Thursday, April 5, 2018

SSC board syllabus upgraded: New Class 10 books launched

The new syllabus is student­centric. It has been upgraded in a way that our state board students will be at par with their counterparts from other central boards. VINOD TAWDE, education minister
MUMBAI: State education minister Vinod Tawde on Wednesday launched new textbooks for Class 10 state board students. The new syllabus which will be applicable from the 2018-19 academic year.
Education minister Vinod Tawde speaks at the launch of new Class 10 textbooks in the city on Wednesday.
The new syllabus is on par with the central board and will benefit of state board students, said Tawde.
“The new syllabus is studentcentric. It has been upgraded in a way that our state board students will be on par with their counterparts from other central boards,” said Tawde.
The textbooks were introduced in the city in the morning. Officials from the school education department said the new textbooks will be available in the market in all languages.
“Subject experts and our state board officials have worked on this [new textbooks] in the past one year to make this a reality,” he added.
In the past one year, ministry of human resource development (MHRD) has time and again demanded an upgradation of the school curriculum that focuses not just on academics, but includes overall growth and understanding of a child.
Tawde also mentioned that Maharashtra will be the first state to introduce “learning outcomes” of every subject to give students an idea of what the subject covers.
“This will help students understand how much they have understood a particular subject,” the minister added.

Apple plans to replace Intel chips in Macs from 2020: Report

Apple is said to use its own chips for its Mac products.

TECH Updated: Apr 03, 2018 17:03 IST
Apple’s latest move would be a big blow to Intel’s business.
Apple’s latest move would be a big blow to Intel’s business.(REUTERS)
Apple Inc. is planning to use its own chips in Mac computers beginning as early as 2020, replacing processors from Intel Corp., according to people familiar with the plans.
The initiative, code named Kalamata, is still in the early developmental stages, but comes as part of a larger strategy to make all of Apple’s devices -- including Macs, iPhones, and iPads -- work more similarly and seamlessly together, said the people, who asked not to be identified discussing private information. The project, which executives have approved, will likely result in a multi-step transition.
The shift would be a blow to Intel, whose partnership helped revive Apple’s Mac success and linked the chipmaker to one of the leading brands in electronics. Apple provides Intel with about 5% of its annual revenue, according to Bloomberg supply chain analysis.
Intel shares dropped as much as 9.2%, the biggest intraday drop in more than two years, on the news. They were down 6.4% at $48.75 at 3:30PM in New York.
Apple could still theoretically abandon or delay the switch. The company declined to comment. Intel said, “We don’t comment on speculation about our customers.”
For Apple, the change would be a defining moment. Intel chips remain some of the only major processor components designed by others inside Apple’s product portfolio. Currently, all iPhones, iPads, Apple Watches, and Apple TVs use main processors designed by Apple and based on technology from Arm Holdings Plc. Moving to its own chips inside Macs would let Apple release new models on its own timelines, instead of relying on Intel’s processor roadmap.
“We think that Apple is looking at ways to further integrate their hardware and software platforms, and they’ve clearly made some moves in this space, trying to integrate iOS and macOS,” said Shannon Cross, an analyst at Cross Research. “It makes sense that they’re going in this direction. If you look at incremental R&D spend, it’s gone into ways to try to vertically integrate their components so they can add more functionality for competitive differentiation.”
Stand Out
The shift would also allow Cupertino, California-based Apple to more quickly bring new features to all of its products and stand out from the competition. Using its own main chips would make Apple the only major PC maker to use its own processors. Dell Technologies Inc., HP Inc., Lenovo Group Ltd., and Asustek Computer Inc. use Intel chips.
By using its own chips, Apple would be able to more tightly integrate new hardware and software, potentially resulting in systems with better battery life -- similar to iPads, which use Apple chips.
While the transition to Apple chips in hardware is planned to begin as early as 2020, the changes to the software side will begin even before that. Apple’s iPhones and iPads with custom chips use the iOS operating system, while Mac computers with Intel chips run on a different system called macOS. Apple has slowly been integrating user-facing features over the past several years, and more recently starting sharing lower-level features like a new file management system.
‘Marzipan’ Platform
As part of the larger initiative to make Macs work more like iPhones, Apple is working on a new software platform, internally dubbed Marzipan, for release as early as this year that would allow users to run iPhone and iPad apps on Macs, Bloomberg News reported last year.
The company has also previously released Macs with ARM-based co-processors, which run an iOS-like operating system, for specific functions like security. The latest MacBook Pro and iMac Pro include the co-processors. Apple plans to add that chip to a new version of its Mac Pro, to be released by next year, and new Mac laptops this year, according to a person familiar with the matter.
Intel has dominated computing processors for more than a decade, taking market share from Advanced Micro Devices Inc., its only rival in the market. Intel also designs and builds modem chips for some iPhone models so that they can connect to cellular networks and make calls. While Apple is down the list of computer sellers by unit shipments, it’s third when measured by revenue last year, highlighting the premium status of its products.
Apple’s decision to switch away from Intel in PC’s wouldn’t have a major impact on the chipmaker’s earnings because sales to the iPhone maker only constitute a small amount of its total, said Kevin Cassidy, an analyst at Stifel Nicolaus & Co. A bigger concern would be if this represents part of a wider trend of big customers moving to designing their own components, he said.
In 2005, Apple announced a move to Intel chips in its Macs, an initiative that put former Intel Chief Executive Officer Paul Ottelini on stage with Apple co-founder Steve Jobs. It was a partnership that shook up the PC industry and saw Apple shift away from chips co-developed by IBM and Motorola.
Apple’s current chip designs made their name in thin and light mobile devices. That would indicate Apple will start the transition with laptops before moving the designs into more demanding desktop models. Apple has to walk the fine line of moving away from Intel chips without sacrificing the speed and capabilities of its Macs.
A decision to go with ARM technology in computers might lend it credibility where it has failed to gain a foothold so far. Qualcomm Inc., the biggest mobile phone chip provider, is working with PC makers to introduce new thin and light laptops based on its chips in another attempt to steal share from Intel. Microsoft Corp. is supporting that effort by providing a version of its Windows operating system for ARM technology-based chips.
Intel’s dominance of the market has been based on its ability to use leading manufacturing technology to produce processors that are more powerful than those of its competitors. Its would-be rivals haven’t yet produced designs that have displaced Intel’s products when it comes to crunching data quickly.
Apple’s custom processors have been recently manufactured principally by Taiwan Semiconductor Manufacturing Ltd. Its decision may signal confidence that TSMC and other suppliers such as Samsung Electronics Co. have closed the gap on Intel’s manufacturing lead and can produce processors that are just as powerful.
Source: Hindustan Times dated 4 April 2018
References:

‘Indian engineering students gain in first two years, high-order thinking is poor’: Study

According to preliminary results seen by The Indian Express, students from disadvantaged sections in India make either comparable or greater skill gains than their advantaged cohorts.

A learning outcome assessment of undergraduate engineering students in the country, conducted by Stanford University and the World Bank, suggests that Indian students make substantial gains in Mathematics and critical thinking skills in the first two years of their education compared to their counterparts in China and Russia. But their overall higher order thinking skills are “substantially lower” than the Chinese and Russians.
The World Bank and Stanford University surveyed roughly 5,000 first-year and third-year B.Tech students from 200 randomly-selected public and private engineering institutes last year. These 200 institutes did not include the Indian Institutes of Technology or the IITs. Similar learning assessments were also conducted for engineering students in China and Russia.
According to preliminary results seen by The Indian Express, students from disadvantaged sections in India make either comparable or greater skill gains than their advantaged cohorts. For example, the study shows that a disadvantaged student in India scores 0.228 points more from the median gain of advantaged cohorts in Mathematics. The finding is significant against the backdrop that an engineering degree is one of the aspirational educational qualifications for financially and socially backward students.
As per the study, disadvantaged students include those from socially backward communities, rural areas and poor families. Advantaged candidates are those from urban areas, wealthier families and socially advantaged communities.
According to the study, active teaching practices such as less lectures and more group activities are, predictably, found more prevalent in private engineering colleges than public institutions within the country. Incidentally, if one were to compare elite government engineering institutions in India — defined by the study as colleges that admit students through highly competitive entrance tests like JEE (Advanced) and JEE (Main) — to their non-elite counterparts, then active teaching practices are more common in the latter.
The inter-country comparisons throw up some interesting results. For instance, the study shows that Indian engineering aspirants start college with similar academic skill levels as Russian students, but less skills than Chinese students. However, once the Indian students join college, they make make significant skill gains in comparison to China and sometimes to Russia.
The inter-country comparisons are important as the majority of the world’s new engineering graduates come from China, India and Russia. About three decades ago, developed countries such as the US and Japan used to supply the largest chunk of world’s engineers. Detailed findings of this survey, which is part of the Technical Education Quality Improvement Programme (TEQIP) supported by the World Bank, will be presented formally to the HRD Ministry this week.

Source: The Indian Express dated 4 April, 2018
Link: http://indianexpress.com/article/education/indian-engineering-students-gain-in-first-two-years-high-order-thinking-is-poor-study-5122475/

Wednesday, April 4, 2018

How machine learning can be a catalyst for transforming education

How machine learning can be a catalyst for transforming education

Futurist Arthur C Clarke wrote, “Any sufficiently advanced technology is indistinguishable from magic.” The magic of software (giving data and rules to get answers) is often confused with the magic of machine learning (giving data and answers to get rules) but it is machine learning not software that is transforming the world of computer chess.
ISTOCK
We’d like to make the case that machine learning is transforming online education, but Indian online education is held back by regulatory cholesterol. Before diving into online education, let’s reflect on challenges in education.
Knowing must shift to learning because Google knows everything. Metrics need shifting from inputs to outcomes because only money is not working. Differentiation and personalization are not about making things easier for children but making learning accessible by tapping into motivations and abilities. Assessment needs to shift from annual exams to regular feedback. Teachers knowing content is not the same as their ability to create learning.
Lifelong learning needs a continuum between prepare, repair and upgrade. Employability is an objective. Timetables are an industrial-era model of one size fits all that blunt choices and learner agency. Most importantly, if you think formal education is everything, then just look at the president of the US.
Many educators agree online learning can transform education, but they don’t know how. Textbook and PowerPoint repackaged e-learning—the digital equivalent of paving the cow path rather than building a highway—mean that, so far, online offerings have not been able to blunt the obvious downsides of physical classrooms (one size fits all, huge costs, uneven teacher and quality) despite obvious advantages (teaching with different speeds to people with different backgrounds and different starting points, class of one, cost, on-the-go, on-demand, crowdsourced and gamified).
We believe that the massification of machine learning could be the missing ingredient—enabling personalisation, flip classrooms, rethinking assessments, and enabling non-conventional credentialing.
Personalisation via intelligent tutor systems that track “mental steps” and modify feedback, exercises, explanations and intervention to promote self-regulation, self-monitoring and self-explanation would revolutionise engagement. A recursive and real-time meta-analysis of learning outcomes across students, cohorts, schools would considerably improve the efficacy of flip classrooms.
Natural language, computer vision, and deep learning could answer student questions.
These systems are infrastructure to improve the signalling value of non-conventional or micro-credentialing, which in turn would discover the cognitive, behavioural and affective preferences for each learner. The biggest impact would be in assessment by moving it from an event to a process and reducing its labour intensity; for instance, tools like Sochobots, Lingolens and Gradescope use computer vision and machine learning to grade students’ work (even stuff like essays).
However, Indian online education is held back by regulatory cholesterol that distinguishes between distance and online education.
E-commerce would never have happened if financial regulators had insisted on separating the offline and online. UPI/ BHIM have gone from 0.1 million transactions in the month before demonetization to 140 million last month; they will reach a billion in a year.
Payments for Indian consumers are almost free (marginal cost), while in the US regulations have protected margins for private platforms.
India’s regulatory issues include hubris (the ability of regulators to anticipate all situations), micromanaging (including defining the type of web links on your website) and continuous lobbying because of poor state capacity to effectively regulate, supervise and enforce.
It is too late for evolution; we need a revolution under which universities do not require permission to launch any online courses.
Regulators can prescribe broad guidelines with a policy objective of creating biodiversity and innovation in business and operating models that would tackle the difficult trade-off between cost, quality and scale. Like with most treatment of regulatory cholesterol, this revamped regulation would be accompanied by improved supervision and strengthened consumer protection. But drunk-driving is not an argument against cars and regulations that ban or make online education difficult are silly.
Einstein once said that if you judge a fish by its ability to climb a tree, it will live its life believing it is stupid.
Physical classrooms— because of the limitations of time and space—often make this error. India needs a massification and vocation aliza ti on of higher education at a cost that only online learning can do. This needs machine learning.
But before that we need changes to our regulatory cholesterol. The writers are with TeamLease Services and Schoolguru Eduserve, respectively

Source: Hindustan Times dated April 4, 2018

The World's a Workplace


JUMP START What if you could intern at Google, the UN or the World Bank? Experts tell you why you should consider the option of international internships even if they are not entirely paid for, and how you can best prepare for it

ORGANISATIONS SUCH AS THE UNITED NATIONS AND GOOGLE OFFER INTERNSHIPS THAT ARE OPEN TO STUDENTS AROUND THE WORLD
As colleges begin to prepare for the summer, so must students. Most graduates take the nearly two months of leave to intern, which get them hands-on experience and can bring a degree of clarity to how they want their careers to unfold.
ISTOCK
Increasingly, students are opting to do these internships overseas.
“Universities in countries such as France, Germany, Egypt and the US reach out to students because many of those who intern at an international university return there for further study, after graduation,” says Arjun Krishna, co-founder of WeMakeScholars, a studyabroad portal.
Organisations such as the United Nations and Google also offer internships that are open to students around the world.
The benefits are immense, from cross-cultural benefits to an extended global network to help jumpstart your career.
“With increased opportunities, student queries and interest in international internships on our portal have gone up by nearly 50% since 2015,” says Krishna.
ON OFFER
There are several portals that aggregate such internships — WeMakeScholars, InternShala, overseas education portal IES Abroad, global youth organisation AIESEC, Canadian nonprofit organisation Mitacs. Together, they offer a wide range of options that cover communication design, sustainable development, engineering, primary education and youth organisation, science and the humanities.
How does one select the right internship? “There are broadly three parameters — organisation, job description and financial implications, says Udit Bhatnagar, senior counselor at study abroad consultancy ReachIvy.
Even if it is paid, the stipend may not always cover all your costs.
And not every foreign internship will add value to your career. “Accounting internships are generally restricted to research. If you want a career as an analyst, this may not help much,” says Bhatnagar. “For lawyers, consider going abroad only if you plan to specialise in universal areas such as human or animal rights, or international law. Pick an internship if you plan to study further in that country.”
The US, Singapore are good destinations to pick for software engineering internships, Germany for mechanical or automobile, adds Hiren Rathod, business head at Imperial Overseas Education Consultants.

Source: Hindustan Times dated April 4, 2018

Tuesday, April 3, 2018

ACTIVE USERS OF THE LIRC MONTH OF MARCH 2018


ACTIVE USERS OF THE LIRC
( March 1st to 31st March 2018)
 All the below Active Users are eligible for one extra library card for the month of 
April 2018.

Sr. No.
Member
No.of Transcations
1
MASCARENHAS RACHEL NOEL JACINTA
39
2
LEMOS AARON MELVINE SANDRA
38
3
GUPTA PRADEEP FULCHAND RENU
30
4
VAZE SHALAKA NARESH VASUNDHARA
29
5
HRISHIKESH MAHESH TELANG
29
6
ANTONY ALEX LEENA
29
7
PINTO GLEN JOHNSON LEENA
28
8
CRASTA RYAN RONALD LEENA
28


A skilling crisis, not a jobs crisis: Need to make skilling a key goal towards nation-building

A skilling crisis, not a jobs crisis: Need to make skilling a key goal towards nation-building

Skills should have been a priority after Independence because an unskilled or unemployed Indian is not a free Indian, and the launch of the Skill India campaign in 2015 seemed a fresh departure from the past.

Young job-seekers are unable to get a job without experience, but it is unclear how they can get experience without a job.
Skills should have been a priority after Independence because an unskilled or unemployed Indian is not a free Indian, and the launch of the Skill India campaign in 2015 seemed a fresh departure from the past. Taking a historical perspective, the phase 1 of skills in India was largely about a purposeless drift without vision, execution or institutions. In phase 2, while the vision was sound, but the execution was affected by the lack of institutional structures—anybody could say no and nobody could say yes—and the lack of nesting skills into a broader job-creation vision. And when the Skill India campaign was launched by our current government, it seemed promising because of three reasons. First, it was part of a multipoint agenda for creating jobs. Second, it struck the right balance between continuity and change. And third, it seemed to have struck the right balance between poetry and prose.
It was clear that Skill India was shaped based on the learning of misgivings of the previous two attempts. We have three distinct problems—matching (connecting demand to supply), mismatch (repairing supply for demand) and pipeline (preparing supply for demand). We can’t teach kids in three months what they should have learnt in 12 years of schooling. We have witnessed the diminishing returns and value of education where class 12 is the new class 8 and we are not even talking about engineering yet.
We confront a financing failure; employers are not willing to pay for skills nor candidates, but are willing to pay a premium for skilled candidates; candidates are not willing to pay for skills, but willing to pay for a job; and banks and microfinance institutions are not willing to lend for skills unless a job is guaranteed. Young job-seekers are unable to get a job without experience, but it is unclear how they can get experience without a job.
India’s firm size distribution—6.3 crore enterprises only translate to 18,500 companies with a paid up capital of more than Rs 10 crore—is a binding constraint for skills because the low productivity enterprises create the vicious circle of being unable to afford the skill wage premium. The massive divergence between real and nominal wages in our 45 job hubs is hindering migration at the bottom of the pyramid. Finally, college isn’t what it used to be, but the social signalling value of a college degree matters; vocational training is usually for other people’s children, not your children.
If we fast forward from 2015 (when Skill India got launched) to now, according to various estimates a little over 1 crore people are expected to enter the workforce, but there are only 60 lakh jobs being created. There is, interestingly, no reliable source of each of these data points, and given the crucial juncture we are at, the political rhetoric around job crisis has become such a gotcha game that no one seems to have the time to ask the bigger question, i.e. of the jobs that are still being created, how many of them are being filled? Nation-building being last on anyone’s priority list (the ardent appeals of an unemployed youth to warring political parties in a recent television debate left an eerie after-effect of that) and there is little consensus being built around the huge gap that still remains in this country on skill inadequacy.
India doesn’t have a job crisis; we have a wage crisis—everyone who wants a job has a job, just doesn’t have the wage they aspire for. The gap can only be resolved through a concerted effort in making Skill India real—that’s exactly where the rubber meets the road and changes the life of our youth. We have seen a few affirmative steps have been taken in this direction by the central government, and under the aegis of MSDE, Pradhan Mantri Kaushal Vikas Yojana has been set up to enable youth to take up industry-relevant skills training and improve their employability. The government has also made available several other skilling initiatives: the National Apprenticeship Training Scheme, Deen Dayal Upadhyaya Grameen Kaushalya Yojana, and National Urban Livelihoods Mission and National Rural Livelihoods Mission. Also, the National Career Service, launched by the ministry of labour and employment, aims to provide job-matching services in a transparent and user-friendly manner.
However, surprisingly, the recent Union Budget speech by finance minister Arun Jaitley seemed muted around the plan ahead for Skill India, besides the notable exception of renewed focus on creating more options for medical students and impetus for higher education (both benefiting the above-average youth). At the moment, we need to focus on three things: (1) a clear, committed strategy towards making skilling a key goal towards nation-building—we need a sustained goldilocks approach to skilling, rather than oscillating between hot and cold; (2) invite co-participation amidst all political parties to come up with a shared vision and plan around building skills for a resilient future; and (3) create a high decibel awareness that paves the way for the right skills for the right jobs.
India’s war on poverty cannot be won without skilling India. We may still not get there, but let’s start with what’s necessary, then do what is possible, and then suddenly we would be doing what is impossible.

By Rituparna Chakraborty, President, Indian Staffing Federation, and co-founder, TeamLease

Source: Financial Express dated 3 April, 2018
Link: http://www.financialexpress.com/opinion/a-skilling-crisis-not-a-jobs-crisis-need-to-make-skilling-a-key-goal-towards-nation-building/1119250/

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