The document discusses Atal Tinkering Laboratories (ATL), workspaces established by the Atal Innovation Mission to promote STEM learning and innovation among young students. ATLs aim to cultivate curiosity and creativity by giving students hands-on experience with tools and equipment to understand science, technology, engineering, and math concepts. The specific ATL described provides interior photos and aims to support over 1 million Indian children as innovators through these types of learning labs.
It is about NAAC criterion3 Research, Innovations and Extension. It describes all key indicators in details with explanation. It is useful for the colleges to improve NAAC grade.
Indian Institute of Technology Kanpur (IITK) was established in 1959 as one of the original IITs. It provides undergraduate, postgraduate, and PhD programs and conducts research in various engineering and science departments. IITK has over 6,700 students and 400 faculty members. It receives significant public funding and is known for its successful alumni and research in areas like materials science, energy, and electronics.
Creatrix Campus Accreditation Software empowers higher education’s NAAC process with a step-by-step Accreditation planning with its robust accreditation framework. It is the one centralized accreditation management platform for your strategic assessment, and outcome tracking. The platform is dynamic and hybrid in nature integrated with PM tools.
This presentation is provided information about All India Council of Technical Education (AICTE) and its implemented schemes. There are number of schemes are provided by AICTE like Post graduate scheme, Seminar grant etc. and also provided detail about its beneficiaries.
Principal presentation for NAAC on 22-23 March ,2021.Dr. Neha Rani
Government College Narnaund (Hisar) welcomed the NAAC peer team for their accreditation visit on March 22-23, 2021. The college was established in 2013 and is affiliated with Guru Jambheshwar University of Science and Technology Hisar. It offers undergraduate programs across 16 departments and has a student body of over 800. The college aims to provide quality education to rural students while developing critical thinking and social responsibility.
NPTEL is an initiative by seven IITs and IISc to enhance the quality of engineering education in India. It provides online certification courses in science and engineering disciplines approved by AICTE and UGC. The objectives are to transform India into a knowledge economy and improve higher education, professional education, distance education, and continuous learning. NPTEL has over 1700 courses in 21 disciplines with over 8 million enrollments and 8.7 lakh exam registrations available on its website and YouTube channel. Colleges can become NPTEL Local Chapters by hosting the content on their network and appointing faculty as mentors to guide students. Certificates are awarded based on assignments and proctored exams, with different levels of Elite
The document discusses Atal Tinkering Laboratories (ATL), workspaces established by the Atal Innovation Mission to promote STEM learning and innovation among young students. ATLs aim to cultivate curiosity and creativity by giving students hands-on experience with tools and equipment to understand science, technology, engineering, and math concepts. The specific ATL described provides interior photos and aims to support over 1 million Indian children as innovators through these types of learning labs.
It is about NAAC criterion3 Research, Innovations and Extension. It describes all key indicators in details with explanation. It is useful for the colleges to improve NAAC grade.
Indian Institute of Technology Kanpur (IITK) was established in 1959 as one of the original IITs. It provides undergraduate, postgraduate, and PhD programs and conducts research in various engineering and science departments. IITK has over 6,700 students and 400 faculty members. It receives significant public funding and is known for its successful alumni and research in areas like materials science, energy, and electronics.
Creatrix Campus Accreditation Software empowers higher education’s NAAC process with a step-by-step Accreditation planning with its robust accreditation framework. It is the one centralized accreditation management platform for your strategic assessment, and outcome tracking. The platform is dynamic and hybrid in nature integrated with PM tools.
This presentation is provided information about All India Council of Technical Education (AICTE) and its implemented schemes. There are number of schemes are provided by AICTE like Post graduate scheme, Seminar grant etc. and also provided detail about its beneficiaries.
Principal presentation for NAAC on 22-23 March ,2021.Dr. Neha Rani
Government College Narnaund (Hisar) welcomed the NAAC peer team for their accreditation visit on March 22-23, 2021. The college was established in 2013 and is affiliated with Guru Jambheshwar University of Science and Technology Hisar. It offers undergraduate programs across 16 departments and has a student body of over 800. The college aims to provide quality education to rural students while developing critical thinking and social responsibility.
NPTEL is an initiative by seven IITs and IISc to enhance the quality of engineering education in India. It provides online certification courses in science and engineering disciplines approved by AICTE and UGC. The objectives are to transform India into a knowledge economy and improve higher education, professional education, distance education, and continuous learning. NPTEL has over 1700 courses in 21 disciplines with over 8 million enrollments and 8.7 lakh exam registrations available on its website and YouTube channel. Colleges can become NPTEL Local Chapters by hosting the content on their network and appointing faculty as mentors to guide students. Certificates are awarded based on assignments and proctored exams, with different levels of Elite
NISHTHA through DIKSHA for CPD of Teachers: A Study of Technology Integration...Dr. Vinod Kumar Kanvaria
National Conference on NEP 2020: Towards Transforming Teacher Education (NCNEPTE2020)
A Paper Presentation at RIE (NCERT), Bhubaneswar on 25 February, 2022
Dr. Vinod Kumar Kanvaria & Ms. Vaishali Dubey
Prime Minister Modi chaired a review meeting on the implementation of India's New Education Policy (NEP) 2020. The NEP aims to reform and improve India's education system. It replaces the 10+2 structure with a 5+3+3+4 structure spanning ages 3 to 18. Key aspects of the NEP include universal access to schooling, early childhood education, foundational literacy and numeracy, multilingual education, and making graduation flexible. However, challenges remain in implementing mother-tongue instruction, widening gaps between private and public school students, and ensuring equal access to opportunities. The success of the NEP will depend on effective implementation of its goals.
This document summarizes a webinar presented on the National Education Policy 2020. The webinar covered the key highlights and goals of the NEP, including universalizing education from pre-school through secondary level, increasing access to higher education, reforming curriculum and pedagogy, and transforming higher education. The NEP aims to improve learning outcomes, boost critical thinking, reduce rote learning, increase flexibility in subject choices, and address issues like high dropout rates.
The document discusses the need for greater interaction between industries and academic institutions in India. It notes that liberalization and globalization have increased competition and the need for quality products and skilled workers. However, interactions are currently low due to a lack of interest from both sides and mismatched goals between academia and industry. Increased cooperation could benefit both sides by improving curriculum, research, faculty quality, and student placements for institutions, and access to skills, technology, and workers for industries. The document provides suggestions for both industries and institutions to develop partnerships through activities like curriculum development, research projects, student training programs, and industry guidance of academic work.
The document provides an overview of key features in the National Education Policy 2020 related to school education, higher education, and governance structures for education. Some of the main points include:
- Implementing a 5+3+3+4 curriculum structure for school education with mother tongue/local language as the medium of instruction till Grade 5.
- Establishing a Higher Education Commission of India as an umbrella body with four independent verticals for regulation, accreditation, funding, and standards setting.
- Transforming higher education institutions into large multidisciplinary universities and colleges through a phased removal of the affiliation system over 15 years.
- Providing integrated multidisciplinary undergraduate education with multiple exit and entry
The document discusses the importance of skill development in India. It notes that while India has a large youth population, there is a mismatch between the skills youth have and what employers require. The government has launched several initiatives to address this issue, including the National Skill Development Mission and programs led by the Ministry of Skill Development and Entrepreneurship. Skill development is crucial to improve employment opportunities and productivity in India by helping individuals transition into jobs or start businesses. However, challenges remain around the quality of training programs and negative perceptions of vocational education. Ongoing efforts are focused on reforming the skilling system to better meet business needs and create new opportunities.
The document provides information about the INSPIRE Awards scheme in India, which aims to attract talented students aged 10-32 years to science. It discusses the five components of the scheme that target different age groups, and the objectives to foster innovation among students and build the science talent pool. Over one million original ideas are targeted annually to solve societal problems. Top ideas are supported with awards, internships, scholarships, and fellowships. National competitions are held to advance the best projects.
1) The document provides information about the National Eligibility cum Entrance Test (NEET) for admission to undergraduate medical courses in India.
2) NEET (UG) - 2020 will be conducted on September 13, 2020 across 155 cities with approximately 3842 examination centers.
3) Several measures will be implemented for test administration due to the COVID-19 pandemic, including fewer candidates per room, thermal screening, social distancing, and provision of masks and sanitizers.
This document outlines the vision, mission, program objectives, and curriculum for an Electrical Engineering department. The vision is to be a center of excellence for electrical engineering education, training, and research. The mission includes offering continuing education programs, developing curricula, instructional materials, and undertaking research and consultancy. The program objectives are to develop technical and research skills, and generic skills. The curriculum spans 4 semesters and includes courses in various electrical engineering topics, laboratory courses, and a thesis. Program outcomes are defined and mapped to the curriculum and graduate attributes. Stakeholder feedback is incorporated into revising the curriculum and objectives. Student performance metrics like admissions, success rate, academic performance and placements are provided.
This document discusses motivating engineering students to study through improved teaching methods based on research by Dr. Peter Willmot. It describes international projects investigating what motivates engineering students and how motivation can be nurtured. Students are motivated by challenging, engaging, real-world problems and seeing quick results. They are demotivated by poor lectures, uninteresting topics, and other unmotivated students. The document considers how to address students arriving unprepared and suggests building creativity and autonomy into the curriculum while creating a sense of belonging to motivate students.
The document outlines key points of India's National Education Policy 2020. It discusses objectives of providing information on the NEP and clarifying doubts. Some highlights of the NEP include focusing on foundational literacy and numeracy, reducing dropout rates, implementing a multilingual approach with home language/mother tongue as the primary medium of instruction, and increasing flexibility in subject choices for secondary students. The vision is to build a globally prestigious education system rooted in Indian values and transform India into a global knowledge superpower.
SWAYAM (meaning 'Self') is a Sanskrit acronym that stands for "Study Webs of Active-Learning for Young Aspiring Minds" is an Indian Massive open online course (MOOC) platform. SWAYAM is an initiative launched by the then Ministry of Human Resource Development (M.H.R.D.) (now Ministry of Education) Government of India under Digital India to give a coordinated stage and free entry to web courses, covering all advanced education, High School and skill sector courses. It was launched on 9th July 2017 by Honorable President of India.
The role of the coordinator of the IQAC is crucial in ensuring the effective functioning of all the members. The coordinator of the IQAC may be a senior person with expertise in quality aspects. She/he may be a full-time functionary or, to start with, she/he may be a senior academic /administrator entrusted with the IQAC as an additional responsibility. Secretarial assistance may be facilitated by the administration. It is preferable that the coordinator may have sound knowledge about the computer, its various functions and usage for effective communication.
The document provides information about the Graduate Aptitude Test in Engineering (GATE). GATE is an all-India examination administered by IISc Bangalore and 7 IITs across 8 zones in India. It is used for admission to MTech programs and recruitment by PSUs. The document outlines the eligibility criteria, list of papers, exam schedule, application process, fees, and other details about GATE 2013.
This presentation is about the vision provided in National Education Polity 2020 regarding use and integration of Technology in Education System in India.
Swayam is an online education platform launched by the Indian government in 2017. It aims to provide online courses from school to postgraduate level. Swayam coordinates with various organizations like AICTE, UGC, IGNOU to deliver courses. The platform uses a four quadrant approach including e-tutorials, e-content, web resources, and self-assessment. Swayam's goal is to develop 2000+ courses and 80,000 hours of learning material to establish an interactive online learning platform for students.
The document provides information about the Department of Computer Science and Engineering at Anuradha Engineering College Chikhli. It summarizes the department's vision, mission, goals and facilities. Some key facts include that the department was established in 1993, received NBA accreditation in 2008, and has 15 faculty members and over 180 students currently enrolled. It outlines the department's laboratories, professional affiliations, student achievements, and plans for the future which include establishing a Ph.D research center and seeking global rankings.
This document provides instructions for a student project to build an electromagnetic crane that can move paperclips between two bowls. The crane uses a magnet, LED, motor, and electromagnet controlled by a microcontroller. Students are tasked with programming the crane to lift the magnet, collect paperclips, rotate and transfer paperclips to the second bowl, then return to the starting position. The document includes wiring diagrams, component descriptions, and a marking rubric for the project.
Kerala Startup Mission (KSUM) is the nodal agency of the Government of Kerala responsible for entrepreneurship development and business incubation. KSUM's objectives include undertaking planning and management of technology business incubators, promoting technology-based startups, coordinating functions of incubators, and setting up R&D facilities. KSUM has started accelerators and fabrication labs to promote innovation and entrepreneurship among students and entrepreneurs in Kerala. The government has also launched programs like Learn to Code and Startup Box to foster a culture of entrepreneurship.
This document provides guidelines for setting up Atal Tinkering Laboratories (ATLs) under the Atal Innovation Mission (AIM) in India. The objective is to foster curiosity, creativity, and skills in science, technology, engineering, and math among young students. Schools can apply to establish an ATL, which will receive funding for equipment, consumables, and activities over 5 years. Selected schools must provide lab space and identify faculty to manage the ATL. The ATL will promote hands-on learning, competitions, workshops, and networking with industry and academia to encourage innovation among students.
Initiatives taken by GTU to boost Innovations @ GTUNaresh Jadeja
GTU Innovation Council (GIC) was established in 2010 to nurture creativity and innovation within Gujarat Technological University. GIC has implemented programs like UDISHA clubs, Shodh Yatra, and fellowship programs to link 400,000+ students to industries and solve problems through innovation. GIC has also organized various workshops on design thinking, venture design, and patent training. Over 1900 MSMEs have benefited from innovations suggested by GTU students through these programs.
NISHTHA through DIKSHA for CPD of Teachers: A Study of Technology Integration...Dr. Vinod Kumar Kanvaria
National Conference on NEP 2020: Towards Transforming Teacher Education (NCNEPTE2020)
A Paper Presentation at RIE (NCERT), Bhubaneswar on 25 February, 2022
Dr. Vinod Kumar Kanvaria & Ms. Vaishali Dubey
Prime Minister Modi chaired a review meeting on the implementation of India's New Education Policy (NEP) 2020. The NEP aims to reform and improve India's education system. It replaces the 10+2 structure with a 5+3+3+4 structure spanning ages 3 to 18. Key aspects of the NEP include universal access to schooling, early childhood education, foundational literacy and numeracy, multilingual education, and making graduation flexible. However, challenges remain in implementing mother-tongue instruction, widening gaps between private and public school students, and ensuring equal access to opportunities. The success of the NEP will depend on effective implementation of its goals.
This document summarizes a webinar presented on the National Education Policy 2020. The webinar covered the key highlights and goals of the NEP, including universalizing education from pre-school through secondary level, increasing access to higher education, reforming curriculum and pedagogy, and transforming higher education. The NEP aims to improve learning outcomes, boost critical thinking, reduce rote learning, increase flexibility in subject choices, and address issues like high dropout rates.
The document discusses the need for greater interaction between industries and academic institutions in India. It notes that liberalization and globalization have increased competition and the need for quality products and skilled workers. However, interactions are currently low due to a lack of interest from both sides and mismatched goals between academia and industry. Increased cooperation could benefit both sides by improving curriculum, research, faculty quality, and student placements for institutions, and access to skills, technology, and workers for industries. The document provides suggestions for both industries and institutions to develop partnerships through activities like curriculum development, research projects, student training programs, and industry guidance of academic work.
The document provides an overview of key features in the National Education Policy 2020 related to school education, higher education, and governance structures for education. Some of the main points include:
- Implementing a 5+3+3+4 curriculum structure for school education with mother tongue/local language as the medium of instruction till Grade 5.
- Establishing a Higher Education Commission of India as an umbrella body with four independent verticals for regulation, accreditation, funding, and standards setting.
- Transforming higher education institutions into large multidisciplinary universities and colleges through a phased removal of the affiliation system over 15 years.
- Providing integrated multidisciplinary undergraduate education with multiple exit and entry
The document discusses the importance of skill development in India. It notes that while India has a large youth population, there is a mismatch between the skills youth have and what employers require. The government has launched several initiatives to address this issue, including the National Skill Development Mission and programs led by the Ministry of Skill Development and Entrepreneurship. Skill development is crucial to improve employment opportunities and productivity in India by helping individuals transition into jobs or start businesses. However, challenges remain around the quality of training programs and negative perceptions of vocational education. Ongoing efforts are focused on reforming the skilling system to better meet business needs and create new opportunities.
The document provides information about the INSPIRE Awards scheme in India, which aims to attract talented students aged 10-32 years to science. It discusses the five components of the scheme that target different age groups, and the objectives to foster innovation among students and build the science talent pool. Over one million original ideas are targeted annually to solve societal problems. Top ideas are supported with awards, internships, scholarships, and fellowships. National competitions are held to advance the best projects.
1) The document provides information about the National Eligibility cum Entrance Test (NEET) for admission to undergraduate medical courses in India.
2) NEET (UG) - 2020 will be conducted on September 13, 2020 across 155 cities with approximately 3842 examination centers.
3) Several measures will be implemented for test administration due to the COVID-19 pandemic, including fewer candidates per room, thermal screening, social distancing, and provision of masks and sanitizers.
This document outlines the vision, mission, program objectives, and curriculum for an Electrical Engineering department. The vision is to be a center of excellence for electrical engineering education, training, and research. The mission includes offering continuing education programs, developing curricula, instructional materials, and undertaking research and consultancy. The program objectives are to develop technical and research skills, and generic skills. The curriculum spans 4 semesters and includes courses in various electrical engineering topics, laboratory courses, and a thesis. Program outcomes are defined and mapped to the curriculum and graduate attributes. Stakeholder feedback is incorporated into revising the curriculum and objectives. Student performance metrics like admissions, success rate, academic performance and placements are provided.
This document discusses motivating engineering students to study through improved teaching methods based on research by Dr. Peter Willmot. It describes international projects investigating what motivates engineering students and how motivation can be nurtured. Students are motivated by challenging, engaging, real-world problems and seeing quick results. They are demotivated by poor lectures, uninteresting topics, and other unmotivated students. The document considers how to address students arriving unprepared and suggests building creativity and autonomy into the curriculum while creating a sense of belonging to motivate students.
The document outlines key points of India's National Education Policy 2020. It discusses objectives of providing information on the NEP and clarifying doubts. Some highlights of the NEP include focusing on foundational literacy and numeracy, reducing dropout rates, implementing a multilingual approach with home language/mother tongue as the primary medium of instruction, and increasing flexibility in subject choices for secondary students. The vision is to build a globally prestigious education system rooted in Indian values and transform India into a global knowledge superpower.
SWAYAM (meaning 'Self') is a Sanskrit acronym that stands for "Study Webs of Active-Learning for Young Aspiring Minds" is an Indian Massive open online course (MOOC) platform. SWAYAM is an initiative launched by the then Ministry of Human Resource Development (M.H.R.D.) (now Ministry of Education) Government of India under Digital India to give a coordinated stage and free entry to web courses, covering all advanced education, High School and skill sector courses. It was launched on 9th July 2017 by Honorable President of India.
The role of the coordinator of the IQAC is crucial in ensuring the effective functioning of all the members. The coordinator of the IQAC may be a senior person with expertise in quality aspects. She/he may be a full-time functionary or, to start with, she/he may be a senior academic /administrator entrusted with the IQAC as an additional responsibility. Secretarial assistance may be facilitated by the administration. It is preferable that the coordinator may have sound knowledge about the computer, its various functions and usage for effective communication.
The document provides information about the Graduate Aptitude Test in Engineering (GATE). GATE is an all-India examination administered by IISc Bangalore and 7 IITs across 8 zones in India. It is used for admission to MTech programs and recruitment by PSUs. The document outlines the eligibility criteria, list of papers, exam schedule, application process, fees, and other details about GATE 2013.
This presentation is about the vision provided in National Education Polity 2020 regarding use and integration of Technology in Education System in India.
Swayam is an online education platform launched by the Indian government in 2017. It aims to provide online courses from school to postgraduate level. Swayam coordinates with various organizations like AICTE, UGC, IGNOU to deliver courses. The platform uses a four quadrant approach including e-tutorials, e-content, web resources, and self-assessment. Swayam's goal is to develop 2000+ courses and 80,000 hours of learning material to establish an interactive online learning platform for students.
The document provides information about the Department of Computer Science and Engineering at Anuradha Engineering College Chikhli. It summarizes the department's vision, mission, goals and facilities. Some key facts include that the department was established in 1993, received NBA accreditation in 2008, and has 15 faculty members and over 180 students currently enrolled. It outlines the department's laboratories, professional affiliations, student achievements, and plans for the future which include establishing a Ph.D research center and seeking global rankings.
This document provides instructions for a student project to build an electromagnetic crane that can move paperclips between two bowls. The crane uses a magnet, LED, motor, and electromagnet controlled by a microcontroller. Students are tasked with programming the crane to lift the magnet, collect paperclips, rotate and transfer paperclips to the second bowl, then return to the starting position. The document includes wiring diagrams, component descriptions, and a marking rubric for the project.
Kerala Startup Mission (KSUM) is the nodal agency of the Government of Kerala responsible for entrepreneurship development and business incubation. KSUM's objectives include undertaking planning and management of technology business incubators, promoting technology-based startups, coordinating functions of incubators, and setting up R&D facilities. KSUM has started accelerators and fabrication labs to promote innovation and entrepreneurship among students and entrepreneurs in Kerala. The government has also launched programs like Learn to Code and Startup Box to foster a culture of entrepreneurship.
This document provides guidelines for setting up Atal Tinkering Laboratories (ATLs) under the Atal Innovation Mission (AIM) in India. The objective is to foster curiosity, creativity, and skills in science, technology, engineering, and math among young students. Schools can apply to establish an ATL, which will receive funding for equipment, consumables, and activities over 5 years. Selected schools must provide lab space and identify faculty to manage the ATL. The ATL will promote hands-on learning, competitions, workshops, and networking with industry and academia to encourage innovation among students.
Initiatives taken by GTU to boost Innovations @ GTUNaresh Jadeja
GTU Innovation Council (GIC) was established in 2010 to nurture creativity and innovation within Gujarat Technological University. GIC has implemented programs like UDISHA clubs, Shodh Yatra, and fellowship programs to link 400,000+ students to industries and solve problems through innovation. GIC has also organized various workshops on design thinking, venture design, and patent training. Over 1900 MSMEs have benefited from innovations suggested by GTU students through these programs.
This document proposes establishing research and development habitats and knowledge centers across different levels of the Indian education system to promote applied learning through a novel feedback mechanism from government institutions. It outlines establishing centers equipped with smart classrooms that provide access to scientific resources and career guidance from the primary to graduate levels. Funding and incentives are suggested to support student projects, access to foreign labs and journals, and pilot commercial projects to foster innovation in India.
This is my technical report on my 6 months Industrial Training on Web Design (i.e HTML, CSS, JAVASCRIPT, PHP, DATABASE) using the format as stated in the SIWES Hand Book.
NAC-Tech is an industry-developed assessment and certification program aimed at final year engineering and computer science students in India. It was created by NASSCOM in collaboration with major IT companies to standardize recruitment qualifications and ensure students have the necessary skills for employment. The program involves testing students on various competencies to provide feedback on their strengths and areas for improvement. It aims to create a large, pre-assessed talent pool for the IT industry and facilitate employment opportunities. The long-term governance of the program is still under consideration.
The document is a technical report by Divine Uchenna Woga on their six-month industrial work experience through the Student Industrial Work Experience Scheme (SIWES) at Bestech Computers. The report details their activities during the internship, which focused on computer engineering and involved learning about computer hardware, software, repairs, maintenance and components. It provides an overview of SIWES, its history and objectives, as well as the roles of participating bodies. The conclusion recommends that SIWES provide more financial assistance to students and improve awareness among industries to accept more interns.
This knowledge capture report is from the PanIIT 2008 conference in Chennai, and its recommendations highlight our IITians for ITI program.
The report has the follow-up items generated from the conference. Just like the conference, the report is structured along its six thematic tracks: Education, Research, Infrastructure, Rural Transformation, Innovation and Enterpreneurship. For each track, the report lists recommendation for:
1. What can PAN IIT Do?
2. How must PAN IIT Execute?
3. How do we collaborate?
In the education track, you will find it interesting that the first recommendation is "to give higher priority to technical-education imperatives". Further, on how must PAN IIT execute, the first recommendation is to "continue & scale-up programs such as IITians for ITI & IUCEE".
The document outlines 11 schemes operated by the Research and Faculty Development Bureau of the All India Council for Technical Education (AICTE) to promote quality technical education. The schemes provide funding for research projects, modernizing infrastructure, industry collaboration, faculty development, and more. Eligible institutions include AICTE-approved technical institutions and university departments. The schemes aim to support research, encourage innovation, enhance teaching capabilities, and promote faculty career growth. Objectives, eligibility criteria, funding limits, and expected outcomes are provided for each scheme.
The document provides information on the format and process for self-assessment reports (SAR) submitted to the National Board of Accreditation (NBA) for undergraduate engineering programs. It outlines the SAR format, including sections on institutional information, program-specific details, criteria and weightages. The criteria include vision, mission and objectives, curriculum, outcomes, student performance, faculty, facilities, and continuous improvement. The document also provides examples of program outcomes and criteria summaries to guide institutions in completing the SAR correctly.
Indore-PPT-4-Tier II SAR-CRM-8-06-2018.pptxssuser226fc4
The document provides information on the format and guidelines for preparing a Self Assessment Report (SAR) for undergraduate engineering programs seeking accreditation from the National Board of Accreditation (NBA). It discusses the SAR format, including sections on institutional information, program-specific details, criteria for assessment, and guidelines. The key points are:
1) The SAR forms the basis for the accreditation process and is prepared by the institute applying for accreditation.
2) It requires information on the institute, programs, criteria and processes to be assessed. The criteria cover aspects like vision, curriculum, outcomes, faculty, facilities and continuous improvement.
3) Correlation matrices are used to establish linkages between
The document provides information on the format and process for the Self Assessment Report (SAR) submitted to the National Board of Accreditation (NBA) by undergraduate engineering programs for accreditation. It outlines the SAR format, including institutional information, program-specific details, criteria and weightages. The criteria cover areas like vision, mission and objectives, curriculum, outcomes, faculty, facilities, and continuous improvement. The document also provides an annexure listing sample program outcomes and explains the accreditation process involves a two-day visit by peer evaluators and an exit meeting to finalize the accreditation report.
This document provides guidance and requirements for schools that have been selected to establish an Atal Tinkering Lab (ATL). It outlines 14 key points including establishing the ATL within 3 months, mandatory teacher training, procuring equipment through GeM portal, creating social media accounts, participating in annual activities organized by AIM, and submitting monthly reports through the My ATL dashboard. The goal is to inspire creativity and innovation through these interactive workspaces. An annual calendar of activities is also included, outlining celebrations and challenges to engage students in hands-on learning and recognition of their innovative solutions.
This document outlines an Industry Institute Interaction Cell (IIIC) that aims to strengthen collaboration between educational institutions and industry. It discusses objectives like designing educational programs consistent with industry needs and creating facilities to update engineers' knowledge. Infrastructure like a meeting room is proposed. A strategy is outlined to understand industry needs, exchange experts, involve faculty in industry, and establish linkages. Programs are proposed like training batches, seminars, and entrepreneurship seminars. Student projects, newsletters, and directories of industry experts are also mentioned. Industry membership benefits and application are described.
The document outlines an Industry Institute Interaction Cell (IIIC) that aims to:
1) Design educational programs consistent with industry needs and produce engineering personnel capable of keeping pace with technological development.
2) Create facilities to update professional engineers' and technologists' knowledge to meet industry's growth and development needs.
3) Coordinate research and development activities between industry and educational institutions.
The IIIC would be located on campus and provide meeting space and resources to facilitate interactions between industry and educational institutions.
The document summarizes UST Global's support for startups registered with Trivandrum Technolodge, an incubation project at Trinity College of Engineering. Key points:
- UST Global's innovation arm Infinity Labs will provide mentorship to startups incubated at Trivandrum Technolodge to support their technology business models and strategies.
- Another company, QuEST Global, is also interested in supporting businesses from the rural area, including those without academic backgrounds.
- The support from large IT companies creates opportunities for startups while also benefiting the companies by providing an innovation ecosystem.
- Trivandrum Technolodge offers office space and manufacturing facilities to around 20 startups.
The document discusses various ways to maximize and optimize research and innovation in India. It identifies key issues such as lack of funding, infrastructure, and industry-institute collaboration. It proposes solutions like increasing government funding for R&D, setting up more research facilities, incentivizing careers in research, strengthening industry-institute linkages through mentorship programs and jointly developed courses, and improving the patent filing system. The overall goal is to promote research by students and professionals and enhance commercialization of innovations.
fdp brocher based on image segmentationntationLaxmanSundar1
The document summarizes an upcoming two-week online faculty development program on entrepreneurship through machine learning applications. It will be conducted by Anna University's Centre for Faculty & Professional Development and sponsored by the Department of Science & Technology, Government of India. The program aims to provide insights on entrepreneurship and the significance of working from home, with a focus on encouraging women entrepreneurs through digital opportunities and ML application development. It will cover topics like promoting entrepreneurship, building data-driven culture, ML algorithms, model building, scaling ML in entrepreneurship, and ethical considerations of data and ML technologies. Participation is open to faculty and teaching aspirants from universities and colleges.
The document discusses Innovate Ghana, an annual competition that aims to promote critical thinking and practical problem solving among Ghanaian youth. It does this through a series of challenges where students develop solutions to national problems in areas like agriculture, sanitation, and community development. The competition provides training in STEM skills and connects students with mentors and potential employers. Over the years it has equipped over 130 students with design, manufacturing and business skills while generating innovative ideas and placing some students in jobs. The 2018 challenge will focus on generating proposals for factories outlined in Ghana's 'One District, One Factory' initiative.
This document proposes establishing Skills Development Centers (SDCs) across India to address issues with the country's employment market. SDCs would be managed by the University Grants Commission and overseen by the Human Resource Development Ministry. They would offer vocational skills training to students and working professionals on weekends and evenings. Courses would include both technical and non-technical skills to make students more employable. SDCs aim to improve the quality of the workforce and better integrate skills training with formal education to help resolve India's employment problems. However, their success would depend on factors like adequate funding, integration with education, and increasing awareness of the program.
This document proposes establishing Skills Development Centers (SDCs) across India to address issues with the country's employment market. SDCs would be managed by the University Grants Commission and overseen by the Human Resource Development Ministry. They would offer vocational skills training to students and working professionals on weekends and evenings. Courses would include both technical and non-technical skills to make students more employable. SDCs aim to improve the quality of the workforce and better integrate skills training with formal education to help resolve India's employment problems. However, challenges include securing adequate funding and integration with existing education systems.
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
RFP for Reno's Community Assistance CenterThis Is Reno
Property appraisals completed in May for downtown Reno’s Community Assistance and Triage Centers (CAC) reveal that repairing the buildings to bring them back into service would cost an estimated $10.1 million—nearly four times the amount previously reported by city staff.
United Nations World Oceans Day 2024; June 8th " Awaken new dephts".Christina Parmionova
The program will expand our perspectives and appreciation for our blue planet, build new foundations for our relationship to the ocean, and ignite a wave of action toward necessary change.
Indira awas yojana housing scheme renamed as PMAYnarinav14
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1. R. N. G. Patel Institute of Technology
Formally Known as FETR
www.fetr.ac.in
Affiliated to
Gujarat Technological University
Approved by
All India Council for Technical Education
Guidelines for setting up of Tinkering
Laboratories
under Atal Innovation Mission
‘Atal Tinkering Laboratories’
N. G. Patel Polytechnic (NGPP)
(RNGPIT)
2. OBJECTIVE OF TINKERING LABORATORY
Foster curiosity, creativity and imagination in young minds
and inculcate skills such as design mind-set,
computational thinking, adaptive learning, physical
computing, rapid calculations, measurements etc.
Young children will get a chance to work with tools and
equipment to understand what, how and why aspects of
STEM (Science, Technology, Engineering and Math).
3. FEATURE OF SCHEME
INFRASTRUCTURE NEED
At least 1,500 Sq. Ft. of built up space from Applicant School.
Existing facilities for meeting rooms and video conferencing among
others can be used to supplement the laboratory space.
ATLs can be established in schools (minimum Grade VI–X) managed
by State/ Central Government, Local body (Municipality/NagarNigam),
Private trusts/society or Tribal/Social welfare department etc.
4. FUNDING SUPPORT
Grant-in-aid for a maximum period of 5 years.
One time establishment charge of up to Rs. 10.00 lakh would be
provided for each ATL in the first year for instruments, prototyping
equipment like do-it-yourself kits, 3D printer, electronic tools.
Rs. 10.00 lakh would be provided for each ATL over a maximum
period of 5 years for operation of ATLs, maintenance of equipment,
purchase of consumables, organising popular science lecture series,
innovation events and other scientific activities, competitions and
payment of honorariums to the faculty and mentors involved.
5. POINTS TO NOTE ..
Mode of Application: Online through http://www.niti.gov.in/
Declaration form on the school letterhead will have to be uploaded
online by the school. Annexure IV
Shortlisted applicants will then be evaluated based on Selection
Criteria. Annexure II
Selected Schools will be required to enter into a Memorandum of
Agreement (MOA) Annexure VI and Bond Annexure VII with AIM.
Schools managed by Government (Central / States) or local body
(Municipality / Nagar Nigam) are exempted from executing the Bond.
6. POINTS TO NOTE .. T&C
Announcements of shortlisted applicants and final selection of
applicants will be published on the NITI Aayog website.
No applicant shall submit more than one application and False
Application.
Applicants shall bear all costs associated with the preparation and
submission of their proposals, and their participation in the selection
process.
Applicant schools would be required to put in place the requisite
physical infrastructure such as laboratory and workshop facilities,
computer lab with internet within a period of 3 to 6 months from the
date of release of funds.
7. POINTS TO NOTE .. T&C
The timings of ATL should be such that it allows students to come after
working hours of the host institution (Applicant) to experiment and
tinker.
Specific time periods can be defined and included in the curricula of
different grades to introduce the concept of tinkering laboratories.
Applicant schools would be required to identify and appoint adequate
number of faculty members who would be responsible for managing
the day-to-day operations of the laboratory.
ATL would also put in place mentors/volunteers for hand-holding and
guidance in either an online or face-to-face environment.
(Mentor Support from RNGPIT)
8. POINTS TO NOTE .. T&C
ATL shall develop network with industries, academia, research, civil
society for knowledge sharing and mentoring support.
(RNGPIT will be responsible for same)
Separate accounts for the grant and contributions received from other
sources.
Funds released should be kept in a bank account earning interest; the
interest earned should be reported to the AIM, NITI Aayog and the same
will be treated as a credit to the organization and will be adjusted towards
further instalments of the grant, if any
The grant being released should be exclusively spent on the specified
purpose for which it has been sanctioned within the stipulated time. Any
unspent balance out of the amount sanctioned should be refunded to the
Government of India
9. ACTIVITIES TO BE CONDUCTED UNDER ATL
Programs to teach and explain students about different concepts –
ranging from ideation, design, proto-typing, networking to physical
computing.
Periodic regional and national level competitions.
Periodic exhibitions / fairs / carnivals.
Workshops on problem solving, designing and fabrication of products.
Interactions with relevant stakeholders including industry, academia and
students from other schools and colleges and universities.
Screening of films and organising popular STEM and entrepreneurship
talks by reputed speakers.
Summer and winter camps.
(RNGPIT will help for all such activities)
10. ADVISORY BODY FOR PERIODIC MONITOR
Principal of the School/Chairman
Faculty-in-charge of the ATL – Convener
Representative from local industry/local community/ young
innovators/ reputed academia/ alumni – Two Members
(RNGPIT will provide support for same)
Parents of School students – Two Members
11. ADVISORY BODY FOR PERIODIC MONITOR
Principal of the School/Chairman
Faculty-in-charge of the ATL – Convener
Representative from local industry/local community/ young
innovators/ reputed academia/ alumni – Two Members
(RNGPIT will provide support for same)
Parents of School students – Two Members
31. SUPPORTING DOCUMENTS
Equipment List
M.O.U by School with ATL
Bond By School
Utilization Cost Certificate
ATL Application Guideline Manual
(RNGPIT will help for all such activities)
32. R. N. G. Patel Institute of Technology
Formally Known as FETR
www.fetr.ac.in
For more details feel free to contact
Phone :: 9512900457, 9512900458
THANK YOU
N. G. Patel Polytechnic (NGPP)
(RNGPIT)