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Thursday, October 1, 2009
Thursday, June 4, 2009
RE-ORGANISATION OF POLYTECHNIC ACADEMIC CALENDAR
RAM DHANASEKAR, SL / HOD i/c - DCE
S.S.M.INSTITUTE OF TEXTILE TECHNOLOGY & POLYTECHNIC COLLEGE
KOMARAPALAYAM – 638 183
02.06.2009
RE-ORGANISATION OF POLYTECHNIC ACADEMIC CALENDAR
The annual academic calendar of the Polytechnics prescribed by the DOTE, Government of Tamilnadu is an excellent template to carry out the curricular and co-curricular activities systematically. It gives a sense of orientation and organization of purpose to all the stakeholders by providing clear direction. However, as a kind of summary of feedbacks, suggestions and opinions from the students, teachers and parents of our as well as the neighbourhood institutions, we would like to offer the following proposals.
I. Scheduling the practical examinations after the theory examinations:
Given the tender age of the students in the Polytechnics, the successful completion of practical examinations is a huge mental burden for the students. They are completely forgetting the theory papers once the practical examinations season commences. It is a very crucial period just before the commencement of the theory examinations. Teachers are also busy with the conduct of Practical Examinations. They do not have any time to interact with students regarding the theory subjects.
Even the well prepared, knowledgeable students are under tremendous tension because they have to face their own teachers and the external examiners alone (A new comer) during the practical examinations. For the average students, it is a nightmare till the completion of all three practical examinations per semester. For the below average students with arrears, the situation is all the more palpable. Only after the completion of practical examinations (of course most of the students are getting through the practical examinations with 80 to 100% marks), they turn back their attention and devotion at the theory subjects.
What we gain by conducting the theory examinations after the practical examinations?
..2.
::2::
Why don’t we schedule the theory examinations first and practical examinations later?
Let us list out the benefits in our proposal.
i) Once the current theory examination are over (I, III & V Semester in Odd Semester & II, IV & V in the Even Semester), a good number of the students are free, as they do not have theory paper arrears. Therefore, they can peacefully think of the practical examination subjects.
ii) Staff can also arrange easily the practical examinations schedule as more than 50% of them will be free after the conduct of current theory examination regular papers.
iii) Above all, the students can concentrate on the theory subjects by writing re-model examination and undergo corrective sessions with the teachers by using the tension free days available after the last working day of the semester.
II. Commencement of the first working day of the Semester:
If we look at the Tamilnadu Engineering Admission scenario, only after the completion of the major chunk of the MBBS Admission, BE Admission begins, followed by Agriculture, Veterinary, Teacher Training and Paramedical Sciences. Therefore, in the Polytechnic system also, the Direct II Year Lateral Entry may be permitted till the first counseling of the admission process in the Government and Aided Arts & Science Colleges (say in the 3rd week of June of the academic year).
The first semester examinations may also be conducted along with the III & V semester (now we have III & V semester examination in October and I Year examination after a month or so). It is a huge strain in the conduct of examinations and the subsequent valuations during the Odd semester.
..3
::3::
III. Rationalisation of Exam related forms:
The Theory Examination Form Ex.6 and Form Ex.1 may be unified as given in the enclosure. The other forms may also be restructured by assigning this task to a committee of select Exam Co-ordinators.
IV. Publication of Examiners list in the Internet:
Publication of the list of Theory Examination Chief, Additional Chief and Hall Superintendent and the Central Valuation Chief Examiner / Examiner in the DOTE Website will help improve the efficiency of our system.
S.S.M.INSTITUTE OF TEXTILE TECHNOLOGY & POLYTECHNIC COLLEGE
KOMARAPALAYAM – 638 183
02.06.2009
RE-ORGANISATION OF POLYTECHNIC ACADEMIC CALENDAR
The annual academic calendar of the Polytechnics prescribed by the DOTE, Government of Tamilnadu is an excellent template to carry out the curricular and co-curricular activities systematically. It gives a sense of orientation and organization of purpose to all the stakeholders by providing clear direction. However, as a kind of summary of feedbacks, suggestions and opinions from the students, teachers and parents of our as well as the neighbourhood institutions, we would like to offer the following proposals.
I. Scheduling the practical examinations after the theory examinations:
Given the tender age of the students in the Polytechnics, the successful completion of practical examinations is a huge mental burden for the students. They are completely forgetting the theory papers once the practical examinations season commences. It is a very crucial period just before the commencement of the theory examinations. Teachers are also busy with the conduct of Practical Examinations. They do not have any time to interact with students regarding the theory subjects.
Even the well prepared, knowledgeable students are under tremendous tension because they have to face their own teachers and the external examiners alone (A new comer) during the practical examinations. For the average students, it is a nightmare till the completion of all three practical examinations per semester. For the below average students with arrears, the situation is all the more palpable. Only after the completion of practical examinations (of course most of the students are getting through the practical examinations with 80 to 100% marks), they turn back their attention and devotion at the theory subjects.
What we gain by conducting the theory examinations after the practical examinations?
..2.
::2::
Why don’t we schedule the theory examinations first and practical examinations later?
Let us list out the benefits in our proposal.
i) Once the current theory examination are over (I, III & V Semester in Odd Semester & II, IV & V in the Even Semester), a good number of the students are free, as they do not have theory paper arrears. Therefore, they can peacefully think of the practical examination subjects.
ii) Staff can also arrange easily the practical examinations schedule as more than 50% of them will be free after the conduct of current theory examination regular papers.
iii) Above all, the students can concentrate on the theory subjects by writing re-model examination and undergo corrective sessions with the teachers by using the tension free days available after the last working day of the semester.
II. Commencement of the first working day of the Semester:
If we look at the Tamilnadu Engineering Admission scenario, only after the completion of the major chunk of the MBBS Admission, BE Admission begins, followed by Agriculture, Veterinary, Teacher Training and Paramedical Sciences. Therefore, in the Polytechnic system also, the Direct II Year Lateral Entry may be permitted till the first counseling of the admission process in the Government and Aided Arts & Science Colleges (say in the 3rd week of June of the academic year).
The first semester examinations may also be conducted along with the III & V semester (now we have III & V semester examination in October and I Year examination after a month or so). It is a huge strain in the conduct of examinations and the subsequent valuations during the Odd semester.
..3
::3::
III. Rationalisation of Exam related forms:
The Theory Examination Form Ex.6 and Form Ex.1 may be unified as given in the enclosure. The other forms may also be restructured by assigning this task to a committee of select Exam Co-ordinators.
IV. Publication of Examiners list in the Internet:
Publication of the list of Theory Examination Chief, Additional Chief and Hall Superintendent and the Central Valuation Chief Examiner / Examiner in the DOTE Website will help improve the efficiency of our system.
Thursday, February 26, 2009
LET US DO A LITTLE TO SAVE OUR MOTHER EARTH
Save our Planet from Global warming
Role of Technical Education Fraternity
WE, the Technical Education Fraternity, Institutionally and individually, can help the universal efforts in fighting the global warming trend by doing the following simple, long-lasting activities.
v We teach a lot. Research a lot. Talk a lot. Write a lot. Are we doing at least a little? Why not audit our energy spending, Environment impact and rank it?
v Are we keen in training our faculty in the energy audit and Energy management domain with the help of the Bureau of Energy Efficiency, Ministry of power Government of India.
v Related websites
www.energymanagertraining.com
www.bee-india.nic.in
www.aipnpc.org
v Petroleum is getting scarce and expensive and polluting. Don’t we do something? The petroleum conservation Research Organization is willing to extend their helping hand. How many technical educational institutional are taking steps in fossil fuel conservation?
v Are we using the public transport to the extent available? Are we encouraging it? What is the percentage of students and faculty using the public transport for day to day commuting and vacation travel?
v Are we proficient in the domestic waste water treatment and reuse?
v Toilets are being designed as bio - fuel cum natural fertilizer generator units? What about ours ?
v Do we have sufficient green cover in the campus?
What is the ratio of students Vs Trees?
v Are our buildings energy efficient? Do we use sunlight for our day time lighting requirements? What about the natural ventilation at our dwellings?
What is the power factor of electricity consumed at our
Campus? Can we improve?
( Ref: www.energyconservationworld.com )
Do we have renewable sources of energy units at our campus? (Solar water heaters, Solar Lanterns, Solar Cookers, Toilet based Bio gas units ,Wind mills ( if location is favourable), Are they functional?
What is the carbon credit they earn per year?
BICYCLES and TRICYCLES are among the viable alternatives for personal and low volume, low cost, low weight goods transport with in the campus & the neighbourhood and short distance commuting. How many of our Day Scholars & Hostelers and Resident staff members own and use Bi-Cycles ? Are there cycle repair shops?
Role of Technical Education Fraternity
WE, the Technical Education Fraternity, Institutionally and individually, can help the universal efforts in fighting the global warming trend by doing the following simple, long-lasting activities.
v We teach a lot. Research a lot. Talk a lot. Write a lot. Are we doing at least a little? Why not audit our energy spending, Environment impact and rank it?
v Are we keen in training our faculty in the energy audit and Energy management domain with the help of the Bureau of Energy Efficiency, Ministry of power Government of India.
v Related websites
www.energymanagertraining.com
www.bee-india.nic.in
www.aipnpc.org
v Petroleum is getting scarce and expensive and polluting. Don’t we do something? The petroleum conservation Research Organization is willing to extend their helping hand. How many technical educational institutional are taking steps in fossil fuel conservation?
v Are we using the public transport to the extent available? Are we encouraging it? What is the percentage of students and faculty using the public transport for day to day commuting and vacation travel?
v Are we proficient in the domestic waste water treatment and reuse?
v Toilets are being designed as bio - fuel cum natural fertilizer generator units? What about ours ?
v Do we have sufficient green cover in the campus?
What is the ratio of students Vs Trees?
v Are our buildings energy efficient? Do we use sunlight for our day time lighting requirements? What about the natural ventilation at our dwellings?
What is the power factor of electricity consumed at our
Campus? Can we improve?
( Ref: www.energyconservationworld.com )
Do we have renewable sources of energy units at our campus? (Solar water heaters, Solar Lanterns, Solar Cookers, Toilet based Bio gas units ,Wind mills ( if location is favourable), Are they functional?
What is the carbon credit they earn per year?
BICYCLES and TRICYCLES are among the viable alternatives for personal and low volume, low cost, low weight goods transport with in the campus & the neighbourhood and short distance commuting. How many of our Day Scholars & Hostelers and Resident staff members own and use Bi-Cycles ? Are there cycle repair shops?
Tuesday, January 27, 2009
POPULARISING THE 3 YEAR TECHNICAL EDUCATION DIPLOMA STREAM
POPULARISING THE 3 YEAR TECHNICAL EDUCATION DIPLOMA STREAM
(The Cinderella of the Higher Education System)
R.Dhanasekar,
Secretary – ISTE Chapter (MISTE - LM 3564)
SSM ITT & PC,
Komarapalayam-638183
Tamilnadu State.
Email-id : ramdsekar@gmail.com
GOVT SUPPORT FOR POLYTECHNIC SYSTEM
State and central Government agencies in general and AICTE in particular are now well inclined towards the promotion of the polytechnic education system. Even earlier, during the 1990’s, we had a special World Bank aided modernization program exclusively for polytechnics. It catered to the needs of building and other infrastructures facilities laboratories, equipments and all the more important, training opportunities for faculty in India and abroad as well.
Then it was followed with a nominally cosmetic but significant change; polytechnic to polytechnic college. Later on, reduction in the statutory land area requirement was announced; from the 25 acres minimum limit to 15/10 acres to 5 acres (even less incase of congested, land hungry and expensive metros).
Recently, to accommodate more students using the existing physical infrastructure, the shift system is encouraged in the polytechnics. Engineering colleges are also permitted to offer the diploma programs in their campuses by using the existing infrastructure. Further, quality improvement programs, infrastructure development programs, modernization programs, human resources development programs, etc., are specially being targeted towards the polytechnic systems. There are news items seen and heard that the central government has plans to open 1000 more polytechnics.
Repeatedly it is being said that in India, the diploma holders Vs the BE degree holders ratio is not at all healthy. It is stressed that, we should have 4 times the number of polytechnic diploma holders in comparison with BE degree holders. It is all very good, nice and rosy for the polytechnic system: quality wise and quantity wise. Let us ask ourselves frankly What about the general image of the polytechnics among the common public?
Present Status:
Almost all the willing Diploma completed students are getting immediate placements (in some cases, a handsome 5 figure salary per month in the beginning itself). Higher education opportunities in engineering streams through lateral entry and direct admission are plenty in India and Abroad as well. Even those candidates who have a few arrears are getting reasonably paying jobs, because of their practical knowledge acquired during the study period in their chosen subject of study and their adaptability and suitability to the prevailing industry/trade practices and the situations.
The Diploma holders’ contribution to the industrial growth and modernization is appropriate, relevant and significant. In the present era of sweeping, relentless, unstoppable, all pervasive Globalisation, their value is truly recognized, amply rewarded and at last recognized. However, at present, (Despite the enduring robust situation) paradoxically and sadly the 3 year diploma in technical education is not the first choice of many a High School and Higher Secondary School passed out students and their parents and their well wishers. For them, the diploma education is for the economically and academically weaker sections of the students, which is obviously wrong. To correct the distorted image (poor cousin) of the technical diploma education, the following ideas may kindly be considered.
01. State level Centralized Single Window System for Admission:
In Tamilnadu state, at the higher educational institutions (Engineering, Medical, Agricultural, Teachers’ Training, MBA, MCA, except Polytechnic Colleges and Arts & Science Colleges), the admission for the entire state is being done successfully for the past so many years through a single window system with or without common entrance tests.
The application forms are made available in multiple locations, including Colleges, Post Offices, Banks and Internet too.
The filled-in application forms are received at a single address and the admission counseling is done under single window system in a transparent orderly manner with well informed choice possibility. It gives both the institutions and the individuals (parents, teachers & students) a sense of achievement, honour and privilege. It avoids uncertainty and confusion among the general public too. Further mass media (both the print media: English language & local language newspapers and electronic media ) gives due publicity to the process.
In case of polytechnic colleges (and Arts & Science colleges) currently students should buy the individual applications at every individual college of her/his choice and apply for them individually. The Admission counseling is also done individual college-wise only almost on the same dates. This decentralized system of admission at the institution level is keeping the parents and students in anxiety and makes them to apply for many polytechnic colleges or accept arbitrary selection of the first available polytechnic college. Thereby, it leads to vacancies in many good institutions. Random and rough chance is playing a major role in the admission system than the well informed choice making provision of the state holders.
If the single window system without any common entrance tests, only on the basis of performance in the qualifying the examination is followed, we can eliminate the anomalies, ambiguities and anxieties.
If the number of candidates who are coming for single window councelling at the state capitals is too many, zone wise / university wise / district wise counseling may be evolved. (Earlier, we had, in engineering admissions, zone wise distributed counseling with state level merit rank list).
02. Honours for the I year Students
In the Tamilnadu State alone, the number of students who appeared for I year examination (a State level common semester pattern examination supervised by External Hall Superintendents with common syllabus and central valuation) is about 1.2 Lakh in 2008 itself. Now, we have about 400 plus polytechnics located in our Tamilnadu State and many, many more Polytechnics are in the pipe line. AICTE notified additional shift systems in Polytechnics and Engineering Colleges increases the intake over night. Therefore, the I Year State level Toppers ( among the hundreds of thousands of students) should be honoured with Scholarships, Cash Awards etc., like SSLC, HSC toppers by top level dignitaries with media focus. (News papers, T.V., Radio coverage etc.). They deserve it right fully and justifiably.
03. Honours for Diploma Completed Students
State / District level prizes and Higher Education Opportunities with Scholarships / Assistantships in Govt. & Aided Colleges / Universities may be given to State / District level toppers in the final examinations of various disciplines of Diploma streams (Civil / Mechanical / Electrical & Electronics / Electronics & Communication / Computer / Textiles etc.) It will ensure motivation and healthy competition among students, parents and Teachers.
04. Promotion of Scholarship Schemes funded by employing Industries:
Presently, Mahindra & Mahindra, Chennai (Rs. 5000/- p.a.), Precot Meridien, Coimbatore (Rs. 10000/- p.a.) Kalki Memorial Educational Trust, Chennai, Hemalatha Memorial Trust, Harris & Menuk, Chennai and some more are willingly, happily, proudly and voluntarily offering generous scholarships to the Diploma students on Merit - cum - need basis on their own. Therefore Letters soliciting scholarships from Employing Industries / Industrial Associations / Chambers of Commerce etc. for Diploma students may be sent from Directorate of Technical Education / Association of Polytechnic Teachers. These Scholarships arranged from the employing industries will encourage the Diploma students to perform better. Scholarships may be solicited from industries like SAIL, BHEL, NLC, IOC, TNEB, TVS, Hyundai, Ford, Hindustan Motors, Wipro, HCL, LMW KG Denim etc., and Federations & Associations like CII / FICCI / ASSOCHAM / CODDISIA / SIMA / SITRA / TEA. (This list is only illustrative not exhaustive.)
05. Facilitating Higher Education opportunities in the Arts & Science Colleges
Students who have completed 3 year Diploma in Technical Education are permitted to join II year of B.E Degree programs under lateral entry system. They also should have admission possibilities into the Direct II Year of relevant graduate (B. Sc / B.Com / B.B.A/ B. Sc Applied Science, M. Sc. - Integrated) Programmes.
For example, DCE, DIT, DCN to II Year B.Sc. Computer Science , DECE, DEEE etc. to II Year B.Sc. Electronics, Diplomas in Textiles to B. Sc Costume & Fashion Design and other Diplomas to B.A. (Tamil / English / Political Science / Economics), B.B.A., B A (Corporate Secretary ship). (Just like Direct II Year B.E. Lateral Entry Scheme).
Most of the Arts & Science colleges will welcome this proposal as many of them have a significant number of vacant seats / lapsed seats by the end of the first year. This cross fertilization of Education streams at higher education level will enrich the students of both streams. Effectively it will become an alternative 10 + 3 + 2 years pattern to complement the usual 10 + 2 + 3 years pattern existing in the Arts & Science Colleges.
/rk
(The Cinderella of the Higher Education System)
R.Dhanasekar,
Secretary – ISTE Chapter (MISTE - LM 3564)
SSM ITT & PC,
Komarapalayam-638183
Tamilnadu State.
Email-id : ramdsekar@gmail.com
GOVT SUPPORT FOR POLYTECHNIC SYSTEM
State and central Government agencies in general and AICTE in particular are now well inclined towards the promotion of the polytechnic education system. Even earlier, during the 1990’s, we had a special World Bank aided modernization program exclusively for polytechnics. It catered to the needs of building and other infrastructures facilities laboratories, equipments and all the more important, training opportunities for faculty in India and abroad as well.
Then it was followed with a nominally cosmetic but significant change; polytechnic to polytechnic college. Later on, reduction in the statutory land area requirement was announced; from the 25 acres minimum limit to 15/10 acres to 5 acres (even less incase of congested, land hungry and expensive metros).
Recently, to accommodate more students using the existing physical infrastructure, the shift system is encouraged in the polytechnics. Engineering colleges are also permitted to offer the diploma programs in their campuses by using the existing infrastructure. Further, quality improvement programs, infrastructure development programs, modernization programs, human resources development programs, etc., are specially being targeted towards the polytechnic systems. There are news items seen and heard that the central government has plans to open 1000 more polytechnics.
Repeatedly it is being said that in India, the diploma holders Vs the BE degree holders ratio is not at all healthy. It is stressed that, we should have 4 times the number of polytechnic diploma holders in comparison with BE degree holders. It is all very good, nice and rosy for the polytechnic system: quality wise and quantity wise. Let us ask ourselves frankly What about the general image of the polytechnics among the common public?
Present Status:
Almost all the willing Diploma completed students are getting immediate placements (in some cases, a handsome 5 figure salary per month in the beginning itself). Higher education opportunities in engineering streams through lateral entry and direct admission are plenty in India and Abroad as well. Even those candidates who have a few arrears are getting reasonably paying jobs, because of their practical knowledge acquired during the study period in their chosen subject of study and their adaptability and suitability to the prevailing industry/trade practices and the situations.
The Diploma holders’ contribution to the industrial growth and modernization is appropriate, relevant and significant. In the present era of sweeping, relentless, unstoppable, all pervasive Globalisation, their value is truly recognized, amply rewarded and at last recognized. However, at present, (Despite the enduring robust situation) paradoxically and sadly the 3 year diploma in technical education is not the first choice of many a High School and Higher Secondary School passed out students and their parents and their well wishers. For them, the diploma education is for the economically and academically weaker sections of the students, which is obviously wrong. To correct the distorted image (poor cousin) of the technical diploma education, the following ideas may kindly be considered.
01. State level Centralized Single Window System for Admission:
In Tamilnadu state, at the higher educational institutions (Engineering, Medical, Agricultural, Teachers’ Training, MBA, MCA, except Polytechnic Colleges and Arts & Science Colleges), the admission for the entire state is being done successfully for the past so many years through a single window system with or without common entrance tests.
The application forms are made available in multiple locations, including Colleges, Post Offices, Banks and Internet too.
The filled-in application forms are received at a single address and the admission counseling is done under single window system in a transparent orderly manner with well informed choice possibility. It gives both the institutions and the individuals (parents, teachers & students) a sense of achievement, honour and privilege. It avoids uncertainty and confusion among the general public too. Further mass media (both the print media: English language & local language newspapers and electronic media ) gives due publicity to the process.
In case of polytechnic colleges (and Arts & Science colleges) currently students should buy the individual applications at every individual college of her/his choice and apply for them individually. The Admission counseling is also done individual college-wise only almost on the same dates. This decentralized system of admission at the institution level is keeping the parents and students in anxiety and makes them to apply for many polytechnic colleges or accept arbitrary selection of the first available polytechnic college. Thereby, it leads to vacancies in many good institutions. Random and rough chance is playing a major role in the admission system than the well informed choice making provision of the state holders.
If the single window system without any common entrance tests, only on the basis of performance in the qualifying the examination is followed, we can eliminate the anomalies, ambiguities and anxieties.
If the number of candidates who are coming for single window councelling at the state capitals is too many, zone wise / university wise / district wise counseling may be evolved. (Earlier, we had, in engineering admissions, zone wise distributed counseling with state level merit rank list).
02. Honours for the I year Students
In the Tamilnadu State alone, the number of students who appeared for I year examination (a State level common semester pattern examination supervised by External Hall Superintendents with common syllabus and central valuation) is about 1.2 Lakh in 2008 itself. Now, we have about 400 plus polytechnics located in our Tamilnadu State and many, many more Polytechnics are in the pipe line. AICTE notified additional shift systems in Polytechnics and Engineering Colleges increases the intake over night. Therefore, the I Year State level Toppers ( among the hundreds of thousands of students) should be honoured with Scholarships, Cash Awards etc., like SSLC, HSC toppers by top level dignitaries with media focus. (News papers, T.V., Radio coverage etc.). They deserve it right fully and justifiably.
03. Honours for Diploma Completed Students
State / District level prizes and Higher Education Opportunities with Scholarships / Assistantships in Govt. & Aided Colleges / Universities may be given to State / District level toppers in the final examinations of various disciplines of Diploma streams (Civil / Mechanical / Electrical & Electronics / Electronics & Communication / Computer / Textiles etc.) It will ensure motivation and healthy competition among students, parents and Teachers.
04. Promotion of Scholarship Schemes funded by employing Industries:
Presently, Mahindra & Mahindra, Chennai (Rs. 5000/- p.a.), Precot Meridien, Coimbatore (Rs. 10000/- p.a.) Kalki Memorial Educational Trust, Chennai, Hemalatha Memorial Trust, Harris & Menuk, Chennai and some more are willingly, happily, proudly and voluntarily offering generous scholarships to the Diploma students on Merit - cum - need basis on their own. Therefore Letters soliciting scholarships from Employing Industries / Industrial Associations / Chambers of Commerce etc. for Diploma students may be sent from Directorate of Technical Education / Association of Polytechnic Teachers. These Scholarships arranged from the employing industries will encourage the Diploma students to perform better. Scholarships may be solicited from industries like SAIL, BHEL, NLC, IOC, TNEB, TVS, Hyundai, Ford, Hindustan Motors, Wipro, HCL, LMW KG Denim etc., and Federations & Associations like CII / FICCI / ASSOCHAM / CODDISIA / SIMA / SITRA / TEA. (This list is only illustrative not exhaustive.)
05. Facilitating Higher Education opportunities in the Arts & Science Colleges
Students who have completed 3 year Diploma in Technical Education are permitted to join II year of B.E Degree programs under lateral entry system. They also should have admission possibilities into the Direct II Year of relevant graduate (B. Sc / B.Com / B.B.A/ B. Sc Applied Science, M. Sc. - Integrated) Programmes.
For example, DCE, DIT, DCN to II Year B.Sc. Computer Science , DECE, DEEE etc. to II Year B.Sc. Electronics, Diplomas in Textiles to B. Sc Costume & Fashion Design and other Diplomas to B.A. (Tamil / English / Political Science / Economics), B.B.A., B A (Corporate Secretary ship). (Just like Direct II Year B.E. Lateral Entry Scheme).
Most of the Arts & Science colleges will welcome this proposal as many of them have a significant number of vacant seats / lapsed seats by the end of the first year. This cross fertilization of Education streams at higher education level will enrich the students of both streams. Effectively it will become an alternative 10 + 3 + 2 years pattern to complement the usual 10 + 2 + 3 years pattern existing in the Arts & Science Colleges.
/rk
Tuesday, September 16, 2008
Problems and issues in Educating our Millions and Millions of Youngsters through MUTUALLY BENEFICIAL
11th Annual Convention & State level Seminar
of ISTE ( Tamilnadu and Pondicherry Section)
Paper Presentation
Sub Theme
Problems and issues in Educating our Millions and Millions of Youngsters through MUTUALLY BENEFICIAL
Industry-academia interaction
by
Ram Dhanasekar LM 3564, Secretary – ISTE chapter
Sr. Lecturer (Textile Marketing & Management),
&HODi/c (Computer Engg.)
S.S.M. I.T.T. & P.C.,
Komarapalayam – 638 183.
e-mail : rdsdce@rediffmail.com, ramdsekar@gmail.com
Submitted to
Dr. S.Balakrishnan
Principal & Organizing Secretary
Mepco Schlenk Engineering College
Sivakasi – 626005
principal@mepcoeng.ac.in
msec@mepcoeng.ac.in
“Including the excluded in our higher education portals”
(Problems and issues)
Abstract:
We have a great opportunity in technical education, which is being viewed as a major problem. Qualified school passed out youngsters in millions and millions who are willing to join technical institutions, but without the necessary financial muscle; hundreds and thousands of small, medium and large enterprises which are badly in need of motivated entry level novices; thousands of vacancies in hundreds of higher education institutions, which are badly in need of students for their very survival.
This equilateral triangle of problem is really a mutually beneficial opportunity for interaction among forward looking industry and real autonomous institutions.
“Including the excluded in our higher education portals”
(Problems and issues in Educating our Millions and Millions of Youngsters through MUTUALLY BENEFICIAL
Industry-autonomous academia interaction)
Today just 7% of the eligible youngsters (15 – 24 years of age) are undergoing studies in the higher education portals of our vast nation of 1100 millions. Even this remarkable 7 % figure (about 100 millions in absolute numbers) itself is a mind boggling, amazing, commendable achievement, which happened recently in the run-up to the diamond jubilee of our independent India. We are (and we should be) proud of this noteworthy success justifiably. However, it is not sufficient to make our nation a super world power in this knowledge and information era. For a meaningful and inclusive growth, every educationist, social scientist and economist worth his/her salt, repeatedly reminds us that we need to provide quality higher education for at least 20% of our population of that age group, preferably in professional streams namely engineering, technical, medical, paramedical, agricultural, legal, accounting etc..etc.
Already we have phenomenal growth of professional higher educational institutions in every sector all over India. Notably, South Indian states are appear to have too many of them in the private sector ie, the so called self financing colleges or self supporting colleges. But for the initial startup investments, actually most of these institutions are almost exclusively financed by the students’ parents/guardians either through own funds or / and bank loans which are not very difficult to get sanctioned.
Admittedly, we have some of the finest, world class higher education establishments catering to a tiny select elite by virtue of marks or money or right connections with the powers of the day. These institutions are well patronized by the students & their parents/guardians/well-wishers, and the employing organizations. Their survival and the growth are ensured beyond a shadow of uncertainty. Most of the out coming students from these institutions are well received by all sections of the society. On the other hand, obviously the available resources ( faculty, support-staff, buildings, furniture, laboratories with working equipments, leave alone the latest and the state of the art equipments, libraries, sports facilities Etc..Etc... and most importantly the brand image & prestige) at many of the private sector institutions ( in many cases even in the Govt. & Govt. aided institutions ) are definitely inadequate. As a sad consequence, through these ill-equipped institutions, currently we are blindly turning out / churning out / minting out poorly trained, ill-equipped, under qualified, un-employable passed-out job seekers in millions and millions. (Despite these chronic and obvious handicaps, some brilliant pupils are coming through these institutions to serve the society in admirable positions).
Education in general and professional higher education in particular, is becoming terribly expensive day by day in terms of time and money. Many a parents of the qualified candidates are unable to pay upfront for these full time, expensive higher education opportunities. In turn, many a higher education institutions are unable to fill up their sanctioned in take. Without getting money regularly from the parents, the private sector institutions (In many cases, Government and Government-Aided Institutions also) simply cannot survive, leave alone grow and expand. It is a vicious, downward, un-healthy cycle.
When, where and how we are going to find out the huge resources absolutely essential to educate the youth, three times the present numbers? Opening the floodgates of higher education system by simply and dangerously diluting the norms is, obviously, not a right answer. True, we need to provide higher education for our millions and millions of eager, anxious, knowledge seeking, and reasonably qualified youngsters with fantastic potential but without sufficient resources. We should do this noble task genuinely, but not for the namesake. We should provide affordable, accessible and inexpensive higher education with quality and utility to the hither to excluded segment of our youthful population.
Millions of high school and higher secondary school completed youngsters are employed at low wages without any legal protection, in formal and informal sectors of our economy in many a productive ways without formal professional education qualifications. These people can be brought in side our burgeoning education band wagon by suitably and imaginatively modifying our admission requirements, systems, curriculum design, academic content & calendar, class timings and even the examination patterns.
One practical way of achieving this noble goal is innovatively facilitating the utilization of the significant infrastructure available in the cottage industries, small and medium enterprises, large and mega corporations. All practical classes should be done on the job by observing in the beginning and later on by doing.
For example, numerous spinning mills, weaving units, garment manufacturing units, call-centers, hospitals, pharmacies, catering units, super markets, petrol bunks, workshops, poultry forms etc.. are employing a large number of young girls & boys for a fixed period of time purely on temporary basis (3 to 5 years). Most of these youngsters are provided with dormitory type accommodation in close proximity with the place of work (with a reasonable spare time in their hands). We can open up the channels of first rung of higher education system for them (say Certificate / Diploma/under-graduate program).
As a positive spin-off, these establishments will get quality manpower for a minimum, predetermined fixed period of time, in the form of motivated, eager but untrained young girls and boys because the gainful but less paying employment is coming with a splendid opportunity to have higher education without financially burdening their parents. Obviously , to distinguish the regular full time students and these industry institution cooperation initiated, part-time pupils may have elongated academic duration ( say three years in case of ITI, four years in case of Diploma/under-graduate programs etc.. because these part time students will devote less number of hours in study per day compared with regular full time fee paying students). It can also be extended to graduate, post graduate and research programmes too. Examples are plenty
.
The World famous, quality oriented Indian IT major Wipro Banglore, Chennai based eye care provider Sankara Nethrayala and a host of professionally managed organizations and even a few family managed organizations like fertilizer behemoth SPIC (Chennai and Tuticorin), are offering higher education opportunities for their its employees in collaboration with BITS, PILANI.
The Madurai based Aravind Eye Hospitals (AEH) (with units spread through out Tamilnadu and even beyond), is recruiting just secondary school completed novices and turning them into excellent eye care medical and paramedical professionals. It is not surprising to know that even the hard nosed Harward University, USA developed case studies on AEH. The Bill and Mellinda Gates foundation honoured the AEH in 2008 with a Million dollar award for their humanitarian services. The founder chairman and the present chairman are duly bestowed with “Padma Shri” honors.
We should institutionalize the industry- academia interaction, with the active participation of industry / Trade associations, federations, chambers of commerce and the distance education leaders. The possible players will be CII, FICCI, ASSOCHAM, SIMA, TEA, CODISSIA etc.. etc..on one side and on the other side UGC, AICTE, ISTE, IE(I), IGNOU, Medical and Para-Medical Distance Education Council etc.
In essence, our industries / businesses / Traders / Service enterprises should become active and involved facilitators of higher education. Correspondingly our academic institutions should become part time / full time employment facilitating agencies for their students of both full time and more importantly part time students. It is for the mutual benefit of both the industry and the academia and in the larger interest of our millions and millions of eligible, eager , interested , dynamic , hardworking , empire building youngsters, who do not have the ways and means to go for full time higher education.
Already the Bharathiar University-Coimbatore is doing a commendable exercise in this direction.
of ISTE ( Tamilnadu and Pondicherry Section)
Paper Presentation
Sub Theme
Problems and issues in Educating our Millions and Millions of Youngsters through MUTUALLY BENEFICIAL
Industry-academia interaction
by
Ram Dhanasekar LM 3564, Secretary – ISTE chapter
Sr. Lecturer (Textile Marketing & Management),
&HODi/c (Computer Engg.)
S.S.M. I.T.T. & P.C.,
Komarapalayam – 638 183.
e-mail : rdsdce@rediffmail.com, ramdsekar@gmail.com
Submitted to
Dr. S.Balakrishnan
Principal & Organizing Secretary
Mepco Schlenk Engineering College
Sivakasi – 626005
principal@mepcoeng.ac.in
msec@mepcoeng.ac.in
“Including the excluded in our higher education portals”
(Problems and issues)
Abstract:
We have a great opportunity in technical education, which is being viewed as a major problem. Qualified school passed out youngsters in millions and millions who are willing to join technical institutions, but without the necessary financial muscle; hundreds and thousands of small, medium and large enterprises which are badly in need of motivated entry level novices; thousands of vacancies in hundreds of higher education institutions, which are badly in need of students for their very survival.
This equilateral triangle of problem is really a mutually beneficial opportunity for interaction among forward looking industry and real autonomous institutions.
“Including the excluded in our higher education portals”
(Problems and issues in Educating our Millions and Millions of Youngsters through MUTUALLY BENEFICIAL
Industry-autonomous academia interaction)
Today just 7% of the eligible youngsters (15 – 24 years of age) are undergoing studies in the higher education portals of our vast nation of 1100 millions. Even this remarkable 7 % figure (about 100 millions in absolute numbers) itself is a mind boggling, amazing, commendable achievement, which happened recently in the run-up to the diamond jubilee of our independent India. We are (and we should be) proud of this noteworthy success justifiably. However, it is not sufficient to make our nation a super world power in this knowledge and information era. For a meaningful and inclusive growth, every educationist, social scientist and economist worth his/her salt, repeatedly reminds us that we need to provide quality higher education for at least 20% of our population of that age group, preferably in professional streams namely engineering, technical, medical, paramedical, agricultural, legal, accounting etc..etc.
Already we have phenomenal growth of professional higher educational institutions in every sector all over India. Notably, South Indian states are appear to have too many of them in the private sector ie, the so called self financing colleges or self supporting colleges. But for the initial startup investments, actually most of these institutions are almost exclusively financed by the students’ parents/guardians either through own funds or / and bank loans which are not very difficult to get sanctioned.
Admittedly, we have some of the finest, world class higher education establishments catering to a tiny select elite by virtue of marks or money or right connections with the powers of the day. These institutions are well patronized by the students & their parents/guardians/well-wishers, and the employing organizations. Their survival and the growth are ensured beyond a shadow of uncertainty. Most of the out coming students from these institutions are well received by all sections of the society. On the other hand, obviously the available resources ( faculty, support-staff, buildings, furniture, laboratories with working equipments, leave alone the latest and the state of the art equipments, libraries, sports facilities Etc..Etc... and most importantly the brand image & prestige) at many of the private sector institutions ( in many cases even in the Govt. & Govt. aided institutions ) are definitely inadequate. As a sad consequence, through these ill-equipped institutions, currently we are blindly turning out / churning out / minting out poorly trained, ill-equipped, under qualified, un-employable passed-out job seekers in millions and millions. (Despite these chronic and obvious handicaps, some brilliant pupils are coming through these institutions to serve the society in admirable positions).
Education in general and professional higher education in particular, is becoming terribly expensive day by day in terms of time and money. Many a parents of the qualified candidates are unable to pay upfront for these full time, expensive higher education opportunities. In turn, many a higher education institutions are unable to fill up their sanctioned in take. Without getting money regularly from the parents, the private sector institutions (In many cases, Government and Government-Aided Institutions also) simply cannot survive, leave alone grow and expand. It is a vicious, downward, un-healthy cycle.
When, where and how we are going to find out the huge resources absolutely essential to educate the youth, three times the present numbers? Opening the floodgates of higher education system by simply and dangerously diluting the norms is, obviously, not a right answer. True, we need to provide higher education for our millions and millions of eager, anxious, knowledge seeking, and reasonably qualified youngsters with fantastic potential but without sufficient resources. We should do this noble task genuinely, but not for the namesake. We should provide affordable, accessible and inexpensive higher education with quality and utility to the hither to excluded segment of our youthful population.
Millions of high school and higher secondary school completed youngsters are employed at low wages without any legal protection, in formal and informal sectors of our economy in many a productive ways without formal professional education qualifications. These people can be brought in side our burgeoning education band wagon by suitably and imaginatively modifying our admission requirements, systems, curriculum design, academic content & calendar, class timings and even the examination patterns.
One practical way of achieving this noble goal is innovatively facilitating the utilization of the significant infrastructure available in the cottage industries, small and medium enterprises, large and mega corporations. All practical classes should be done on the job by observing in the beginning and later on by doing.
For example, numerous spinning mills, weaving units, garment manufacturing units, call-centers, hospitals, pharmacies, catering units, super markets, petrol bunks, workshops, poultry forms etc.. are employing a large number of young girls & boys for a fixed period of time purely on temporary basis (3 to 5 years). Most of these youngsters are provided with dormitory type accommodation in close proximity with the place of work (with a reasonable spare time in their hands). We can open up the channels of first rung of higher education system for them (say Certificate / Diploma/under-graduate program).
As a positive spin-off, these establishments will get quality manpower for a minimum, predetermined fixed period of time, in the form of motivated, eager but untrained young girls and boys because the gainful but less paying employment is coming with a splendid opportunity to have higher education without financially burdening their parents. Obviously , to distinguish the regular full time students and these industry institution cooperation initiated, part-time pupils may have elongated academic duration ( say three years in case of ITI, four years in case of Diploma/under-graduate programs etc.. because these part time students will devote less number of hours in study per day compared with regular full time fee paying students). It can also be extended to graduate, post graduate and research programmes too. Examples are plenty
.
The World famous, quality oriented Indian IT major Wipro Banglore, Chennai based eye care provider Sankara Nethrayala and a host of professionally managed organizations and even a few family managed organizations like fertilizer behemoth SPIC (Chennai and Tuticorin), are offering higher education opportunities for their its employees in collaboration with BITS, PILANI.
The Madurai based Aravind Eye Hospitals (AEH) (with units spread through out Tamilnadu and even beyond), is recruiting just secondary school completed novices and turning them into excellent eye care medical and paramedical professionals. It is not surprising to know that even the hard nosed Harward University, USA developed case studies on AEH. The Bill and Mellinda Gates foundation honoured the AEH in 2008 with a Million dollar award for their humanitarian services. The founder chairman and the present chairman are duly bestowed with “Padma Shri” honors.
We should institutionalize the industry- academia interaction, with the active participation of industry / Trade associations, federations, chambers of commerce and the distance education leaders. The possible players will be CII, FICCI, ASSOCHAM, SIMA, TEA, CODISSIA etc.. etc..on one side and on the other side UGC, AICTE, ISTE, IE(I), IGNOU, Medical and Para-Medical Distance Education Council etc.
In essence, our industries / businesses / Traders / Service enterprises should become active and involved facilitators of higher education. Correspondingly our academic institutions should become part time / full time employment facilitating agencies for their students of both full time and more importantly part time students. It is for the mutual benefit of both the industry and the academia and in the larger interest of our millions and millions of eligible, eager , interested , dynamic , hardworking , empire building youngsters, who do not have the ways and means to go for full time higher education.
Already the Bharathiar University-Coimbatore is doing a commendable exercise in this direction.
Thursday, June 12, 2008
ALTERNATIVE FOR STUDENT PROJECT WORK - UPDATE 12 JUNE 2008
A HONEST ALTERNATIVE
BUT
EFFECTIVE SUBSTITUTE
FOR
THE PREVAILING
COLLEGE FINAL YEAR STUDENTS’
PROJECT WORK SYSTEM
R.DHANASEKAR
Senior Lecturer & HOD i/c
SSM ITT & Polytechnic College
Komarapalayam-638183
A HONEST ALTERNATIVE BUT EFFECTIVE SUBSTITUTE FOR THE PREVAILING COLLEGE FINAL YEAR STUDENTS’ PROJECT WORK SYSTEM
Merits of the present system
In many streams of higher education (Arts, Science, Commerce, Engineering, Technology, Law, Management, Medical and para-medical etc.) at different levels (Diploma, Degree, Post-Graduation), the final year students project works are considered as the ideal vehicles to carry forward the artistic / scientific / engineering / Technical/Management concepts, hypothesizes and ideas of the young students into real life practical world.
True, they are a viable, affordable, easy but excellent medium to express the students’ creativity. They are the optimum interfaces between the dreamy world of academic activities and the competitive world of pragmatic technical implementations.
There are many exemplary project works illustrating the untapped, under utilized and often unappreciated capacity of the fertile minds. Some are recognized with honours, handsome cash rewards, popular awards and ready industrial/commercial acceptance too. A few are path breaking and received well deserved patents also.
By any yard stick, these project works are invariably helping the willing students (with the thirst for learning and experimentation) to hone their skills in team forming, networking, coordinating, cooperating, compromising, adjusting, wordsmithing, report writing etc. to the extent they are equipped.
On the other side of the academic spectrum also, the project work system provides a healthy and refreshing intellectual challenge to the innovative teachers who are ready to range beyond the beaten tracks of syllabus oriented teaching and learning process.
Both the students and the staff can very well happily apply their academic knowledge to the real life problems with a sense of purpose, fun and joy. They have nothing to loose and every thing to gain, even if only one of their ideas/initiatives works out well. By chance, if nothing works out as per their plan, then also they have gained, because they have learnt a lot from their failures.
Then, what is the need for and the rationale behind the proposed honest alternative/substitute?
The disease within
Having said all this and more, we must admit rather sadly, the actual number of projects which will come under the above category is a clear minority. The vast majority of the college final year projects are churned out/bought off from the so called project training centers, computer centers and study centers, which are mushrooming every year in all the cities, towns and villages too. It is an ancillary industry for the rapidly expanding education business sector. If one choose to read a project work, even on a cursory glance, the courageous reader is very likely to encounter numerous mistakes in terms of spellings, grammar, syntax, right from the title, synopsis, abstract to the conclusion and the findings. Even in the acknowledgment page more often than not, numerous mistakes are frequently found and they come up with a hefty price tag, (literally in monetary terms) in the guise of training, guiding, hands on experience and enormous time wasted in those shady joints, where young students are hanging out without any supervision. It gives them a ready excuse for avoiding classes. And the parents are also watching the happenings helplessly, without much choice at their disposal.
Why the students are opting for this expensive, humiliating and dishonest procedure?
Because, the plain fact is, a good number of our students (even as groups) are ill-equipped to identify, conceive, discuss, deliberate, execute and write an independent project report. Their vocabulary & word processing skills, sentence forming capability and proof reading expertise are poor. Simply put, it is beyond their intellectual capacity. Most of the staff members are also having the same handicap, as they themselves are the products of the very same existing system. Therefore, often they conveniently resort to outsourcing the project reports from the market, where the cost of these project reports are becoming less and less as the market is expanding rapidly. The only connection / relationship between the students and the project works is that they have paid for the project report in cash or, in worst cases, in kind. The teachers’ contribution is their permission to use their name and designation and all the more importantly their signature.
About the contents of many of the bought out projects, it is better not to speak about it. They are, in general, pirated, shop lifted, wantonly copied, perjuriously produced, plagiarized works of somebody’s initiative.
One may very well argue that the basic purpose of the project work system is to help the students to acquire the very skills which they are not possessing at present. Alas, it is a very tall order to be achieved in a short time. (All people can eat, walk and talk. But it is not realistic to expect every one to cook wonderfully, sing melodiously, dance gracefully and act playfully). As the do not have any honest alternative they are forced to become unwilling street smartness in totally dishonest plagiarism only. In putting the matter straight in plain words, we are compelling the students and the teachers to become corrupt and immoral in this project work system. To sum up, it is, at best a mockery of the academic exercise and at worst a tragedy-cum-intellectual dishonesty. But still, if we look at from the academically ill equipped student’s point of view, it is a cruelty inflicted upon the young mind. Likewise, the harassed, overloaded and helpless faculty perceives it as an avoidable punishment to be endured which is thrust upon them year after year after year.
Stating the contours of this perennial problem is not very difficult but evolving an acceptable, efficient, purposeful and workable alternative needs a consultative, accommodative, practical approach among the academicians, students and other stake holders. If we could, and we must establish meaningful alternative, then it will result in a change for the better.
Modifications suggested to the present Project Work System
Let all of us be very clear that the current system of the project work be very well continued for the willing capable students and their interested faculty guides in the present format. The following modifications to improve the present system may kindly be considered depending on the circumstances prevailing at the individual institutions.
· Number of students per batch should be flexible.
· Practicing Experts should be invited to participate in the Project
Works in terms of time, kind or cash.
· Hands on / on site / in process analysis project works should be
encouraged.
As a warm-up exercise, to begin with, a part of the pre-final year vacation should be devoted for the viable project identification. (By this time, the most of the students acquire some basic knowledge of the subjects of their educational programme). A few titles should be submitted to the potential guide / or head of the department at the commencement of the pre-final semester. With the selected guide’s concurrence, one definite and final title should be fine tuned. An abstract of the project theme with action plans to do the project should be drawn-up and sent to the Project Monitoring Committee appointed by the examination authorities (Directorate’s of respective disciplines of education, Board of Studies, Universities, Professional Bodies/Societies etc.) for their approval. During the pre-final semester, sufficient time should be allocated to do the basic ground work, literature survey etc., for the project field work.
Follow up field work should be done during the pre-final semester vacation. During the final semester, sufficient time should be allocated to complete the project work at least one month before the viva-voce. A copy of the project report must be sent to the examination authorities and another copy to the External Examiner at least two weeks in advance of the viva-voce. For wider dissemination, by taking advantage of the spread of information technology, we should publish the project report in the examination authorities’ web-sites. It will help us in reducing if not eliminating the rampant plagiarism which is shamelessly happening now almost everywhere. It will also ensure the accountability of the mater presented by the student and the guide as well. Presently most of the printed project repots are gathering dust in the shelves of the libraries.
What is the proposed honest alternative to the present project work system?
We propose an alternative by way of faithful and actual recording of a diary / journal / file of observations of whatever happening around him by the student during the industrial visit / in plant training / trade fair visits / internships, etc. The place of visit may be any thing where some relevant activity is going on with reference to the main study programme of the student. Any manufacturing enterprise (Large, Medium and small) will give a lot of opportunity to observe and record. But we need not confine ourselves to manufacturing alone.
We can consider the following list of enterprises for this purpose; Municipal water pumping stations and water distribution networks, effluent treatment plants, construction Sites, Irrigation Facilities, Agriculture and Horticulture farms, Animals Husbandry farms, Poultries, Agro Engineering enterprises, Rice Mills, Oil Mills, Flour Mills, Wind Mills, Solar Energy installations, Bio –Gas units, Hydel and Thermal energy generators, Places of worship (temples, mosques, churches, ect.), Places of retreats, Bakeries, Hotels, Motels, Hospitals, Health Care Establishments, Hostels, News Paper offices, Radio & TV Stations, Book (print and electronic) Publishing Establishments, Check Post, Toll Gates, Telephone Exchanges, Cell Phone Operators, Cable/Satellite Broad casters, Distributors, Police/Military Units, Petrol / Diesel / LNG / CNG stations, Amusement Parks, Museums, Zoos, Planetariums, Aquariums, Wild Life Parks, Banks & Financial Institutions, Super Markets & Show Rooms, Automobile & Railway workshops, Electrical & mechanical service units, Cinema Theaters, Auditoriums, Railway Stations, Air & Sea Ports, Bus Terminuses, Boat jetties, Education & Training Organisations (other than the room), Movies / TV Serial production units, Sports and Games facilities, Stadiums, Swimming & Diving pools, Exhibition & Conversion centers, Festivals, Carnivals, Country fairs, Pilgrimages (Hajj, Kailash yathra, Vatican / Jerusalem trips) Scientific & Engineering Labs, Human, live stock & Goods Transporters etc., THIS LIST IS OF ILLUSTRATIVE NATURE ONLY, NOT EXHAUSTIVE
Even if it is an internship with a celebrity/ businessman/ scientist / technologist, it is all the more welcome. True to speck, the internship with a right person is extraordinarily valuable.
As long as she/he has something to observe and record, it will result in real learning.
How it can be implemented?
Let the observation record be a hand written work (preferably in black ink on a good quality white paper so that photocopying is easy) done on the field by the students individually. If it is bi-lingual (mother tongue as well as Medium of Instruction), it is all the more better. No need to insist on grammatical accuracy of the sentences, so that the student can write without hesitation and express what he/she observes truthfully.
We can programme our students to spend a predetermined minimum number of days at chosen organizations to record their observations in a prescribed format on allocated dates. This format which is enclosed herewith may not fit all, therefore, it can be modified / changed / adopted as per the requirements of the individuals, institutions and organizations.
It will improve the functional orientation of the students. It will keep them observant about what is currently happening in the real world. Above all, it is relevant to the ground realities in the field practical work. Therefore, what the student is observing, he/she is documenting easily and faithfully in the predetermined format with ample possibilities to record the special items, if any, in whatever format the student chooses.
As he/she need not lie, one can hopefully and positively expect honesty and truth.
R.DHANASEKAR
Senior Lecturer & HOD i/c
SSM ITT & Polytechnic College
Komarapalayam-638183
Suggested format for recording the observations during
in-plant Training / Industrial Visit / Internship
Photograph of the studentName of the student :
Year and branch of study :
Register Number of the student :
Name and address of the Institution :
Staff Advisor’s name and designation:
Address of the student :
S.No.
Questionnaire
Data
1.
Name and address of the organisation /
work site / event:
(Enclose a brief description about the location - not more than one page)
2.
Day & Date of visit
3.
Time in:
4.
Time out:
5.
Name and Designation of the person(s) with whom the student interacted:
6.
Products / Services / Activities
7.
Output of the organisation
Per shift
Per Day
Per Week
Per Month
Per Annum
Inputs for the organisation
Per shift
Per Day
Per Week
Per Month
Per Annum
8.
Man power details (for larger organization – section wise breakup)
· Total Number of persons working
· Men
· Women
· Categories
(This page maybe Multiple copied to record about individual machineries / processes)
9.
Machinery / process description
Number of machines
Input
Output
Machinery manufacturer’s name & address.
Cost of purchase
Date / Year of purchase
Manpower required to operate the machine / process and the details of specific skills required to operate
Noise
Vibration
Heat
Maintenance procedure
Safety precautions adopted
Whether the student has studied about the machine / process during his study.
Whether, it is included in the forthcoming study period.
How many machines are idle? How long?
& Why? (Enclose in a separate sheet)
Energy consumption details
Types of fuel
Quantity consumed per unit time
Cost of fuel
Source of fuel
10.
Financial details
· Investment
· Operational Expenditure
· Manpower Cost
· Profit / Loss
11.
Layout of the work place / Shop Floor
(To be enclosed as appendix – I)
12.
Work flow diagram
(To be enclosed as appendix – II)
13.
Details regarding Safety and security
Emergency exits
Number and place of fire extinguishers
alarm bells
smoke and fire alarms
Sand buckets
First aid boxes
Access to medical care
14.
Facts about Pollution Control & Ecology Conservation
Number of trees
Greenery
Landscaping
How the waste is disposed off,
When
where
why
Cost
Waste re-usage details
Water sources
15.
Amenities
Drinking water
Canteen Facilities
Rest and recreation facilities
Sanitation
Transportation
Residences
16.
Standard certifications:
ISO 9000
ISO 14000
SA 8000
OHSA 18000
ISO-27000
Any other
17.
Awards / Prizes Won
18.
Physical location of the site in a Hand drawn map
(To be enclosed as appendix – III)
19.
Photographs of the student’s visit to the industry
(To be enclosed as appendix – IV)
20.
Information leaflets from the organization
(To be enclosed as appendix – V)
21.
During the period of stay of the student in the organization, Is there any specific, noteworthy event happened?
22.
What she/he likes in the organization most?
23.
What she/he does not like in the organization most?
24.
What she/he wants to change immediately?
25.
What she/he feels to change gradually?
26.
What are his/her ideas to improve the atmosphere prevailing in that organization?
27.
What facilities he/she feels to be done?
28.
In which area, he/she feels to take up some improvement / development activity utilizing his / her institute’s knowledge, skills and expertise?
29.
The opinion about the student by the organization’s contact person(s) with whom the student interacted during his/her stay in the organization.
(If possible get it in the form of a letter, so that a copy of the same may be enclosed)
30.
Any other details.
Note
1. If possible & feasible problem identification, diagnosis and solution can be considered even at the micro levels.
2. Faculty may also visit the organization for better institute industry interaction.
BUT
EFFECTIVE SUBSTITUTE
FOR
THE PREVAILING
COLLEGE FINAL YEAR STUDENTS’
PROJECT WORK SYSTEM
R.DHANASEKAR
Senior Lecturer & HOD i/c
SSM ITT & Polytechnic College
Komarapalayam-638183
A HONEST ALTERNATIVE BUT EFFECTIVE SUBSTITUTE FOR THE PREVAILING COLLEGE FINAL YEAR STUDENTS’ PROJECT WORK SYSTEM
Merits of the present system
In many streams of higher education (Arts, Science, Commerce, Engineering, Technology, Law, Management, Medical and para-medical etc.) at different levels (Diploma, Degree, Post-Graduation), the final year students project works are considered as the ideal vehicles to carry forward the artistic / scientific / engineering / Technical/Management concepts, hypothesizes and ideas of the young students into real life practical world.
True, they are a viable, affordable, easy but excellent medium to express the students’ creativity. They are the optimum interfaces between the dreamy world of academic activities and the competitive world of pragmatic technical implementations.
There are many exemplary project works illustrating the untapped, under utilized and often unappreciated capacity of the fertile minds. Some are recognized with honours, handsome cash rewards, popular awards and ready industrial/commercial acceptance too. A few are path breaking and received well deserved patents also.
By any yard stick, these project works are invariably helping the willing students (with the thirst for learning and experimentation) to hone their skills in team forming, networking, coordinating, cooperating, compromising, adjusting, wordsmithing, report writing etc. to the extent they are equipped.
On the other side of the academic spectrum also, the project work system provides a healthy and refreshing intellectual challenge to the innovative teachers who are ready to range beyond the beaten tracks of syllabus oriented teaching and learning process.
Both the students and the staff can very well happily apply their academic knowledge to the real life problems with a sense of purpose, fun and joy. They have nothing to loose and every thing to gain, even if only one of their ideas/initiatives works out well. By chance, if nothing works out as per their plan, then also they have gained, because they have learnt a lot from their failures.
Then, what is the need for and the rationale behind the proposed honest alternative/substitute?
The disease within
Having said all this and more, we must admit rather sadly, the actual number of projects which will come under the above category is a clear minority. The vast majority of the college final year projects are churned out/bought off from the so called project training centers, computer centers and study centers, which are mushrooming every year in all the cities, towns and villages too. It is an ancillary industry for the rapidly expanding education business sector. If one choose to read a project work, even on a cursory glance, the courageous reader is very likely to encounter numerous mistakes in terms of spellings, grammar, syntax, right from the title, synopsis, abstract to the conclusion and the findings. Even in the acknowledgment page more often than not, numerous mistakes are frequently found and they come up with a hefty price tag, (literally in monetary terms) in the guise of training, guiding, hands on experience and enormous time wasted in those shady joints, where young students are hanging out without any supervision. It gives them a ready excuse for avoiding classes. And the parents are also watching the happenings helplessly, without much choice at their disposal.
Why the students are opting for this expensive, humiliating and dishonest procedure?
Because, the plain fact is, a good number of our students (even as groups) are ill-equipped to identify, conceive, discuss, deliberate, execute and write an independent project report. Their vocabulary & word processing skills, sentence forming capability and proof reading expertise are poor. Simply put, it is beyond their intellectual capacity. Most of the staff members are also having the same handicap, as they themselves are the products of the very same existing system. Therefore, often they conveniently resort to outsourcing the project reports from the market, where the cost of these project reports are becoming less and less as the market is expanding rapidly. The only connection / relationship between the students and the project works is that they have paid for the project report in cash or, in worst cases, in kind. The teachers’ contribution is their permission to use their name and designation and all the more importantly their signature.
About the contents of many of the bought out projects, it is better not to speak about it. They are, in general, pirated, shop lifted, wantonly copied, perjuriously produced, plagiarized works of somebody’s initiative.
One may very well argue that the basic purpose of the project work system is to help the students to acquire the very skills which they are not possessing at present. Alas, it is a very tall order to be achieved in a short time. (All people can eat, walk and talk. But it is not realistic to expect every one to cook wonderfully, sing melodiously, dance gracefully and act playfully). As the do not have any honest alternative they are forced to become unwilling street smartness in totally dishonest plagiarism only. In putting the matter straight in plain words, we are compelling the students and the teachers to become corrupt and immoral in this project work system. To sum up, it is, at best a mockery of the academic exercise and at worst a tragedy-cum-intellectual dishonesty. But still, if we look at from the academically ill equipped student’s point of view, it is a cruelty inflicted upon the young mind. Likewise, the harassed, overloaded and helpless faculty perceives it as an avoidable punishment to be endured which is thrust upon them year after year after year.
Stating the contours of this perennial problem is not very difficult but evolving an acceptable, efficient, purposeful and workable alternative needs a consultative, accommodative, practical approach among the academicians, students and other stake holders. If we could, and we must establish meaningful alternative, then it will result in a change for the better.
Modifications suggested to the present Project Work System
Let all of us be very clear that the current system of the project work be very well continued for the willing capable students and their interested faculty guides in the present format. The following modifications to improve the present system may kindly be considered depending on the circumstances prevailing at the individual institutions.
· Number of students per batch should be flexible.
· Practicing Experts should be invited to participate in the Project
Works in terms of time, kind or cash.
· Hands on / on site / in process analysis project works should be
encouraged.
As a warm-up exercise, to begin with, a part of the pre-final year vacation should be devoted for the viable project identification. (By this time, the most of the students acquire some basic knowledge of the subjects of their educational programme). A few titles should be submitted to the potential guide / or head of the department at the commencement of the pre-final semester. With the selected guide’s concurrence, one definite and final title should be fine tuned. An abstract of the project theme with action plans to do the project should be drawn-up and sent to the Project Monitoring Committee appointed by the examination authorities (Directorate’s of respective disciplines of education, Board of Studies, Universities, Professional Bodies/Societies etc.) for their approval. During the pre-final semester, sufficient time should be allocated to do the basic ground work, literature survey etc., for the project field work.
Follow up field work should be done during the pre-final semester vacation. During the final semester, sufficient time should be allocated to complete the project work at least one month before the viva-voce. A copy of the project report must be sent to the examination authorities and another copy to the External Examiner at least two weeks in advance of the viva-voce. For wider dissemination, by taking advantage of the spread of information technology, we should publish the project report in the examination authorities’ web-sites. It will help us in reducing if not eliminating the rampant plagiarism which is shamelessly happening now almost everywhere. It will also ensure the accountability of the mater presented by the student and the guide as well. Presently most of the printed project repots are gathering dust in the shelves of the libraries.
What is the proposed honest alternative to the present project work system?
We propose an alternative by way of faithful and actual recording of a diary / journal / file of observations of whatever happening around him by the student during the industrial visit / in plant training / trade fair visits / internships, etc. The place of visit may be any thing where some relevant activity is going on with reference to the main study programme of the student. Any manufacturing enterprise (Large, Medium and small) will give a lot of opportunity to observe and record. But we need not confine ourselves to manufacturing alone.
We can consider the following list of enterprises for this purpose; Municipal water pumping stations and water distribution networks, effluent treatment plants, construction Sites, Irrigation Facilities, Agriculture and Horticulture farms, Animals Husbandry farms, Poultries, Agro Engineering enterprises, Rice Mills, Oil Mills, Flour Mills, Wind Mills, Solar Energy installations, Bio –Gas units, Hydel and Thermal energy generators, Places of worship (temples, mosques, churches, ect.), Places of retreats, Bakeries, Hotels, Motels, Hospitals, Health Care Establishments, Hostels, News Paper offices, Radio & TV Stations, Book (print and electronic) Publishing Establishments, Check Post, Toll Gates, Telephone Exchanges, Cell Phone Operators, Cable/Satellite Broad casters, Distributors, Police/Military Units, Petrol / Diesel / LNG / CNG stations, Amusement Parks, Museums, Zoos, Planetariums, Aquariums, Wild Life Parks, Banks & Financial Institutions, Super Markets & Show Rooms, Automobile & Railway workshops, Electrical & mechanical service units, Cinema Theaters, Auditoriums, Railway Stations, Air & Sea Ports, Bus Terminuses, Boat jetties, Education & Training Organisations (other than the room), Movies / TV Serial production units, Sports and Games facilities, Stadiums, Swimming & Diving pools, Exhibition & Conversion centers, Festivals, Carnivals, Country fairs, Pilgrimages (Hajj, Kailash yathra, Vatican / Jerusalem trips) Scientific & Engineering Labs, Human, live stock & Goods Transporters etc., THIS LIST IS OF ILLUSTRATIVE NATURE ONLY, NOT EXHAUSTIVE
Even if it is an internship with a celebrity/ businessman/ scientist / technologist, it is all the more welcome. True to speck, the internship with a right person is extraordinarily valuable.
As long as she/he has something to observe and record, it will result in real learning.
How it can be implemented?
Let the observation record be a hand written work (preferably in black ink on a good quality white paper so that photocopying is easy) done on the field by the students individually. If it is bi-lingual (mother tongue as well as Medium of Instruction), it is all the more better. No need to insist on grammatical accuracy of the sentences, so that the student can write without hesitation and express what he/she observes truthfully.
We can programme our students to spend a predetermined minimum number of days at chosen organizations to record their observations in a prescribed format on allocated dates. This format which is enclosed herewith may not fit all, therefore, it can be modified / changed / adopted as per the requirements of the individuals, institutions and organizations.
It will improve the functional orientation of the students. It will keep them observant about what is currently happening in the real world. Above all, it is relevant to the ground realities in the field practical work. Therefore, what the student is observing, he/she is documenting easily and faithfully in the predetermined format with ample possibilities to record the special items, if any, in whatever format the student chooses.
As he/she need not lie, one can hopefully and positively expect honesty and truth.
R.DHANASEKAR
Senior Lecturer & HOD i/c
SSM ITT & Polytechnic College
Komarapalayam-638183
Suggested format for recording the observations during
in-plant Training / Industrial Visit / Internship
Photograph of the studentName of the student :
Year and branch of study :
Register Number of the student :
Name and address of the Institution :
Staff Advisor’s name and designation:
Address of the student :
S.No.
Questionnaire
Data
1.
Name and address of the organisation /
work site / event:
(Enclose a brief description about the location - not more than one page)
2.
Day & Date of visit
3.
Time in:
4.
Time out:
5.
Name and Designation of the person(s) with whom the student interacted:
6.
Products / Services / Activities
7.
Output of the organisation
Per shift
Per Day
Per Week
Per Month
Per Annum
Inputs for the organisation
Per shift
Per Day
Per Week
Per Month
Per Annum
8.
Man power details (for larger organization – section wise breakup)
· Total Number of persons working
· Men
· Women
· Categories
(This page maybe Multiple copied to record about individual machineries / processes)
9.
Machinery / process description
Number of machines
Input
Output
Machinery manufacturer’s name & address.
Cost of purchase
Date / Year of purchase
Manpower required to operate the machine / process and the details of specific skills required to operate
Noise
Vibration
Heat
Maintenance procedure
Safety precautions adopted
Whether the student has studied about the machine / process during his study.
Whether, it is included in the forthcoming study period.
How many machines are idle? How long?
& Why? (Enclose in a separate sheet)
Energy consumption details
Types of fuel
Quantity consumed per unit time
Cost of fuel
Source of fuel
10.
Financial details
· Investment
· Operational Expenditure
· Manpower Cost
· Profit / Loss
11.
Layout of the work place / Shop Floor
(To be enclosed as appendix – I)
12.
Work flow diagram
(To be enclosed as appendix – II)
13.
Details regarding Safety and security
Emergency exits
Number and place of fire extinguishers
alarm bells
smoke and fire alarms
Sand buckets
First aid boxes
Access to medical care
14.
Facts about Pollution Control & Ecology Conservation
Number of trees
Greenery
Landscaping
How the waste is disposed off,
When
where
why
Cost
Waste re-usage details
Water sources
15.
Amenities
Drinking water
Canteen Facilities
Rest and recreation facilities
Sanitation
Transportation
Residences
16.
Standard certifications:
ISO 9000
ISO 14000
SA 8000
OHSA 18000
ISO-27000
Any other
17.
Awards / Prizes Won
18.
Physical location of the site in a Hand drawn map
(To be enclosed as appendix – III)
19.
Photographs of the student’s visit to the industry
(To be enclosed as appendix – IV)
20.
Information leaflets from the organization
(To be enclosed as appendix – V)
21.
During the period of stay of the student in the organization, Is there any specific, noteworthy event happened?
22.
What she/he likes in the organization most?
23.
What she/he does not like in the organization most?
24.
What she/he wants to change immediately?
25.
What she/he feels to change gradually?
26.
What are his/her ideas to improve the atmosphere prevailing in that organization?
27.
What facilities he/she feels to be done?
28.
In which area, he/she feels to take up some improvement / development activity utilizing his / her institute’s knowledge, skills and expertise?
29.
The opinion about the student by the organization’s contact person(s) with whom the student interacted during his/her stay in the organization.
(If possible get it in the form of a letter, so that a copy of the same may be enclosed)
30.
Any other details.
Note
1. If possible & feasible problem identification, diagnosis and solution can be considered even at the micro levels.
2. Faculty may also visit the organization for better institute industry interaction.
Friday, May 30, 2008
A HONEST ALTERNATIVE / SUBSTITUTE FOR THE CURRENT
A HONEST ALTERNATIVE / SUBSTITUTE FOR THE CURRENT
COLLEGE FINAL YEAR STUDENT’S PROJECT WORK SYSTEM
Merits of the present system
In many streams of higher education (Arts, Science, Commerce, Engineering, Technology, Law, Management, Medical and para-medical etc.) at different levels (Diploma, Degree, Post-Graduation), the final year students project works are considered as the ideal vehicles to carry forward the artistic / scientific / engineering / Technical/Management concepts, hypothesizes and ideas of the young students into real life practical world.
True, they are a viable, affordable, easy but excellent medium to express the students’ creativity. They are the optimum interfaces between the dreamy world of academic activities and the competitive world of pragmatic technical implementations.
There are many exemplary project works illustrating the untapped, under utilized and often unappreciated capacity of the fertile minds. Some are recognized with honours, handsome cash rewards, popular awards and ready industrial/commercial acceptance too. A few are path breaking and received well deserved patents also.
By any yard stick, these project works are invariably helping the willing students (with the thirst for learning and experimentation) to hone their skills in team forming, networking, coordinating, cooperating, compromising, adjusting, wordsmithing, report writing etc. to the extent they are equipped.
On the other side of the academic spectrum also, the project work system provides a healthy and refreshing intellectual challenge to the innovative teachers who are ready to range beyond the beaten tracks of syllabus oriented teaching and learning process.
Both the students and the staff can very well happily apply their academic knowledge to the real life problems with a sense of purpose, fun and joy. They have nothing to loose and every thing to gain, even if only one of their ideas/initiatives works out well. By chance, if nothing works out as per their plan, then also they have gained, because they have learnt a lot from their failures.
Then, what is the need for and the rationale behind the proposed honest alternative/substitute?
The disease within
Having said all this and more, we must admit rather sadly, the actual number of projects which will come under the above category is a clear minority. The vast majority of the college final year projects are churned out/bought off from the so called project training centers, computer centers and study centers, which are mushrooming every year in all the cities, towns and villages too. It is an ancillary industry for the rapidly expanding education business sector. If one choose to read a project work, even on a cursory glance, the courageous reader is very likely to encounter numerous mistakes in terms of spellings, grammar, syntax, right from the title, synopsis, abstract to the conclusion and the findings. Even in the acknowledgment page more often than not, numerous mistakes are frequently found and they come up with a hefty price tag, (literally in monetary terms) in the guise of training, guiding, hands on experience and enormous time wasted in those shady joints, where young students are hanging out without any supervision. It gives them a ready excuse for avoiding classes. And the parents are also watching the happenings helplessly, without much choice at their disposal.
Why the students are opting for this expensive, humiliating and dishonest procedure?
Because, the plain fact is, a good number of our students, even as groups are ill-equipped to identify, conceive, discuss, deliberate, execute and write an independent project report. Their vocabulary & word processing skills, sentence forming capability and proof reading expertise are poor. Simply put, it is beyond their intellectual capacity. Most of the staff members are also having the same handicap, as they themselves are the products of the very same existing system. Therefore, often they conveniently resort to outsourcing the project reports from the market, where the cost of these project reports are becoming less and less as the market is expanding rapidly. The only connection / relationship between the students and the project works is that they have paid for the project report in cash or, in worst cases, in kind.
About the contents of many of the bought out projects, it is better not to speak about it. They are, in general, pirated, shop lifted, wantonly copied, perjuriously produced, plagiarized works of somebody’s initiative.
One may very well argue that the basic purpose of the project work system is to help the students to acquire the very skills which they are not possessing at present. Alas, it is a very tall order to be achieved in a short time. (All people can eat, walk and talk. But it is not realistic to expect every one to cook wonderfully, sing melodiously, dance gracefully and act playfully). At best they learn to become street smart in dishonest plagiarism only. In putting the matter straightly in other words, we are forcing the students to become corrupt and dishonest in this project work system.
To sum up, it is, at best a mockery of the academic exercise and at worst a tragedy-cum-intellectual dishonesty. But still, if we look at from the academically ill equipped student’s point of view, it is a cruelty inflicted upon the young mind. Likewise, the harassed, overloaded and helpless faculty perceives it as an avoidable punishment to be endured which is thrust upon them year after year after year.
Stating the contours of this perennial problem is not very difficult but evolving an acceptable, efficient, purposeful and workable alternative needs a consultative, accommodative, practical approach among the academicians, students and other stake holders.
Modifications suggested to the present Project Work System
Let all of us be very clear that the current system of the project work be very well continued for the willing capable students and their interested faculty guides in the present format. The following modifications to improve the present system may kindly be considered depending on the circumstances prevailing at the individual institutions.
Number of students per batch should be flexible.
Practicing Experts should be invited to participate in the Project Works in terms of time, kind or cash.
Hands on / on site / in process analysis project works should be encouraged.
As a warm-up exercise, to begin with, a part of the pre-final year vacation should be devoted for the viable project identification. (By this time, the most of the students acquire some basic knowledge of the subjects of his educational programme). A few titles should be submitted to the potential guide / or head of the department at the commencement of the pre-final semester. With the selected guide’s concurrence, one definite and final title should be fine tuned. An abstract with action plans should be sent to the Project Monitoring Committee appointed by the examination authorities (Directorate’s of respective disciplines of education, Board of Studies, Universities, Professional Bodies/Societies etc.) for their approval. During the pre-final semester, sufficient time should be allocated to do the basic ground work, literature survey etc., for the project field work.
Follow up field work should be done during the pre-final semester vacation. During the final semester, sufficient time should be allocated to complete the project work atleast one month before the viva-voce. A copy of the project report must be sent to the examination authorities and another copy to the External Examiner atleast two weeks in advance of the viva-voce. For wider dissemination, by taking advantage of the spread of information technology, we may even publish it in the examination authorities web-sites. It will help us in reducing if not eliminating the rampant plagiarism which is shamelessly happening now almost everywhere.
What is the proposed honest alternative to the present project work system?
We propose an alternative by way of faithful and actual recording of a diary / journal / file of observation of whatever happening around him by the student during the industrial visit / in plant training / trade fair visits / internships, etc. The place of visit may be any thing where some relevant activity is going on with reference to the main study programme of the student. (Even if it is an internship with a celebrity/businessman/scientist/technologist it is alright). As long as she/he has something to observe and record, it will result in real learning.
How it can be implemented?
Let the observation record be a hand written work done on the field by the students individually. If it is bi-lingual (mother tongue as well as Medium of Instruction), it is all the more better. No need to insist on grammatical accuracy of the sentences, so that the student can write without hesitation and express what he/she observes truthfully.
We can programme our students to spend a predetermined minimum number of days at chosen organizations to record their observations in a prescribed format on allocated dates. This format which is enclosed herewith may not fit all, therefore, it can be modified / changed / adopted as per the requirements of the individuals, institutions and organizations.
It will improve the functional orientation of the students. It will keep them observant about what is currently happening in the real world. Above all, it is relevant to the ground realities in the field practical work. Therefore, what the student is observing, he/she is documenting easily and faithfully in the predetermined format with ample possibilities to record the special items if any in whatever format the student chooses.
As he/she need not lie, one can hopefully and positively expect honesty and truth.
R.DHANASEKAR
Senior Lecturer & HOD i/c
SSM ITT & Polytechnic College
Komarapalayam-638183
Suggested format for recording the observations during in-plant Training / Industrial Visit / Internship
Photograph of the studentName of the student :
Year and branch of study :
Register Number of the student :
Name and address of the Institution :
Staff Advisor’s name and designation:
Address of the student :
S.No.
Questionnaire
Data
1.
Name and address of the organisation / work site / event:
2.
Day & Date of visit
3.
Time in:
4.
Time out:
5.
Name of the person(s) with whom the student interacted:
6.
Designation
7.
Product / Service / Activities
8.
Capacity of the plant
9.
Machinery description
Number of machines
Type of machine
Machinery manufacturer address.
Cost of purchase
Date / Year of purchase
Manpower required to operate the machine
Whether specific skills required to operate
Noise, vibration etc.
Whether the student has studied about the machine during his study.
Whether, it is included in the forthcoming study period.
How many machines are idle?
How long?
Why?
10.
Man power details
11.
Energy consumption details
Financial details
Investment
Operational Expenditure
Manpower Cost
Profit / Loss
16.
Layout of the work place / Shop Floor
17.
Work flow diagram
18.
Details regarding Safety and security
Emergency exits, Number and place of fire extinguishers, alarm bells etc.
19.
Facts about Pollution Control & Ecology Conservation
How the waste is disposed off, when, where and why?
20.
Standard certifications:
ISO 9000
ISO 14000
SA 8000
OHSA 18000
ISO-27000
Any other
21.
Awards / Prizes Won
22.
Physical location of the site in a map
23.
Photographs of the student’s visit to the industry
24.
Information leaflets from the organization
25.
During the period of stay of the student in the organization, is there any specific, noteworthy event happened.
26.
What she/he likes in the organization most?
27.
What she/he does not like in the organization most?
28.
What she/he wants to change immediately?
29.
What she/he feels to change gradually?
30.
What his/her ideas to improve the atmosphere prevailing in that organization?
31.
What facilities he/she feels to be done?
32.
In which area, he/she feels to take up some improvement / development activity utilizing his institute’s knowledge, skills and expertise.
33.
The opinion about the student by the organization people with whom the student interacted during his stay in the organization.
34.
Any other details.
Note
1. If possible & feasible problem identification, diagnosis and solution can be considered even at the micro levels.
2. Faculty may also visit the organization for better institute industry interaction.
COLLEGE FINAL YEAR STUDENT’S PROJECT WORK SYSTEM
Merits of the present system
In many streams of higher education (Arts, Science, Commerce, Engineering, Technology, Law, Management, Medical and para-medical etc.) at different levels (Diploma, Degree, Post-Graduation), the final year students project works are considered as the ideal vehicles to carry forward the artistic / scientific / engineering / Technical/Management concepts, hypothesizes and ideas of the young students into real life practical world.
True, they are a viable, affordable, easy but excellent medium to express the students’ creativity. They are the optimum interfaces between the dreamy world of academic activities and the competitive world of pragmatic technical implementations.
There are many exemplary project works illustrating the untapped, under utilized and often unappreciated capacity of the fertile minds. Some are recognized with honours, handsome cash rewards, popular awards and ready industrial/commercial acceptance too. A few are path breaking and received well deserved patents also.
By any yard stick, these project works are invariably helping the willing students (with the thirst for learning and experimentation) to hone their skills in team forming, networking, coordinating, cooperating, compromising, adjusting, wordsmithing, report writing etc. to the extent they are equipped.
On the other side of the academic spectrum also, the project work system provides a healthy and refreshing intellectual challenge to the innovative teachers who are ready to range beyond the beaten tracks of syllabus oriented teaching and learning process.
Both the students and the staff can very well happily apply their academic knowledge to the real life problems with a sense of purpose, fun and joy. They have nothing to loose and every thing to gain, even if only one of their ideas/initiatives works out well. By chance, if nothing works out as per their plan, then also they have gained, because they have learnt a lot from their failures.
Then, what is the need for and the rationale behind the proposed honest alternative/substitute?
The disease within
Having said all this and more, we must admit rather sadly, the actual number of projects which will come under the above category is a clear minority. The vast majority of the college final year projects are churned out/bought off from the so called project training centers, computer centers and study centers, which are mushrooming every year in all the cities, towns and villages too. It is an ancillary industry for the rapidly expanding education business sector. If one choose to read a project work, even on a cursory glance, the courageous reader is very likely to encounter numerous mistakes in terms of spellings, grammar, syntax, right from the title, synopsis, abstract to the conclusion and the findings. Even in the acknowledgment page more often than not, numerous mistakes are frequently found and they come up with a hefty price tag, (literally in monetary terms) in the guise of training, guiding, hands on experience and enormous time wasted in those shady joints, where young students are hanging out without any supervision. It gives them a ready excuse for avoiding classes. And the parents are also watching the happenings helplessly, without much choice at their disposal.
Why the students are opting for this expensive, humiliating and dishonest procedure?
Because, the plain fact is, a good number of our students, even as groups are ill-equipped to identify, conceive, discuss, deliberate, execute and write an independent project report. Their vocabulary & word processing skills, sentence forming capability and proof reading expertise are poor. Simply put, it is beyond their intellectual capacity. Most of the staff members are also having the same handicap, as they themselves are the products of the very same existing system. Therefore, often they conveniently resort to outsourcing the project reports from the market, where the cost of these project reports are becoming less and less as the market is expanding rapidly. The only connection / relationship between the students and the project works is that they have paid for the project report in cash or, in worst cases, in kind.
About the contents of many of the bought out projects, it is better not to speak about it. They are, in general, pirated, shop lifted, wantonly copied, perjuriously produced, plagiarized works of somebody’s initiative.
One may very well argue that the basic purpose of the project work system is to help the students to acquire the very skills which they are not possessing at present. Alas, it is a very tall order to be achieved in a short time. (All people can eat, walk and talk. But it is not realistic to expect every one to cook wonderfully, sing melodiously, dance gracefully and act playfully). At best they learn to become street smart in dishonest plagiarism only. In putting the matter straightly in other words, we are forcing the students to become corrupt and dishonest in this project work system.
To sum up, it is, at best a mockery of the academic exercise and at worst a tragedy-cum-intellectual dishonesty. But still, if we look at from the academically ill equipped student’s point of view, it is a cruelty inflicted upon the young mind. Likewise, the harassed, overloaded and helpless faculty perceives it as an avoidable punishment to be endured which is thrust upon them year after year after year.
Stating the contours of this perennial problem is not very difficult but evolving an acceptable, efficient, purposeful and workable alternative needs a consultative, accommodative, practical approach among the academicians, students and other stake holders.
Modifications suggested to the present Project Work System
Let all of us be very clear that the current system of the project work be very well continued for the willing capable students and their interested faculty guides in the present format. The following modifications to improve the present system may kindly be considered depending on the circumstances prevailing at the individual institutions.
Number of students per batch should be flexible.
Practicing Experts should be invited to participate in the Project Works in terms of time, kind or cash.
Hands on / on site / in process analysis project works should be encouraged.
As a warm-up exercise, to begin with, a part of the pre-final year vacation should be devoted for the viable project identification. (By this time, the most of the students acquire some basic knowledge of the subjects of his educational programme). A few titles should be submitted to the potential guide / or head of the department at the commencement of the pre-final semester. With the selected guide’s concurrence, one definite and final title should be fine tuned. An abstract with action plans should be sent to the Project Monitoring Committee appointed by the examination authorities (Directorate’s of respective disciplines of education, Board of Studies, Universities, Professional Bodies/Societies etc.) for their approval. During the pre-final semester, sufficient time should be allocated to do the basic ground work, literature survey etc., for the project field work.
Follow up field work should be done during the pre-final semester vacation. During the final semester, sufficient time should be allocated to complete the project work atleast one month before the viva-voce. A copy of the project report must be sent to the examination authorities and another copy to the External Examiner atleast two weeks in advance of the viva-voce. For wider dissemination, by taking advantage of the spread of information technology, we may even publish it in the examination authorities web-sites. It will help us in reducing if not eliminating the rampant plagiarism which is shamelessly happening now almost everywhere.
What is the proposed honest alternative to the present project work system?
We propose an alternative by way of faithful and actual recording of a diary / journal / file of observation of whatever happening around him by the student during the industrial visit / in plant training / trade fair visits / internships, etc. The place of visit may be any thing where some relevant activity is going on with reference to the main study programme of the student. (Even if it is an internship with a celebrity/businessman/scientist/technologist it is alright). As long as she/he has something to observe and record, it will result in real learning.
How it can be implemented?
Let the observation record be a hand written work done on the field by the students individually. If it is bi-lingual (mother tongue as well as Medium of Instruction), it is all the more better. No need to insist on grammatical accuracy of the sentences, so that the student can write without hesitation and express what he/she observes truthfully.
We can programme our students to spend a predetermined minimum number of days at chosen organizations to record their observations in a prescribed format on allocated dates. This format which is enclosed herewith may not fit all, therefore, it can be modified / changed / adopted as per the requirements of the individuals, institutions and organizations.
It will improve the functional orientation of the students. It will keep them observant about what is currently happening in the real world. Above all, it is relevant to the ground realities in the field practical work. Therefore, what the student is observing, he/she is documenting easily and faithfully in the predetermined format with ample possibilities to record the special items if any in whatever format the student chooses.
As he/she need not lie, one can hopefully and positively expect honesty and truth.
R.DHANASEKAR
Senior Lecturer & HOD i/c
SSM ITT & Polytechnic College
Komarapalayam-638183
Suggested format for recording the observations during in-plant Training / Industrial Visit / Internship
Photograph of the studentName of the student :
Year and branch of study :
Register Number of the student :
Name and address of the Institution :
Staff Advisor’s name and designation:
Address of the student :
S.No.
Questionnaire
Data
1.
Name and address of the organisation / work site / event:
2.
Day & Date of visit
3.
Time in:
4.
Time out:
5.
Name of the person(s) with whom the student interacted:
6.
Designation
7.
Product / Service / Activities
8.
Capacity of the plant
9.
Machinery description
Number of machines
Type of machine
Machinery manufacturer address.
Cost of purchase
Date / Year of purchase
Manpower required to operate the machine
Whether specific skills required to operate
Noise, vibration etc.
Whether the student has studied about the machine during his study.
Whether, it is included in the forthcoming study period.
How many machines are idle?
How long?
Why?
10.
Man power details
11.
Energy consumption details
Financial details
Investment
Operational Expenditure
Manpower Cost
Profit / Loss
16.
Layout of the work place / Shop Floor
17.
Work flow diagram
18.
Details regarding Safety and security
Emergency exits, Number and place of fire extinguishers, alarm bells etc.
19.
Facts about Pollution Control & Ecology Conservation
How the waste is disposed off, when, where and why?
20.
Standard certifications:
ISO 9000
ISO 14000
SA 8000
OHSA 18000
ISO-27000
Any other
21.
Awards / Prizes Won
22.
Physical location of the site in a map
23.
Photographs of the student’s visit to the industry
24.
Information leaflets from the organization
25.
During the period of stay of the student in the organization, is there any specific, noteworthy event happened.
26.
What she/he likes in the organization most?
27.
What she/he does not like in the organization most?
28.
What she/he wants to change immediately?
29.
What she/he feels to change gradually?
30.
What his/her ideas to improve the atmosphere prevailing in that organization?
31.
What facilities he/she feels to be done?
32.
In which area, he/she feels to take up some improvement / development activity utilizing his institute’s knowledge, skills and expertise.
33.
The opinion about the student by the organization people with whom the student interacted during his stay in the organization.
34.
Any other details.
Note
1. If possible & feasible problem identification, diagnosis and solution can be considered even at the micro levels.
2. Faculty may also visit the organization for better institute industry interaction.
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