works as a nodal agency for all affiliated Bal Bhavans.

• Provides guidelines, and support, know – How to affiliated State Bal Bhavan and desiring educational institutions.

• Helps in establishing new Bal Bhavans.

• Coordinates with affiliated Bal Bhavans in organizing national level workshops, seminars and conferences.

• Provides financial assistance to affiliated State Bal Bhavans for specific projects like developing science corners, science parks, astronomical units, museum corners, computer labs, adventure parks etc.

• Provides opportunities to participate in national level programs to children of all affiliated Bal Bhavans.

d) An Institution of National / International Status

• National Bal Bhavan stands as a unique, exemplary institute in the International arena of children’s non-formal education institutes.

• Conducts Cultural Exchange Programmes with other countries.

• Organizes Children Assemblies, International Integration Camps, where children of other countries also participate.

Our Clientele :

The National Bhavan and affiliated Bal Bhavans facilitate all children by adopting equal opportunities with no discrimination based on individual differences. Bal Bhavan pays special attention to children with special/diverse needs in urban and rural India. We believe it is important to reach out to the whole cross section of society so that human resource is identified and nurtured from early childhood. Bal Bhavan engages children in different activities for individual development as also by inclusion into the society by facilitating value added activities like – Mass Singing, Mass Painting, Mass Rallies, Mass Discussions, Mass Creative Writing and organises Creativity Fairs, Science Fairs, Integration-Camps , concern for environment activities such as Mass Tree Plantation, Social awareness to enhance social responsibility/ Children Camps to inculcate socio-inclusion of children from different strata of society. Also teachers/teacher trainees are given training integrated learning / teaching and innovative teaching strategies.

 

 

 

 

It was during early fifties when the first Prime Minister of India, Pandit Jawahar Lal Nehru, visited the famous “Empiere’s Place” in Earstuhile, USSR and was moved to find hundreds of children, immersed in the world of fantasy and creativity, unaffected by barriers of caste, class, religion and place, The idea of a similar institute , solely for the children cropped up in his mind. Later on in 1956 Pt. Nehru founded Bal Bhavan in a tin shed at Turkman Gate, Delhi giving a start to a nationwide mission for creative enhancement of children through playing and doing different activities in a child friendly environment. Since its inception in 1956, the Bal Bhavan movement has grown by leaps and bounds throughout the length and breadth of the country covering 104 districts with affiliated Bal Bhavans and Bal Kendras. National Bal Bhavan is an autonomous institution under the Ministry of Human Resource Development (HRD) and is fully funded by it.

Smt. Indira Gandhi was the Chairperson of Bal Bhavan for two terms 10.03.1955 to March 1966 and 25.09.1974 to 1976. As the founder Chairperson of Bal Bhavan she spearheaded the movement to provide millions of children all over the country an opportunity for self-expression. She was intimately connected with the activities of children and found the time from her busy schedule to come over, talk to them, encourage them and share with them her ideas. Her succesors like Dr. Karan Singh, Smt. Pupul Jaykar, Smt. Mekhla Jha, Begum Bilkees Latif, Ms Geetha Dharamrajan are to name a few who were keen to develop National Bal Bhavan as a Children’s paradise where they learn through informal activities. Smt. Shallu Jindal continues to take this movement forward as the current Chairperson.

 

http://nationalbalbhavan.nic.in/index.html

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