Higher education Essay Example for Free

Higher education Essay 1. Introduction IT HAS BEEN A LONG FELT NECESSITY TO ALIGN HIGHER EDUCATION WITH THE EMERGING NEEDS OF THE ECONOMY SO AS TO ENSURE THAT THE GRADUATES OF HIGHER EDUCATION SYSTEM HAVE ADEQUATE KNOWLEDGE AND SKILLS FOR EMPLOYMENT AND ENTREPRENEURSHIP. THE HIGHER EDUCATION SYSTEM HAS TO INCORPORATE THE REQUIREMENTS OF VARIOUS INDUSTRIES IN ITS CURRICULUM, IN AN INNOVATIVE AND FLEXIBLE MANNER WHILE DEVELOPING A HOLISTIC AND WELL GROOMED GRADUATE. MINISTRY OF HRD, GOVERNMENT OF INDIA HAD ISSUED AN EXECUTIVE ORDER IN SEPTEMBER 2011 FOR NATIONAL VOCATIONAL EDUCATION QUALIFICATION FRAMEWORK (NVEQF). SUBSEQUENTLY, MINISTRY OF FINANCE, IN PURSUANCE OF  THE DECISION OF CABINET COMMITTEE ON SKILL DEVELOPMENT IN ITS MEETING held on 19th December, 2013, has issued a notification for National Skills QUALIFICATIONS FRAMEWORK (NSQF) WHICH SUPERSEDES NVEQF. UNDER THE NATIONAL SKILLS DEVELOPMENT CORPORATION, MANY SECTOR SKILL COUNCILS REPRESENTING RESPECTIVE INDUSTRIES HAVE/ARE BEING ESTABLISHED. ONE OF THE MANDATES OF SECTOR SKILL COUNCILS IS TO DEVELOP NATIONAL OCCUPATIONAL STANDARDS (NOSS) FOR VARIOUS JOB ROLES IN THEIR RESPECTIVE INDUSTRIES. IT IS IMPORTANT TO EMBED THE COMPETENCIES REQUIRED FOR SPECIFIC JOB ROLES IN THE HIGHER EDUCATION SYSTEM FOR CREATING EMPLOYABLE  GRADUATES. THE UNIVERSITY GRANTS COMMISSION (UGC) HAS LAUNCHED A SCHEME ON SKILLS DEVELOPMENT BASED HIGHER EDUCATION AS PART OF COLLEGE/UNIVERSITY EDUCATION, LEADING TO BACHELOR OF VOCATION (B. VOC. ) DEGREE WITH MULTIPLE EXITS SUCH AS DIPLOMA/ADVANCED DIPLOMA UNDER THE NSQF. THE B. VOC. PROGRAMME IS FOCUSED ON UNIVERSITIES AND COLLEGES PROVIDING UNDERGRADUATE STUDIES WHICH WOULD ALSO INCORPORATE SPECIFIC JOB ROLES AND THEIR NOSS ALONGWITH BROAD BASED GENERAL EDUCATION. THIS WOULD ENABLE THE GRADUATES COMPLETING B. VOC. TO MAKE A MEANINGFUL PARTICIPATION IN ACCELERATING INDIA’S ECONOMY BY GAINING APPROPRIATE  EMPLOYMENT, BECOMING ENTREPRENEURS AND CREATING APPROPRIATE KNOWLEDGE. UGC? GUIDELINES? FOR? B. Voc.? 2 2. Objectives 2. 1 To provide judicious mix of skills relating to a profession and appropriate CONTENT OF GENERAL EDUCATION. 2. 2 To ensure that the students have adequate knowledge and skills, so that THEY ARE WORK READY AT EACH EXIT POINT OF THE PROGRAMME. 2. 3 To provide flexibility to the students by means of pre-defined entry and MULTIPLE EXIT POINTS. 2. 4 To integrate NSQF within the undergraduate level of higher education in ORDER TO ENHANCE EMPLOYABILITY OF THE GRADUATES AND MEET INDUSTRY REQUIREMENTS. SUCH GRADUATES APART FROM MEETING THE NEEDS OF LOCAL AND NATIONAL INDUSTRY ARE ALSO EXPECTED TO BE EQUIPPED TO BECOME PART OF THE GLOBAL WORKFORCE. 2. 5 To provide vertical mobility to students coming out of 10+2 with VOCATIONAL SUBJECTS. 3. Levels of Awards THE CERTIFICATION LEVELS WILL LEAD TO DIPLOMA/ADVANCED DIPLOMA/B. VOC. DEGREE IN ONE OR MORE VOCATIONAL AREAS AND WILL BE OFFERED UNDER THE AEGIS OF THE UNIVERSITY. THIS IS OUT-LINED IN TABLE I. TABLE 1: AWARDS AWARD DURATION CORRESPONDING NSQF LEVEL DIPLOMA 1 YEAR 5 ADVANCED DIPLOMA 2 YEARS 6 B. VOC. DEGREE 3 YEARS 7 EACH OF THE AWARDS SHALL SPECIFY WITHIN PARENTHESIS, THE SKILL(S) SPECIALIZATION FOR EXAMPLE: ? B. Voc. (Renewably Energy Management) ? B. Voc. (Retail Management) ? B. Voc. (Retail Management and IT) ? Advanced Diploma (Food Processing) ? Advanced Diploma (Health Care) ? Advanced Diploma (Hospitality and Tourism) ? Diploma (Green House Technology) ? Diploma (BPO) ? Diploma (Jewellery Designing) UGC? GUIDELINES? FOR? B. Voc.? 3 A suggestive list of vocational sectors and related specializations is given below: Universities and colleges may like to identify additional sectors/specializations in view of the potential for employment in the local industries and meet the standards laid  down by National Occupational Standards. No. Sector Specialization 1. Automobiles 1. Engine Testing 2. Vehicle Testing 3. Vehicle Quality 4. Auto Electricals and Electronics. 5. Farm Equipment and Machinery 2. Entertainment 1. Theatre and Stage Craft 2. Contemporary Western Dance 3. Theatre studies 4. Acting 3. Information Technology 1. Software Development 4 Telecommunications 1. Mobile Communication 5. Marketing 1. Retail 6. Agriculture 1. Farm Machinery and Power Engineering 2. Green House Technology 3. Renewable Energy 4. Processing and Food Engineering 5. Soil and Water Conservation 7. Construction 1. Building Technology 8. Applied Arts 1. Fashion Technology 2. Interior Design 3. Jewellery Design 9. Tourism 1. Tourism and Service Industry 10. Printing and Publishing 1. Printing Technology UGC? GUIDELINES? FOR? B. Voc.? 4 4. ELIGIBILITY /TARGET ALL UNIVERSITIES AND COLLEGES INCLUDED UNDER SECTIONS 2(F) AND 12(B) OF THE UGC ACT, 1956 AND RECEIVING PLAN GRANT FROM THE UGC ARE ELIGIBLE FOR UGC FINANCIAL ASSISTANCE UNDER THE SCHEME. 5. ELIGIBILITY FOR ADMISSION IN B. VOC. THE ELIGIBILITY CONDITION FOR ADMISSION TO B. VOC. PROGRAMME SHALL BE 10+2 OR EQUIVALENT, IN ANY STREAM. 6. CURRICULUM 6. 1 THE CURRICULUM IN EACH OF THE YEARS OF THE PROGRAMME WOULD BE A. SUITABLE MIX OF GENERAL EDUCATION AND SKILL DEVELOPMENT COMPONENTS. CURRICULUM DETAILS SHOULD BE WORKED BEFORE INTRODUCTION OF THE COURSES. 6. 2 SKILL DEVELOPMENT COMPONENTS: (I) THE FOCUS OF SKILL DEVELOPMENT COMPONENTS SHALL BE TO EQUIP STUDENTS WITH APPROPRIATE KNOWLEDGE, PRACTICE AND ATTITUDE, SO AS TO BECOME WORK READY. THE SKILL DEVELOPMENT COMPONENTS SHOULD BE RELEVANT TO THE INDUSTRIES AS PER THEIR REQUIREMENTS. (II) THE CURRICULUM SHOULD NECESSARILY EMBED WITHIN ITSELF, NATIONAL OCCUPATIONAL STANDARDS (NOSS) OF SPECIFIC JOB ROLES WITHIN THE INDUSTRY SECTOR(S). THIS WOULD ENABLE THE STUDENTS TO MEET THE  LEARNING OUTCOMES SPECIFIED IN THE NOSS. (III) THE OVERALL DESIGN OF THE SKILL DEVELOPMENT COMPONENT ALONG WITH THE JOB ROLES SELECTED SHOULD BE SUCH THAT IT LEADS TO A COMPREHENSIVE SPECIALIZATION IN ONE OR TWO DOMAINS. (IV) IN CASE NOS IS NOT AVAILABLE FOR A SPECIFIC AREA / JOB ROLE, THE UNIVERSITY/COLLEGE SHOULD GET THE CURRICULUM FOR THIS DEVELOPED IN CONSULTATION WITH INDUSTRY EXPERTS. (V) THE CURRICULUM SHOULD ALSO FOCUS ON WORK-READINESS SKILLS IN EACH OF THE THREE YEARS. (VI) ADEQUATE ATTENTION NEEDS TO BE GIVEN IN CURRICULUM DESIGN TO PRACTICAL WORK, ON THE JOB TRAINING, DEVELOPMENT OF STUDENT  PORTFOLIOS AND PROJECT WORK. UGC? GUIDELINES? FOR? B. Voc.? 5 6. 3 GENERAL EDUCATION COMPONENT: (i) The general education component should adhere to the normal UNIVERSITY STANDARDS. IT SHOULD EMPHASISE AND OFFER COURSES WHICH PROVIDE HOLISTIC DEVELOPMENT. HOWEVER, IT SHOULD NOT EXCEED 40% OF THE TOTAL CURRICULUM. (ii) Adequate emphasis should be given to language and COMMUNICATION SKILLS. 6. 4 THE CURRICULUM SHOULD BE DESIGNED IN A MANNER THAT AT THE END OF YEAR- 1, YEAR-2 AND YEAR-3, STUDENTS ARE ABLE TO MEET BELOW MENTIONED LEVEL DESCRIPTORS FOR LEVEL 5, 6 AND 7 OF NSQF, RESPECTIVELY: Level Process required  Professional knowledge Professional skill Core skill Responsibili ty Level 5 Job that requires well developed skill, with clear choice of procedures in familiar context Knowledge of facts, principles, processes and general concepts, in a field of work or study A range of cognitive and practical skills required to accomplish tasks and solve problems by selecting and applying basic methods, tools materials and information Desired mathematical skill, understandin g of social, political and some skill of collecting and organizing information, communicati on. Responsibilit y for own work and learning and some responsibility  for other’s works and learning Level 6 Demands wide range of specialized technical skill, clarity of knowledge and practice in broad range of activity involving standard / non-standard practices Factual and theoretical knowledge in broad contexts within a field of work or study A range of cognitive and practical skills required to generate solutions to specific problems in a field of work or study Reasonably good in mathematical calculation, understandin g of social, political and, reasonably good in data collecting organizing information, and logical communicati on Responsibilit y for own work and learning and full  responsibility for other’s works and learning UGC? GUIDELINES? FOR? B. Voc.? 6 Level 7 Requires a command of wide ranging specialized theoretical and practical skill, involving variable routine and non-routine context Wide ranging, factual and theoretical knowledge in broad contexts within a field of work or study Wide range of cognitive and practical skills required to generate solutions to specific problems in a field of work or study Good logical and mathematical skill understandin g of social political and natural environment good in collecting and organizing information, communicati on and presentation skill  Full responsibility for output of group and development a. Professional knowledge is what a learner should know and understand WITH REFERENCE TO THE SUBJECT. b. Professional skills are what a learner should be able to do. c. Core skills refer to basic skills involving dexterity and use of methods, MATERIALS, TOOLS AND INSTRUMENTS USED TO PERFORM THE JOB INCLUDING IT SKILLS NEEDED FOR THAT JOB. d. Responsibility aspect determines the (i) nature of working relationship, (ii) LEVEL OF RESPONSIBILITY FOR SELF AND OTHERS, (III) MANAGING CHANGE AND (IV) ACCOUNTABILITY FOR ACTIONS. 6. 5 Guidelines for credit calculations. 6. 5. 1 THIS SECTION CONTAINS CREDIT FRAMEWORK GUIDELINES. THE UNIVERSITY/ COLLEGE SHOULD USE THESE GUIDELINES OR ADAPT THEM. 6. 5. 2 THE FOLLOWING FORMULA SHOULD BE USED FOR CONVERSION OF TIME INTO CREDIT HOURS. a) One Credit would mean equivalent of 15 periods of 60 minutes EACH, FOR THEORY, WORKSHOPS/LABS AND TUTORIALS; b) For internship/field work, the credit weightage for equivalent hours SHALL BE 50% OF THAT FOR LECTURES/WORKSHOPS; c) For self-learning, based on e-content or otherwise, the credit WEIGHTAGE FOR EQUIVALENT HOURS OF STUDY SHOULD BE 50% OR LESS OF THAT FOR LECTURES/WORKSHOPS. UGC? GUIDELINES? FOR? B. Voc.? 7 6. 5. 3 THE SUGGESTED CREDITS FOR EACH OF THE YEARS ARE AS FOLLOWS: TABLE 3 NSQF Level Skill Component Credits General Education Credits Normal calendar duration Exit Points / Awards Year 3 36 24 Six Semesters B. Voc. Year 2 36 24 Four semesters Advanced Diploma Year 1 36 24 Two semesters Diploma TOTAL 108 72 6. 6 THE UNIVERSITY/COLLEGE SHOULD DEVELOP THE CURRICULUM IN CONSULTATION WITH INDUSTRY. THE INDUSTRY REPRESENTATIVES SHOULD BE AN INTEGRAL PART OF THE ACADEMIC BODIES OF THE UNIVERSITY/COLLEGE. WHILE DOING SO, THEY SHOULD WORK TOWARDS ALIGNING THE SKILLS COMPONENTS OF THE CURRICULUM  WITH THE NOSS DEVELOPED BY THE RESPECTIVE SECTOR SKILL COUNCILS. 6. 7 THE PRACTICAL/HANDS-ON PORTION OF THE SKILLS DEVELOPMENT COMPONENTS OF THE CURRICULUM SHOULD BE TRANSACTED NORMALLY IN FACE TO FACE MODE, EITHER WITHIN THE INSTITUTION OR AT A SPECIFIED INDUSTRY PARTNER LOCATION. HOWEVER, IF DUE TO THE NATURE OF THE SKILL TO BE LEARNT, THE INDUSTRY PRESCRIBES ITS ACQUISITION THROUGH BLENDED OR DISTANCE MODE, THE SAME MAY BE FOLLOWED. IN NUTSHELL, THE EMPHASIS SHOULD BE ON LEARNING OUTCOME AND NOT THE INPUT AND PROCESSES. THE GENERAL EDUCATION COMPONENT OF THE CURRICULUM MAY BE TRANSACTED IN ANY MODE WITHOUT COMPROMISING ON QUALITY. 6. 8 THE SPECIALIZATION CHOSEN BY THE UNIVERSITY/COLLEGE SHOULD BE BASED ON THE EXISTING/FORECASTED SKILL GAPS IN THE INDUSTRY. 6. 9 RELEVANCE OF PROGRAMMES OFFERED, ALONG WITH THAT OF THE CURRICULUM IS IMPORTANT. THEREFORE, MONITORING, EVALUATION AND UPDATING OF THE CURRICULUM NEEDS TO BE DONE PERIODICALLY IN CONSULTATION WITH INDUSTRY, KEEPING IN VIEW THEIR REQUIREMENTS AND CHANGES IN NOSS. THE UNIVERSITY/COLLEGE SHOULD INCORPORATE THIS AS A CONTINUOUS AND DYNAMIC PROCESS IN-BUILT IN THEIR SYSTEM. 6. 10 THE UNIVERSITY/COLLEGE SHOULD APPROPRIATELY USE TECHNOLOGY TO IMPROVE THE EFFECTIVENESS OF THE DELIVERY OF COURSES. UGC? GUIDELINES? FOR? B. Voc.? 8 7. EXAMINATION AND ASSESSMENT 7. 1 THE ASSESSMENT FOR THE GENERAL EDUCATION COMPONENT SHOULD BE DONE BY THE UNIVERSITY AS PER THEIR PREVAILING STANDARDS AND PROCEDURES. 7. 2 THE ASSESSMENT FOR THE SKILL DEVELOPMENT COMPONENTS SHOULD NECESSARILY FOCUS ON PRACTICAL DEMONSTRATIONS OF THE SKILLS ACQUIRED. THE UNIVERSITY MAY LIKE TO CONSULT THE RESPECTIVE SECTOR SKILL COUNCIL FOR DESIGNING THE EXAMINATION AND ASSESSMENT PATTERN FOR THE SKILL DEVELOPMENT COMPONENTS. THE UNIVERSITY MAY ALSO CONSIDER USING THE DESIGNATED ASSESSORS OF SECTOR SKILL COUNCILS/INDUSTRY ASSOCIATIONS FOR THE CONDUCT OF PRACTICAL ASSESSMENT. 7. 3 THE UNIVERSITY HAS TO NECESSARILY ESTABLISH A CREDIT BASED ASSESSMENT AND EVALUATION SYSTEM FOR THE B. VOC. PROGRAMME. 8. INFRASTRUCTURE AND FACULTY FOR B. VOC. PROGRAMME 8. 1 UNIVERSITY/COLLEGE NEEDS TO HAVE ADEQUATE LABORATORY /WORKSHOP FACILITIES FOR FACE TO FACE DELIVERY OF SKILLS AND HANDS-ON PRACTICE EITHER OWNED OR ARRANGED THROUGH TIE-UP WITH THE PARTNER INDUSTRY OR ANY INSTITUTION RECOGNIZED BY THE CERTIFICATION AGENCY. 8. 2 THE UNIVERSITY/COLLEGE SHOULD USE ITS REGULAR FACULTY FOR THE CONDUCT OF GENERAL EDUCATION COMPONENT AND ALSO FOR THE SKILLS COMPONENTS, IF  EXISTING. ADDITIONALLY, THEY MAY HIRE FACULTY ON CONTRACTUAL BASIS AND GUEST FACULTY IN THE CORE TRADES ONLY AS PER UGC NORMS. 8. 3 THERE IS A PROVISION OF ONE ASSOCIATE PROFESSOR AND TWO ASSISTANT PROFESSORS (PURELY ON CONTRACTUAL BASIS DURING XII PLAN PERIOD), UNDER THIS SCHEME. 9. STUDENT FEE STUDENT FEE SHOULD BE DECIDED AS PER THE PREVALENT MECHANISM FOR FEE FIXATION FOR AIDED COURSES IN THE UNIVERSITY/COLLEGE. 10. OTHER CONDITIONS 10. 1 THE UNIVERSITY HAS TO NECESSARILY ADOPT A CREDIT BASED ASSESSMENT AND EVALUATION SYSTEM IN SEMESTER MODE FOR THE B. VOC. PROGRAMME. 10. 2 THE B. VOC. PROGRAMME SHOULD BE EVALUATED AND MONITORED BY THE UNIVERSITY/COLLEGE THROUGH ITS EXISTING MECHANISM OR BY SETTING UP AN ALTERNATE MECHANISM, WITH INVOLVEMENT OF INDUSTRY REPRESENTATIVES. UGC? GUIDELINES? FOR? B. Voc.? 9 10. 3 UNIVERSITY/COLLEGE SHOULD DEVELOP BYE-LAWS FOR RUNNING THE B. VOC. DEGREE PROGRAMME. 10. 4 BYE-LAWS FOR THE COURSE SHOULD INCLUDE PROVISION OF REJOINING OR RE- ADMISSION TO THE COURSE DURING THE PERIOD AND COUNSELING/ MECHANISM FOR PROPER SELECTION OF SPECIALIZATION BY THE STUDENTS AT THE TIME OF ADMISSION. 10. 5 A COLLEGE/UNIVERSITY SHOULD OFFER A MINIMUM OF 2 SKILL SPECIALIZATIONS. UNDER THE B. VOC. PROGRAMME. 11. FINANCIAL ASSISTANCE THE FINANCIAL ALLOCATION WILL BE MADE BY UGC WITHIN OVERALL CEILING OF RS. 1. 85 CRORES FOR A PERIOD OF THREE YEARS UNDER DIFFERENT HEADS AS GIVEN BELOW: 11. 1 START-UP ASSISTANCE: A ONE-TIME START-UP ASSISTANCE OF RS. 50. 00 LAKH FOR SETTING UP OF LABORATORIES/WORKSHOPS FACILITIES, PROCUREMENT OF TEACHING AND LEARNING MATERIALS, MACHINERIES/EQUIPMENT AND RENOVATION. THIS SHALL NOT COVER ANY NEW CONSTRUCTION. 11. 2 FACULTY: ONE ASSOCIATE PROFESSOR AND TWO ASSISTANT PROFESSORS – RS. 75. 00 LAKH FOR THREE YEARS (PURELY ON CONTRACTUAL BASIS DURING XII PLAN  PERIOD). RS. 25. 00 LAKHS PER ANNUM X 3 YEARS = RS. 75. 00 LAKH TO BE REIMBURSED ON ACTUAL BASIS WITHIN THE TOTAL ALLOCATION. 11. 3 INSTITUTIONS SHOULD RECRUIT FACULTY ONLY IN THE CORE TRADES BEING OFFERED UNDER THE SCHEME. 11. 4 VISITING/GUEST FACULTY: RS. 5. 00 LAKH FOR FIRST YEAR AND RS. 10. 00 LAKH FOR SECOND AND RS. 15. 00 LAKH FOR THIRD YEAR. 11. 5 THE OPERATIVE YEARLY COST: THE OPERATIVE YEARLY COST SHALL BE OF RS. 10. 00 LAKHS PER ANNUM. EXISTING FACULTY RS. 500/- PER LECTURE VISITING/GUEST FACULTY RS. 2,000/- PER LECTURE UGC? GUIDELINES? FOR? B. Voc.? 10 12. PROCEDURE FOR APPLYING UNDER THE SCHEME  12. 1 UNIVERSITY/COLLEGE SHOULD SUBMIT PROPOSAL FOR INTRODUCTION OF B. VOC. PROGRAMME DIRECTLY TO UGC IN THE PRESCRIBED PROFORMA ATTACHED AS ANNEXURE-I. HOWEVER, COLLEGE SHOULD ALSO SUBMIT A COPY OF â€Å"NO OBJECTION CERTIFICATE† FROM THE AFFILIATING UNIVERSITY. 13. ANNEXURES (A) PROFORMA FOR SUBMISSION OF PROPOSAL FOR INTRODUCTION OF B. VOC. PROGRAMME AS GIVEN IN ANNEXURE-I. (B) PROFORMA FOR SUBMISSION OF MANDATE FORM AS GIVEN IN ANNEXURE-II. (C) PROFORMA FOR UTILIZATION CERTIFICATE IS GIVEN IN ANNEXURE-III. (D) PROFORMA FOR SUBMISSION OF STATEMENT OF EXPENDITURE INCURRED FOR INTRODUCTION OF B. VOC. COURSE IS GIVEN IN ANNEXURE-IV. (E) PROFORMA FOR SUBMISSION OF ANNUAL PROGRESS REPORT IS GIVEN IN ANNEXURE-V. UGC? GUIDELINES? FOR? B. Voc.? 11 ANNEXURE-I Proposal Form for B. Voc. Programme 1. Details of the University / College: Please ensure that the details entered below match exactly with the details registered with UGC. 1. Name of the University / College: 2. Full Postal Address: 3. Name of the Affiliating University 4. Whether covered under Section 2(f) and 12(B) of the UGC Act, 1956 (If yes, please enclose a copy of the letter) Yes / No Whether Autonomous Yes / No 5. Whether the college is aided or  self financing? 6. Name, designation and contact details (Tel/fax/mobile/email) of Head of the Institution. 7. Website URL of the College / University 8. Any other relevant information (Maximum 100 words) College / University may like to share UGC? GUIDELINES? FOR? B. Voc.? 12 2. Details of the Proposed Skills Specialisations in the B. Voc. Program ( * ) This would be mentioned within Parenthesis in the name of the Award, e. g. B. Voc. (Specialisation) Programme Name of the Specialisation (*) Job Roles proposed to be covered in each year (Along with NSQF level) Proposed intake of students (Annually) Yr-1 Yr-2. Yr-3 UGC? GUIDELINES? FOR? B. Voc.? 13 3. Proposed subjects / papers in the General Education component in each of the three years. Year-1 Credits 1. 2. 3. 4. 5. Year-2 1. 2. 3. 4. 5. Year-3 1. 2. 3. 4. 5. UGC? GUIDELINES? FOR? B. Voc.? 14 4. Basis for choosing the specialisation(s): The choice of specialisation should be based on: a) Skills Gap requirements, to ensure that the program fulfils the skills requirement of industry; b) University / College has expertise in the specialisation; and c) University / College have one or more committed industry partner(s) for design, delivery, internship and placement. Provide detailed basis for the choice of each of the specialisation(s). This would be an important factor during the approval process of this proposal. 4. 1. Skill Gaps identified: Specialisation Skill Gaps Identified(Quantitative, Qualitative, Source,†¦) 1. 2. 3. 4. 2. Existing expertise of the University / College: Specialisation Existing expertise (Which can be leveraged by the institution) 1. 2. 3. UGC? GUIDELINES? FOR? B. Voc.? 15 4. 3. Industry Partner(s) S. No. Specialis ation Details of the Industry Partnership(s) Name of Organisation and Address Nature of Partnership / Support (*) Name, Designation  and Contact details of official 1. 2. 3. 4. (*) Curriculum design, content creation, admission, conduct of courses, provision of infrastructure (in University / College, at employer location), internship, placement, etc. 4. 3. 1. Attach MOU(s), if any, signed with the industry Partner(s): UGC? GUIDELINES? FOR? B. Voc.? 16 5. Curriculum Design and Approval 5. 1. What is the proposed process and plan for curriculum design? How is the University / College ensuring that the curriculum meets the objectives of the B. Voc. Program? 5. 2. Status / Plan for curriculumapproval by the appropriate body of the University / Colleges? 6. Student placement plan: 6. 1. How would the University / College set up an effective mechanism for placement of students? UGC? GUIDELINES? FOR? B. Voc.? 17 7. Faculty: 7. 1. Availability of Faculty(For year-1) Specialisation / Area Faculty Needed Available with Institution To be Recruited Guest Faculty Guest faculty to be provided by Industry Partner 1. 2. 3. 4. 5. 6. 7. 7. 2. Training needs of Faculty(For Year-1) S. No. Specialisation / Area Details of Training Needed and duration Training Provider 1. 2. 3. 4. 5. 6. UGC? GUIDELINES? FOR? B. Voc.? 18 8. Availability of Infrastructure 8. 1. 1. Details of physical infrastructure. Name of the Specialisation Availability of physical infrastructure Infrastructure Available in the College/ University To be provided by Industry Partner 1. Classroom Laboratory Workshop Library ICT Facility Others 2. Classroom Laboratory Workshop Library ICT Facility Others 3. Classroom Laboratory Workshop Library ICT Facility Others UGC? GUIDELINES? FOR? B. Voc.? 19 9. Details of Expenditure: (It is assumed that the existing infrastructure / faculty will be used as far as possible. The expenditure to be listed here is only for any incremental requirements the University / College may need. ) S. No. Components Expenditure (amounts in Rs. ) Remarks (Provide justification for expenditure) Y-1 Y-2 Y-3 Total 1. Faculty / Staff a. Contractual b. Guest c. Lab Assistant d. 2. Equipment for Labs / Workshops / Classrooms a. b. c. 3. Raw Materials etc. for Labs / Workshops a. b. c. 4. Faculty Training a. b. 5. Admission Process, Pre-admission Student Counselling etc. 6. Office Expenses / Contingencies (including expenditure on publicity, guidance and counselling, transport, field visits, postage, stationery, electricity, water etc. ) 7. Travel 8. Others a. Assessments b. Contingencies c. Workshops / conferences / seminars e. Any other expense TOTAL UGC? GUIDELINES? FOR? B. Voc.? 20 10. Student / Learner Fee details: (All figures in Rupees) S. No. Programme(s) Annual Fee per student Proposed student intake per year Total Fees proposed to be collected Y1 Y2 Y3 Total Y1 Y2 Y3 Total 1. 2. Total 11. Key Milestones / Plans for Year-1 Key Plans / Milestones Person Responsible Expected Completion Date 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 12. Any other Information which the host college / university may like to provide. _________________________________________________ Signature with Seal of the Head of the Host Institution Name : Date: UGC? GUIDELINES? FOR? B. Voc.? 21 ANNEXURE – II MANDATE FORM Electronic Clearing Service (Credit Clearing)/ Real Time Gross Settlement (RTGS) facility for receiving payments. A. Details of Accounts Holders:- 1. Name of Account Holder 2. Complete Contact Address 3. Telephone Number/Fax/E-mail B. Bank Account Details:- 1. Bank Name 2. Branch Name with Complete Address, Telephone No. and E-mail 3. Whether the Branch is computerized? 4. Whether the Branch is RTGS enabled? If yes then what is the Branch’s IFSC Code 5. Is the Branch also NEFT enabled? 6. Type of Bank Account (SB/Current /Cash Credit) 7. Complete Bank Account No. (Latest). 8. MICR Code of Bank I hereby declare that the particulars given above are correct and complete. If the transaction is delayed or not effected at all for reasons of incomplete or incorrect information I would not hold the use Institution responsible. I have read the option invitation letter and agree to discharge responsibility expected of me as a participant under the Scheme. Date: SignatureofCustomer Certified that the particulars furnished above are correct as per our records. (Bank’s Stamp) Date: SignatureofCustomer 1. Please attach a photocopy of cheque along with the verification obtained from the bank. 2. In case your Bank Branch is presently not â€Å"RTGS enabled†, then upon its up gradation to â€Å"RTGS Enabled† branch, please submit the information again in the above proforma to the Department at earliest. NOTE:- Refund of Security Deposit/ Hire Charges Due to operation of E-payment w. e. f. 01/04/2012 the Mandate form may please be submitted, duly verified by the bank, to this office for claiming Refund of Security Deposit/Hire Charges along with a photocopy of blank Cheque. UGC? GUIDELINES? FOR? B. Voc.? 22 ANNEXURE – III UNIVERSITY GRANTS COMMISSION, NEW DELHI UTILIZATION CERTIFICATE IT IS CERTIFIED THAT THE TOTAL GRANT OF RS. ___________ (RUPEES .. ) SANCTIONED BY THE UGC VIDE LETTER NO. F. _______________________ DATED___________ HAS BEEN UTILIZED BY THE COLLEGE/UNIVERSITY AS PER DETAILS GIVEN IN THE ATTACHED STATEMENT (AS PER ANNEXURE D) IN ACCORDANCE WITH THE TERMS AND CONDITIONS LAID DOWN BY THE UGC VIDE ITS LETTER NO__________ DATED______________. AND THAT ALL THE TERMS AND CONDITIONS HAVE BEEN FULFILLED BY THE COLLEGE/UNIVERSITY AND THE GRANT HAS BEEN UTILIZED FOR THE PURPOSE FOR WHICH IT WAS SANCTIONED. IT IS FURTHER CERTIFIED THAT THE INVENTORIES OF PERMANENT AND SEMI-PERMANENT ASSETS. CREATED/ACQUIRED WHOLLY OR MAINLY OUT OF THE GRANTS GIVEN BY THE UGC AS INDICATED IN THE ENCLOSED STATEMENT ARE BEING MAINTAINED IN THE PRESCRIBED FORM AND ARE BEING KEPT UP-TO-DATE AND THESE ASSETS HAVE NOT BEEN DISPOSED OFF, ENCUMBERED OR UTILIZED FOR ANY OTHER PURPOSE. IF AS A RESULT OF CHECK OR AUDIT OBJECTION, SOME IRREGULARITY IS NOTICED AT A LATER STAGE, THE COLLEGE/UNIVERSITY WILL REFUND THE OBJECTED AMOUNT. ___________________________________ ______________________________ SIGNATURE OF PRINCIPAL / REGISTRAR WITH SEAL SIGNATURE OF AUDITOR WITH SEAL NOTE: THE UTILIZATION CERTIFICATE SHOULD BE ACCOMPANIED BY AUDITED STATEMENT OF ACCOUNT INDICATING EXPENDITURE ON VARIOUS ITEMS. UGC? GUIDELINES? FOR? B. Voc.? 23 ANNEXURE-IV UNIVERSITY GRANTS COMMISSION PROFORMA FOR SUBMISSION OF STATEMENT OF EXPENDITURE INCURRED FOR THE OF B. VOC. PROGRAMMES (DIPLOMA/ ADVANCED DIPLOMA/DEGREE) 1. Name of the University/ College: 2. Name of the Vocational degree/Advance Diploma/Diploma Course: 3. No. Date of UGC’s approval No. F. _______________________________ Dated ___________________ 4. Period to which the accounts related : w. e. f. _____________________________ to ____________________________________________. 5. Details of actual expenditure incurred : Grants approved Grants released Unspent balance (i) (ii) (iii) (iv) NOTE 1. The statement of expenditure should be filled up separately for each vocational degree course. 2. List of equipment purchased should be submitted. 3. Details of periods taken, amount paid to leach teacher by name under guest faculty and internal faculty should be submitted. Signature Head of Institution / Principal/Registrar Govt. Auditor/CA UGC? GUIDELINES? FOR? B. Voc.? 24 ANNEXURE – V UNIVERSITY GRANTS COMMISSION, NEW DELHI ANNUAL PROGRESS REPORT (to be submitted annually to the UGC by each University /College) 1. Name and Address of the institution: 2. Name of the Head of the institution: 3. Period of the Progress Report: 4. Activities Taken up During the Year: 5. Utilization of Grants during the Year: 6. Specific Outcomes: 7. Difficulties encountered in implementation, if any: CERTIFICATE This is to certify that the data/ information presented in this Annual Progress Report are true and correct to the best of my knowledge and belief and the required documents will be provided to the UGC, as and when the same are called for. ____________________________________________ Signature with Seal of Head of the University /College Place: Date:

The Concept Of Being A Gentleman in Charles Dickens Great Expectations :: Great Expectations Essays

'The beautiful young lady at Miss Havisham's, and she's more beautiful than anybody ever was and I admire her dreadfully and I want to be a gentleman on her account' - Pip (page 126) This is the turning point where Dickens advances the not so clear plot of the story. This is where Pip admits to Biddy he is in love with Estella and wants to become a gentleman. He is, at this point, doing it for the wrong reasons. He is doing it to impress Estella. When Pip is at Miss Havisham's he realises how much social classes actually matter. People who were orphans or had other jobs such as blacksmiths were regarded as people who could never become gentlemen. Estella makes it clear to Pip that he is in a lower social class than she is. 'Why, he is a common labouring boy' I thought I overheard Miss Havisham answer - only it seemed so unlikely - 'well? You can break his heart!' - Estella and Miss Havisham (page 57) The reason Miss Havisham says this is because she was hurt so badly by Compeyson she wants to hurt someone else as revenge for what happened to her. Pip at this point thinks a gentleman is someone who is rich and well respected; he does not think about the conduct of a gentleman. Pip thinks that people who are regarded as gentlemen are born into a decent family and have a socially respected occupation such as a lawyer or a clergyman. An example of what a true gentleman is would be Herbert. He sets the example to Pip and Pip looks up to him. Herbert's father knew exactly what Compeyson wanted when he tried to marry Miss Havisham. What Herbert says here was exactly what his father said. 'But that he was not to be, without ignorance or prejudice, mistaken for a gentleman because it is a principle of his that no man who was not a true gentleman at heart, ever was, since the world began, a true gentleman in manner'- Herbert (page 177) The Concept Of Being A Gentleman in Charles Dickens' Great Expectations :: Great Expectations Essays 'The beautiful young lady at Miss Havisham's, and she's more beautiful than anybody ever was and I admire her dreadfully and I want to be a gentleman on her account' - Pip (page 126) This is the turning point where Dickens advances the not so clear plot of the story. This is where Pip admits to Biddy he is in love with Estella and wants to become a gentleman. He is, at this point, doing it for the wrong reasons. He is doing it to impress Estella. When Pip is at Miss Havisham's he realises how much social classes actually matter. People who were orphans or had other jobs such as blacksmiths were regarded as people who could never become gentlemen. Estella makes it clear to Pip that he is in a lower social class than she is. 'Why, he is a common labouring boy' I thought I overheard Miss Havisham answer - only it seemed so unlikely - 'well? You can break his heart!' - Estella and Miss Havisham (page 57) The reason Miss Havisham says this is because she was hurt so badly by Compeyson she wants to hurt someone else as revenge for what happened to her. Pip at this point thinks a gentleman is someone who is rich and well respected; he does not think about the conduct of a gentleman. Pip thinks that people who are regarded as gentlemen are born into a decent family and have a socially respected occupation such as a lawyer or a clergyman. An example of what a true gentleman is would be Herbert. He sets the example to Pip and Pip looks up to him. Herbert's father knew exactly what Compeyson wanted when he tried to marry Miss Havisham. What Herbert says here was exactly what his father said. 'But that he was not to be, without ignorance or prejudice, mistaken for a gentleman because it is a principle of his that no man who was not a true gentleman at heart, ever was, since the world began, a true gentleman in manner'- Herbert (page 177)

The Hunters: Moonsong Chapter Ten

The pub where Elena and Damon ended up was lively and ful of people, but of course Damon made sure they didn't have to wait for a table. He lounged across one side of the booth, looking as arrogant and relaxed as a big gorgeous cat, and listened peaceably as Elena talked. Elena found herself gaily chatting away, fil ing him in on al the minutia of her campus life so far, from finding out that Professor Campbel knew her parents to the personalities of the other students she'd met in her classes. â€Å"The elevator was real y crowded, and slow, and my lab partner's back was against the buttons. Somehow she accidental y pushed the alarm button, and the alarm started going off.† Elena took a sip of her soda. â€Å"Suddenly, a voice came out of nowhere and asked, ‘Do you have an emergency?' And she said, ‘No, it was an accident,' and the voice said, ‘What? I can't hear you.' It went on like that, back and forth, until she started shouting ‘Accident! Accident!'† Damon stopped tracing patterns in the condensation on his glass with one finger and glanced up at her through his lashes, his lips twitching into a smile. â€Å"When the doors opened on the ground floor, there were four security men standing there with a medical kit,† Elena finished. â€Å"We didn't know what to do, so we just walked past them. When we got out of the building, we started to run. It was so embarrassing, but we couldn't stop laughing.† Damon let his slight smile expand into a grin – not his usual cool twist of the lips or his brief, bril iant, and enigmatic there-then-gone smile, but an honest-to-God cheek-puffing, eye-squinching grin. â€Å"I like you like this,† he said suddenly. â€Å"Like what?† Elena asked. â€Å"Relaxed, I suppose. Ever since we met, you've been in the middle of some crisis or another.† He raised his hand and brushed a curl away from her face, gently touching her cheek. Elena was vaguely aware of the waiter standing by the booth, waiting for them to look up, as she answered with just a touch of flirtation, â€Å"Oh, and I suppose you had nothing to do with that?† â€Å"I wouldn't say I am the one who's been most to blame, no,† Damon said cool y, his grin fading. He looked up, his eyes sharp and knowing. â€Å"Hel o, Stefan.† Elena froze in surprise. Not the waiter, then. Stefan. One look at him, and she winced, her stomach dropping. His face could have been carved from stone. He was looking at Damon's hand, stil stretched across the table toward Elena. â€Å"Hey,† she said tentatively. â€Å"How was your study group?† Stefan stared at her. â€Å"Elena, I've been looking everywhere for you. Why didn't you answer your phone?† Pul ing out her phone, Elena saw that there were several messages and texts from Stefan. â€Å"Oh, no, I'm so sorry,† she said. â€Å"I didn't hear it ring.† â€Å"We were supposed to meet,† Stefan said stiffly. â€Å"I came to your room and you were just gone. Elena, people have been disappearing al over campus.† He had been scared, afraid that something terrible had happened to her. His eyes were stil anxious. She started to reach out to comfort him. The fact that she'd lost the Power she'd had so briefly was hard for Stefan to accept, she knew. He thought her mortality made her fragile, and he was afraid he'd lose her. She should have thought it through, should have left him more of a message than a quick text saying she would return soon. Before she could touch him, Stefan's gaze turned to Damon. â€Å"What's going on?† he asked his brother, his voice ful of frustration. â€Å"Is this why you fol owed us to col ege? To zero in on Elena?† The look of hurt that crossed Damon's face was only a subtle shadow and was gone so quickly that Elena wasn't entirely sure she had actual y seen it. His features settled into an expression of lazy disdain, and Elena tensed. The peace between the brothers was so fragile – she knew that – and yet she had let Damon flirt with her. She'd been so stupid. â€Å"Someone should be keeping her safe, Stefan,† Damon drawled. â€Å"You're too busy playing human again, aren't you? Study groups.† He lifted an eyebrow scornful y. â€Å"I'm surprised you've even noticed that there's something going on around this campus. Would you rather have Elena alone and in danger than have her spending time with me?† Tense lines were forming around Stefan's mouth. â€Å"You're saying you don't have an ulterior motive here?† he asked. Damon waved a hand disparagingly. â€Å"You know what I feel for Elena. Elena knows what I feel for Elena. Even that sports-loving Mutt of yours knows how things are between us. But the problem isn't me, little brother – it's you and your jealousy. Your wanting to be an ‘ordinary human'† – Damon made quote marks with his fingers – â€Å"and stil carry on with Elena, who is hardly ordinary. You want to have your cake and eat it, too. I haven't done anything wrong. Elena wouldn't have come with me if she didn't want to.† Elena winced again. Was this the way it was always going to be? Was any minor misstep on her part going to set Damon and Stefan at each other's throats? â€Å"Stefan†¦ Damon,† she implored, but they ignored her. They were glaring at each other. Stefan stepped closer, flexing his fists, and Damon clenched his jaw, silently daring Stefan to make a move. For the first time, Elena saw a resemblance between them. â€Å"I can't do this,† she said. Her voice sounded smal and soft to her own ears, but both Salvatore brothers heard her and whipped their heads toward her with inhuman speed. â€Å"I can't do this,† she said again, louder and more firmly this time. â€Å"I can't be Katherine.† Damon scowled. â€Å"Katherine? Believe me, darling, nobody here wants you to be Katherine.† Stefan, his face softening, said, â€Å"Elena, sweetheart – † Elena interrupted him. â€Å"Listen to me.† She wiped her eyes. â€Å"I've been walking on eggshel s, trying to keep this – this thing between the three of us from tearing us apart. If anything good has come out of al the stuff that's happened, it's that you found each other, you started being brothers again. I can't – † She took a deep breath and tried to find a sensible matter-of-fact voice somewhere inside herself. â€Å"I think we should take a break,† she said flatly. â€Å"Stefan, I love you so much. You're my soul mate, you're it for me. You know that.† She looked up at him pleadingly, silently begging him to understand. Then her eyes moved past him to Damon, who was staring at her with a furrowed brow. â€Å"And Damon, you're part of me now. I †¦ feel for you.† She looked back and forth between them, her hands clutching each other. â€Å"I can't lose either of you. But I need to figure out who I am now, after everything that's happened, and I need to do it without worrying about destroying the relationship between you. And you need to figure out how you can be friends with each other, even if I'm in both of your lives.† Damon let out a skeptical noise, but Elena kept talking. â€Å"I'l understand† – she gulped – â€Å"if you can't wait for me. But I wil always, always love you. Both of you. In different ways. But for now, I just can't be with you. Either of you.† She was tearing up again, and her hands shook as she wiped her eyes. Damon leaned across the table, a smal twisted smile hovering on his lips. â€Å"Elena, did you just break up with both of us?† The tears dried up instantly. â€Å"Damon, I never dated you,† she said angrily. â€Å"I know,† he replied, and shrugged. â€Å"But I've definitely just been dumped.† He glanced at Stefan, then quickly away, his expression closed off. Stefan looked devastated. For a moment, his face was so bleak that it wasn't hard to believe he was more than five hundred years old. â€Å"Whatever you want, Elena,† he said. He started to reach for her, then pul ed his own hand back to his side. â€Å"No matter what, I wil always love you. My feelings aren't going to change. Take whatever time you need.† â€Å"Okay,† Elena said. She stood up shakily. She felt like she was going to be sick. Half of her wanted to pul Stefan to her, kiss him until that broken expression on his face went away. But Damon was watching her, his own face inscrutable, and touching either of them felt †¦ wrong. â€Å"I need to be by myself for a while,† she told them. At any other time, she knew, both of them would have objected to the idea of her walking the campus alone. They would have argued, fol owed her if she wouldn't walk with them – anything to keep her safely under their protection. Now, though, Stefan moved aside to let her out of the booth, his head bowed. Damon sat very stil and watched her go, his eyes hooded. Elena didn't look back at them as she crossed to the door of the pub. Her hands were shaking, and her eyes were brimming with tears once more. But she also felt as if she'd carried something very heavy for a while and had final y been able to put it down. This might be the best choice I've made in a long, long time, she thought. Dear Diary, Every time I remember the look on Stefan's face when I told him I needed space, my chest aches. It's like I can't breathe. I never wanted to hurt Stefan. Never. How could I? We're so close, so wrapped up in each other that he's like a piece of my soul – without him, I'm not complete. But†¦ I love Damon, too. He's my friend – my dark mirror image – the clever, plotting one who will do whatever it takes to get what he wants, but who has a kindness deep inside him that not everybody sees. I can't imagine living without Damon, either. Stefan wants to hold on to me so tightly. He cares for his brother – he does – and Damon cares for him, too, and having me between them is messing that up. All three of us have been held so closely together by the crises we've had to deal with recently – my death and rebirth, Klaus's attack, Damon's return from the edge of death, the phantom's attack – that every move we've made, every thought we've had, has been wrapped up with the other two. We can't go on like this. I know I've done the right thing. Without me between them, they can become brothers again. And then I can sort out the tangled threads of my relationships with both of them without having to worry that any move I make will snap the tenuous bond between us. It's the right decision. But still, I feel like I'm dying a slow death. How can I live for even a little while without Stefan? All I can do is try to be strong. If I just keep going, I'll get through this time. And in the end, everything will be wonderful. It has to be.

I am Sam Movie Review Essay examples - 431 Words

I am Sam Movie Review 1. Movie Title I Am Sam 2. Year of Production 2001 (Theatrical) ? 2002 (Home Video) 3. Feature Length 134 Minutes 4. Director Jessie Nelson 5. Producers and Studio Director/Producer Jessie Nelson, Executive Producer David Scott Rubin Producers Edward Zwick, Marshall Herskovitz, Richard Solomon. New Line Home Entertainment 6. Major Character Cast Sam Dawson played by Sean Penn Rita Harrison played by Michelle Pfeiffer Lucy Diamond Dawson played by Dakota Fanning 7. Brief Synopsis Mentally disabled Sam Dawson is a single father fighting to keep custody of his daughter Lucy with the help of his pro-bono lawyer, Rita Harrison. 11.†¦show more content†¦The legalities that play out through the movie show the social service system as best-interest but cold and inflexible with no other options. The movie did not address that there are government programs that help specifically with DD parents and even the same parents that are raising DD children. The Division of Developmental Disabilities is a federal department operated independently by each state with multiple support options anywhere in the US. The movie tells a great story, and the work the actors put into their roles is even more impressive after watching the documentary on Sean Penn?s Becoming Sam and watching the professional actors working with mentally disabled people in the film. 12. References Newline Cinema ? i am sam http://www.newline.com/sites/iamsam/ Dictionary.com http://www.dictionary.com WebMD Mental Illness: the decision to have kids - http://my.webmd.com/content/Article/102/106682.htm?pagenumber=1 Obsessive-Compulsive Disorder (OCD) - http://my.webmd.com/hw/anxiety_panic_disorders/ty3420.asp The British Film Institute ? 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