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Teachers on UGC pay to retire at 65

TIMES NEWS NETWORK

Bangalore: Lakhs of lecturers and teaching staff in colleges across Karnataka who are paid according to University Grants Commission scales have something to cheer about. The Karnataka High Court on Wednesday quashed various orders restricting their superannuation between 60 and 62 years, and directed authorities to make it 65.
The court observed: “It is evident the scheme framed by the government of India vide letter dated December 31, 2008, provides for a common revision of pay scales of teachers of universities and colleges (affiliated or constituent) established under the central, state, or provincial acts with enhancement of age of superannuation to 65 years. The scheme has been incorporated as part and parcel of UGC Regulations 2010. The regulation as framed in exercise of power under the UGC Act and would hence override any executive government orders issued contrary to it.”
It added: “The denial by the state government of the enhancement of age of superannuation to teachers working in the government and aided, affiliated colleges drawing UGC scales of pay is repugnant to the UGC Act and the Regulations and hence is void.”
Petitioners will continue in service in the posts they held on the date of petition or immediately prior to it till they attain the age of superannuation of 65 years in accordance with UGC regulations with all benefits, Justice Anand Byrareddy observed in his verdict. The petitions were filed by H Halesh, associate professor, SJAR College, Sr M Albina, principal, Mount Carmel College, and others.

 

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Clearing GD Round

GROUP DISCUSSIONS (GD) and Personal Interviews (PI) are standard selection tools for admission into good business schools in India.

While your academic record, work experience (if any) and scores in the entrance test qualify you for an interview call, your final selection depends largely on your performance in the ‘last mile.’

I will talk about two things here – what the moderators/ interviewers are looking for, and how students should prepare for success.

We will also bust some myths while we address these questions. I have been a recruiter from prominent B-schools during my days in the corporate sector and am now part of the selection panel for Praxis. I also do some training in this area. So I have a fair idea of what it takes to win.

Let’s begin with GDs. A group of students is assigned a topic for discussion for 15–20 minutes. The panel is looking for an effective combination of knowledge and skills in the candidates. Knowledge comprises some understanding of the topic assigned, and also a good level of awareness of the world around us. Preparation – the only way to prepare is to read more, develop a keen interest in current affairs and seek opportunities to discuss these in groups. Knowledge gives the ‘content’ in a discussion – without good content you cannot score well.

MYTH: Candidates perform well because they are smooth talkers.

REALITY: Candidates perform well because they talk sense and there is sufficient ‘meat’ in what they say.

B-Schools seek a variety of skills in the aspirants. These comprise analytical skills, communication skills, team skills, ability to handle stress, decision-making skills etc. Let’s talk about the first three. Management is an applied discipline – students need to use their analytical skills to apply theory effectively to solve day-to-day problems. The panel wishes to see whether the candidate is able to think clearly about a situation, dig into his treasure of knowledge and apply it usefully in the short time he has to make his point. Preparation – students can train themselves to think analytically – it is an attitude that one can develop as opposed to not ‘think’ at all. Make it a habit to get to the ‘why’ and ‘how’ of issues – don’t take things at face value – think about them before you form an opinion.

MYTH: Academic brilliance equals analytical skills.

REALITY: Students with lower academic achievements sometimes demonstrate better capability to relate their learning to practical situations.

Communication skills are perhaps the most critical attribute of the modern manager. These include listening and articulation skills. Moderators look for the candidate’s keenness and ability to listen to others – mature managers are very good listeners because every time you listen, you learn.

Preparation – train yourself to be a good listener – develop the patience to listen attentively. Acknowledge that everyone has something valuable to say. When speaking in a GD, your job is to articulate your point of view in a way that is easy for others to comprehend. Preparation – inculcate the good habit of structuring your thoughts and presenting them logically. Writing essays on a variety of topics is good practice developing thought structure.

QUICK TAKE

* Train your mind to think analytically * Your GD arguments should have ‘meat’ * Respect other people’s views * Listening is important. Practise patience * Writing essays can improve thought structure

MYTH: Good communication is about speaking a lot, speaking in a stylish accent and using ‘big’ words.

REALITY: Good communication is about listening, speaking at the appropriate time, using easy-to-understand English and getting your point across in as simple a manner as possible.

B-Schools prepare you for jobs that involve being part of and managing teams. The GD is the first test of how good your team skills are. Do you listen to others? How do you handle points of view different from yours? Are you able to get across your point of view without appearing to be trying too hard?

Do you cross the line from being assertive to being aggressive? If you are a good team player, the other members of the group will tend to connect with you. This will be evident to a moderator even amidst the chaos that marks a typical GD.

Preparation – learn to respect others for what they are. Learn to be open-minded and recognize the fact that people think differently about issues. Seek opportunities to discuss topics of mutual interest in diverse groups.

MYTH 1: Candidates who try to ‘run’ the group and ensure everyone gets a chance to speak etc. demonstrate great team skills.

MYTH 2: People who dominate a discussion and reduce others to submission do well in GDs.

REALITY: Candidates who work with the group, accommodate diverse viewpoints and assert themselves without aggression score high.

 

STUDENTS’ HOWLERS!

* Starting with the phrase – Myself XYZ – there’s no better way to put the panel off. * Getting into details about siblings and cousins – especially the ones who seem to have done well. We wish to know about you, not about your extended family.

* Citing –‘making friends’ or ‘meeting new people’ – as their hobby. Wonder how one pursues a hobby like ‘meeting new people’!

* Saying things like – I studied this in my first year – as an excuse for not knowing some basic stuff related to their subject of study. The panel members studied this about 20 years back – they still remember it!

* ‘I will get to learn how to manage people’ as an answer to the question – ‘What do you expect to learn in your business management education?’ An MBA is a technical course that teaches you the fundamentals of a number of functions of running a business.

In short, the GD panel is testing whether you know the topic well, are able to present your point of view in a logical manner, are interested in understanding what others feel about the same subject and are able to conduct yourself with grace in a group situation.

And now the very last phase of the selection process – the PI. Some of the GD attributes we have spoken about remain as important in a PI – knowledge, analytical skills, communication skills.

However, the PI is a little more predictable as there is a set of questions that is likely to be asked to a majority of the candidates. It makes sense to know what these questions are and to be prepared with the answers. Let’s look at some of these questions:

The most frequently asked first question is – Can you tell us something about yourself? It makes ample sense to prepare a comprehensive answer to this – the trick again being able to structure it effectively.

A necessary condition is to understand your own self – your strengths, weaknesses and nature – before attempting an answer. Other common questions relate to your reasons for doing an MBA, your career goals, reasons for switching streams or giving up a job etc. Students often ask me for help in answering these types of questions.

Please remember that these are questions about you and only you can give honest answers to them. A counsellor can at best help you structure the reply.

The candidate should be prepared to face questions on his areas of interest in academics and his area of work. He has to demonstrate the capability to think and present his thoughts cogently. Highlight your areas of strength – try to direct the interview towards your area of comfort.

A panelist looks at a candidate with two things in his mind – would I like to have him on campus for the next two years, and, will I be able to place him with a good organisation two years from now. The interviewee should thus come across as an honest, capable and sincere person.

Speak the truth while answering personal questions – nothing works quite as well as truth. Diligence, genuineness, maturity and an awareness of the environment around you are positive traits.

Cynicism, arrogance and indifference are negative traits. A seemingly innocuous question on who your role model is and why he is your role model can yield lots of information about you across these dimensions.

Highlight your learning from your academics and your job. Emphasise your interest in pursuing an MBA, and that too from that B-school. Avoid running down your college, your current area of study, your current job etc,. to justify your decision to pursue an MBA. Learn to say ‘I don’t know’ instead of making wild guesses!

There is no substitute to preparation. Listen attentively to each question asked and keep your answers brief and to the point. Hope you enjoy the GD/ PI process and get admission to the B-school of your choice

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IIM Rohtak

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Faculty requirements in IIT Patna

 

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Faculty requirement in BITs

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AMRITA vishwa vidyapeetham

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Distance learning vs Classroom teaching

Unlock Their Minds

Infusing the vitality of classroom lecture-discussions into virtual learning is a challenge

Narain D Batra

University campuses in the United States are increasingly becoming wireless, enabling students to use their laptops or mobile devices from anywhere. Classrooms are getting “smart” in the sense that teachers can connect to internet sources from their classrooms, besides using other instructional tools. Many professors put up their class notes and other teaching materials online. Online discussions and wikis are becoming common teaching tools.
An institute of higher education with graduate and postgraduate research programmes needs a sophisticated environment of virtual learning that allows its students and faculty to access not only its own databases but also global intellectual resources. Some universities such as MIT, Yale, Carnegie Mellon, University of California at Berkeley, for example, have made available their courses including video lectures online to the public. Through their opencourseware, these universities have established global collaborative relations with other institutions and in the process built up their social capital and enhanced their reputation.
MIT offers more than 2,000 free courses online, including many courses on India, for example, “A Passage to India: Introduction to Modern Indian Culture and Society”, and “Music of India”. As of today, its opencourseware site has received 70 million visits from 215 countries. Some of its faculty members have become global brands.
India’s technology elites are not lagging behind. Taylor Walsh, in a recent book, Unlocking the Gates, has profiled India’s “National Programme on Technology Enhanced Learning”, a collaborative project of seven IITs and IISc, Bangalore, which at present offers 229 courses mostly in science and technology.
Making a classroom “smart” and globally available requires the university to have a professional studio/staff to help faculty members to digitise and upload their lectures and other teaching materials online, apart from having enough server space to accommodate requests for access from the general public. It is an expensive undertaking. Some universities have developed virtual campuses for their graduate programmes, supplemented with periodic on-campus residencies during which students and faculty members make presentations, hold symposia and seminars.
Of the various instructional methods used for teaching by American professors, the use of computer-aided instruction especially at the undergraduate level is limited to PowerPoint or video primarily to break the monotony of a long lecture. PowerPoint gives teachers an illusion of mastery of their subject matters but its excessive use can be a barrier to engaging students in class. Some students resent the technology because it tends to shut them out of live exchange. No one has come up with an equally good alternative to the lecture-discussion method that has been at the heart of the teaching-learning experience since ages.
Lecturing is done primarily to establish an intellectual and personal relationship with students even if the same material may be available in the textbook. Sometimes lecturing becomes a necessity especially when a tough topic and fundamentals have to be explained. When the textbook along with supplementary readings is brought to bear upon a discussion topic in the classroom, you see the beginning of learning, which is further enhanced through projects, term papers, weekly essay assignments, and the stimulus of quizzes, and midterm and final examinations.
Nonetheless, online teaching is raising some interesting possibilities. While in classroom discussions some students, especially girls, hesitate to participate, i have found that most students participate very enthusiastically in online discussions. Many of them express themselves freely whenever free-style discussion is encouraged. Online discussion creates a level playing field between the extrovert and the shy type.
Of course, students and professors miss a lot when there are no face-to-face encounters, dramatic moments which occasionally result in witticism, humour and other delightful confrontations that enhance teaching and learning, and make the dialogue such a joy.
Information technology causes stress on the campus because no one can always keep up at the cutting edge of technology. Even younger faculty members who have grown up with the internet feel stressed; information technology is not always user-friendly.
Teaching online requires a different attitude because communication between students and teachers is asynchronous. Many adult students find working on their own time a great advantage. But how to get one’s point across without facial gestures and vocal cues is a challenge. Classroom liveliness and vibrancy, the thrill of being with students, are absent online. Lecturing is performance and some of us become teachers because it gives us a sense of participation in the learning process.
Physical presence and faceto-face meetings can bring out the best in students. The adrenaline rush that one feels in the class when there is something unexpected, the laughter, the body language and voice inflection, and the instant feedback, all are absent in the virtual classroom. How to bring one’s personality into the virtual classroom is a serious challenge.
Global exposure can be an incentive for some professors to improve their teaching but the jury is still out on whether a smart online presentation is all that we mean by good teaching. But how can one disagree with the MIT’s motto “Unlocking Knowledge, Empowering Minds”, whatever it takes, virtual or real?
The writer is professor, communications and diplomacy, Norwich University.

 

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