Teaching in the time of a pandemic

With Teachers’ Day just past, here’s looking at how educators are coping with a new mode of teaching

Teachers had less than a week to prepare for the online delivery of the courses left incomplete, due to the hasty closing down of schools and colleges, in the wake of the COVID-19 pandemic. Remote teaching/learning was an emergency solution. Many had never dabbled in online teaching.

Indian teachers are used to chalk-and-talk teaching, which is a practical way of communicating concepts, clarifying doubts, teaching even subjects such as math and Engineering. Besides, it is a method that works in all circumstances and locations. Students too are used to following the teacher as she teaches on the board. The general bustle and the playfulness of students also keeps them and the teacher engaged and relaxed.

Technology in tow

A couple of colleges arranged a brief training for teachers on the use of Google Meet, and Zoom. However, Dr. Jaslene Bawa, who teaches Accounting and Costing at FLAME University, Pune, remarked, “Nobody prepared us for the challenges of teaching online.” Many others agreed with her.

Professor Anurag Mehra who teaches Chemical Engineering at IIT Bombay spoke of the difficulty of speaking to the camera in the absence of students and suggested dropping of minor courses and focusing on the major ones, as this would make it easier for everyone.

Bawa, Mehra, and Professor Anjali Gera Roy, who teach English at IIT Kharagpur, sorely miss the live interaction with theirstudents. Roy says that looking at students enables a teacher to use their non-verbal responses to change towards what’s of interest to them.

Student feedback also reveals they have missed the face-to-face interaction. They say it is difficult to clarify doubts. Some teachers have devised options for students to raise questions/doubts, through e-mail group or special sessions on course websites.

Though the faculty interviewed come from the better-endowed institutions, not all their students have high-powered Internet connections, iPads, laptops or Android phones at home. Teachers fear that such students are being left out. Students too want recorded videos on YouTube instead of attending virtual classes, as they are unable to always attend at the given time due to sharing resources with their family. Roy confirms that, despite being given advance intimation, a section of the class doesn’t attend.

Bawa says Google Meet helps her know how many students are present. Mehra is not happy about the students’ non-attendance and recommends they be given loans to buy laptops and data packs. The issue of poor connectivity bothers the faculty, as they also experience connectivity problems making it hard to take virtual classes.

Innovation matters

Sangeeta Vishwanathan, a science teacher at Ravindranath Tagore English Medium School, Pune, a government school for less privileged students, conducted an online session on cell division for class X students. She used a downloaded video that employed cartoons to explain the complex topic. Vishwanathan focused on explaining only the main concepts in Hindi because students weren’t fluent in English.

What I found enjoyable was her interaction with the students. Her tone was conversational and she took pains to teach the two major concepts first by going over the slides. At the end, she revised the concepts with the students. She told them to take screenshots of important slides and said she’d send them the page numbers from their textbook to study. At the end of an hour, a student remarked “Miss, the class is over? So soon?” Out of the total 40 students, 30 attended and enjoyed every minute.

Teachers are also trying to discover strategies to test students so they don’t cheat. Should it be short quizzes all along the course, or proctored online tests using a software or home assignments to express their own opinions? It’s a dilemma. Students too are applying their mind on how to help their teachers give their best. Create an offline app, send recorded lectures and notes, give practice sheets and solved problems… a churning of ideas has begun.

From general observation, it seems that it would help to train teachers to use Zoom, Webex and Google Meet, and online pedagogical methods. Teachers have taken a courageous leap forward. Improvement is a dynamic process and will continue.

By: Viney Kirpal was Professor of English at IIT Bombay.

One step at a time

Transitioning to online learning may seem like a seismic shift. Here are some tips to help you settle into the new system.

The COVID-19 pandemic has left everyone in a state of conflict. And nowhere is this more manifest than in education. Despite the uncertainty and speculation surrounding it, e-learning is here to stay and it is time for students to adapt to it. Below are six strategies that they can adopt:

E-class vs. traditional

Don’t discriminate between online and traditional learning. Take notes during class. Hold yourself accountable and push yourself to be more dedicated. Even though remote learning is flexible, stick to a schedule. If you find it difficult to cope, work with a friend. Find the right person to support and motivate you. Also, a bit of healthy competition between your friend and you will bring out your best performance.

Stick to a schedule

Don’t fall victim to the vicious cycle of waking up late, sleeping late, and then waking up late again. E-learning’s flexibility factor can be both favourable and fatal. The online class is as difficult as a traditional class. So, ensure you don’t lag behind by creating a weekly and daily study schedule, designating hours as per priority, setting deadlines for assignments, projects, and self-study, and adhering to these diligently.

Social distance from social media

Remember when your worst nightmare was getting caught using a phone in class? Well, now your worst nightmare is not having a phone, tablet, or laptop to attend your online classes. The numerous notifications ranging from ‘New Releases on Netflix’ to ‘You were mentioned in a comment’ can easily derail you from the study track. So mute, or better still, turn off such notifications. Set designated hours for being on social media. If this doesn’t help, resort to website blocking apps to help you focus during the stipulated study time.

Set up your study space

Even though e-learning is about flexibility, create a well-defined, neat, and organised space to attend online classrooms and to study in. Ensure the space is as far away as possible from your sleeping and entertainment spaces, as well as from foot traffic at home. Equip it with all the essentials like study material to necessary technological support. Even though the class is online, sit and behave as you would in a traditional class.

Participate actively

It is crucial to contribute your ideas to class discussions. This isn’t just about grades, but about learning. Ask and answer questions, and actively engage. Collaborate with your peers in brainstorming sessions for projects and sharing of resources. Try using apps to brainstorm ideas.

Have a virtual social life

Social distancing and remote learning don’t mean you can’t have a social life. Do it virtually! Building and maintaining your social network is especially critical in times like this, as your peers are a steady source of ideas, support, and inspiration. Your friends will also appreciate your help. Remember, it is all about having and maintaining a balance and let this only be a recreation and not a complete distraction.

The transition to online learning is a seismic shift for everyone. If you feel overwhelmed, keep these tips in mind and start by taking one step at a time. That is more than enough to take you in the right direction.

By : Saraswathy Ramamoorthy

The writer is co-founder and Chief Marketing Officer at Learning Matters Pvt. Ltd, a Bengaluru-based ed-tech company.

The learning must go on

Like colleges, corporates too have moved online to resume their training and development programmes for graduate hires

During the pandemic, the spotlight has largely been on educational institutions that are shifting to online methods of learning. Several companies are making this transition too; specifically, departments that handle training of graduate hires and new recruits.

For instance, Infosys conducted its Foundation Training programme virtually this year and enabled this transition midway for 63 batches simultaneously with close to 5,000 people being trained across different stages of their training

What is the focus of the Foundation Training programme? How different is it from courses offered in colleges?

The Foundation Training programme focusses on enabling the graduate hires to develop enterprise applications that require training on full-stack technologies. In the final phase, they work on a capstone project that provides them with the experience of how a real-life project is executed in the Infosys context.

Apart from technical skills, soft skills such as communication skills, corporate etiquette, time management, teamwork and design thinking skills form a part of the training, which focuses on aiding the individuals’ transition from an education campus to a corporate environment.

These are different from college courses, as they are ‘training’ programmes geared towards enabling a powerful talent ecosystem that can build and scale capabilities of the future. They are built on the new construct of ‘hybrid jobs’ that combine technology, domain and industry experience.

What are some of the challenges in implementing this programme online?

One is the non-availability of hardware and software infrastructure and stable Internet connectivity that hampers online learning. Another is the disjointed collaboration tools that impact the virtual classroom experience. A third is the lack of peer learning opportunities. Despite all this, learners are willing to spend time, energy and effort to improve their skills and that is a welcome sign.

Is Infosys considering adopting this online mode of training for the long term?

The future of learning, like the future of work, will be the hybrid model. To transition to conducting all the training online, we are building collaboration tools that will improve the participants’ learning experience. AI-driven interventions are customising learning based on the user needs. Relevant nudges created by this system steer the user in the right direction. “Personalisation and immediate feedback of this sort will make our online courses nearly as effective as our classroom sessions.”

Classroom time will be utilised for in-person discussions, exchange of knowledge and ideas and to nurture critical thinking. By leveraging our existing online learning platforms and incorporating these new aspects, we will be able to make virtual trainings viable across the board soon.

How can soon-to-be graduates and students make the most of this period to improve their skills and employability?

Students can focus on developing their skills in areas that are in demand like full stack development, Cloud Computing, Cybersecurity, Data Science, Machine Learning, Big Data, IoT, AI and automation and blockchain. Getting certified in these areas will be an added advantage. In addition to the hard skills, improving their problem solving, collaboration, communication and persuasion skills will make them work effectively in project teams.

Students can make use of InfyTQ, which offers several courses on technical and professional skills, aimed at improving the understanding of the fundamental building blocks of technology among engineering students across India, to help them become industry-ready.

By: Madhumita Srinivasan

Pandemic has increased school dropouts

Students from disadvantaged sections are at a high risk as numerous families of migrant workers have returned to their native places

Education of over 154 crore students has been disrupted globally after schools were abruptly shut down due to the pandemic, according to UNESCO. Now there are concerns that not all may return to classrooms when schools resume. In India, several experts have voiced concerns over rise in dropout rates in schools as new socio-economic dynamic forms in a post COVID-19 world.

Delhi deputy chief minister Manish Sisodia stated that around 15% students enrolled in Delhi government schools have been missing from the alternative classes conducted online or through phones. There are around 15 lakh students enrolled in over 1100 Delhi government schools.

“Continuous efforts have been made to address this challenge. Two months back, around 20 students of the 300 in our school were untraceable. Now the number has come down to six. Teachers went to the houses of such children to find out there whereabouts. Most were not attending classes due to lack of smart devices. These students are now provided weekly workbooks so that do not fall behind or drop out,” principal of a Delhi government school shared with Education Times on condition of anonymity. The remaining six students are those who have now gone back to their villages and are incommunicable.

The full effect on the drop out can only be discovered once students return to classrooms, says Budithi Rajsekhar, principal secretary, School Education, Government of Andhra Pradesh, as several states have not been holding any online classes for government school students. However, some other measures including educational programmes on TV, radio and distributing workbooks have been taken to ensure that the lock-down time does not go waste for these students. He adds that children in primary classes are at a greater risk. “Andhra government will provide a customized school-kit to all student of classes’ I-X which will include full uniform, shoes and books. This will ensure that lack of resources is not a problem for children to return to schools,” says Rajsekhar. The Andhra government also conducted a survey to find out how many students lack resources for online learning and found as many as one lakh students in the state do not have any access to a television, smartphone or laptop. The state has around 35 lakh students in government schools.

“The students have been provided bridge workbooks containing activities from the NCERT’s alternative calendar to help them learn. These have been particularly helpful for students who have absolutely no access to online or TV learning through the educational programmes broadcasted on Doordarshan, says Rajsekhar.

In July, the HRD ministry had asked states and union territories to ensure that the names of children of migrant workers who returned home during the COVID-19 pandemic are not struck off the school rolls. It also directed the states to prepare a database of children who have left the local area for their homes in other states or other parts of the same state. Rajsekhar adds that all central guidelines will be followed to check dropouts.

Facebook introduces Educator Hub for teachers, parents and students

The Educator Hub can be used to find or build online communities and discover resources for classroom and beyond via platforms like Facebook, Instagram and WhatsApp.

Facebook has launched Educator Hub to support teachers, parents and students, and help them stay connected with resources across its app and web platforms.

“Parents, teachers and students around the world are facing a myriad of challenges, from remote teaching and learning, balancing work and home responsibilities, and most importantly, maintaining the safety and well-being of all involved,” Facebook said in blog post.

The Educator Hub can be used to find or build online communities and discover resources for classroom and beyond via platforms like Facebook, Instagram and WhatsApp.

People can start or join a Facebook group with their peers for support, and access resources for community and personal wellness including self-care strategies, mental health tips and other resources from experts.

In addition, they can connect over Instagram, find help by following hashtags, and access Instagram wellness guides on fighting anxiety in quarantine, anti-bullying and other guides.

There are also anti-racism resources available on the Educator Hub, including community anti-racism resources, and Instagram anti-racism guides, to help conversations regarding racial inequities.

For students, there are resources for any additional challenges they may face as a result of continued school closures. These resources include mental health support for students, reliable internet access, and food security.

A free digital literacy program – Get Digital, is also a part of the Educator Hub, it includes lesson plans, conversation starters, activities, videos and other tools to help teachers, parents and students develop skills for a digital world.

Educators can also use technology solutions to connect and facilitate learning with their communities. They can use features like Facebook Live, to broadcast a live session; Messenger Kids, for kids to interact with their friends and classmates; and Messenger Rooms, to virtually connect with peers.

Further, digital guides and activities are available for parents and students to engage and stay connected with their communities through Messenger Kids and Messenger Rooms.

7 myths about online education

An effective transition to an online mode of teaching-learning requires the debunking of several false views

COVID-19 has drastically affected all sectors including education and the world is searching for new strategies to cope with this pandemic and its aftermath. Higher educational institutions are now looking at online teaching-learning as a window of hope. Many institutions and teachers have taken efforts to incorporate online education and are trying to use tech tools to such as Learning Management Systems (LMS) and web conferencing platforms such as Udemy, Educadium, CourseCraft, and Skillshare, and are trying out different means of reaching out to their students who are quarantined in their own homes and towns and villages. The apex bodies such as the UGC and AICTE have also appealed to teachers and have advised students to make effective use of web learning. But sceptics and cynics have created myths about web learning, which we need to debunk so that we can transition effectively so that knowledge and skill sharing is not disrupted but is continued in different ways through diverse platforms and tools.

Online teaching is meant for the young and techno-savvy

I have heard people say: “I’ve another two years to retire and I’m not inclined to learn anything new, especially online teaching, at this stage of my life.” Or “Oh, these online teaching practices are for those in their 30s, surely not for those in their 50s.” A few others have commented: “Virtual teaching is for those who are techno-savvy, not for people like me who are averse to technology.”

The fact is that everyone — young and old, and those who are conversant with and averse to technology — has to embrace technology and live with it. In other words, technology in tertiary education has come to stay and all teachers have to make a clear and conscious shift despite their age and attitude. Successful people in any walk of life are those who love and welcome change.

Online teaching is only a stopgap arrangement

There is no denying the fact that we are living through difficult times because of the coronavirus pandemic. Against this backdrop, quite a few argue that online teaching is only a stopgap arrangement—at the most for a semester or two. Some feel that when normalcy returns, it will be back to chalk and talk. So, why bother to learn new teaching methodologies? The fact is that online teaching has already become an integral part of our educational system and irrevocable changes have been made in our teaching-learning process. COVID-19 has drastically altered our teaching methodologies and there is no going back. The winners are those who embrace technology and look at online education not as a long-term game changer.

Online teaching is not egalitarian

Some argue that online teaching subtly favours those who have access to high technologies and turns down the disadvantaged sections of society. There may be some truth here but the larger fact is that online education is meant for all. In most cases, all that the students need is a smartphone and most have smartphones with Internet connectivity. Most students can access Zoom or Google Hangout or Cisco WebEx Meeting using their smartphones. Therefore, the claim that online teaching will exacerbate the social and economic divide among students is not justified. It is true that in rural and semi-urban areas, high speed Internet may not be available around the clock. But online teaching, especially the asynchronous mode, will certainly help all students because of its flexibility.

Technology will eventually replace the teacher

Till the dawn of the third millennium, higher educational institutions in India were preponderantly teacher-oriented. The last two decades have brought some welcome change in that there have been conscious attempts to make the curricula student-centred. But this pandemic has brought in yet another paradigm shift — the conscious and deliberate move towards technology. Earlier, teachers were synonymous with chalk and duster but are now seen with laptops and head-phones and that would sum up the change in pedagogy.

There is an innate fear in teachers, especially the ‘old timers’ that technology will eventually replace them. Teachers need to be reassured that they cannot be replaced but also need to be told that their role has changed significantly. Earlier, they were seen as the repositories of knowledge. But now they are seen as syllabus designers, content developers, knowledge sharers — all through the medium of technology. Therefore, they need to develop a different set of skills, especially knowledge of Learning Management Systems (LMS).

Students prefer face-to-face interaction, not online teaching

This is a subtle form of resistance. Teachers who are not very comfortable with technology and are hesitant to switch over to online teaching use a weak argument that their students prefer face-to-face interaction and not online teaching. This stems from a wishful thinking that teachers are indispensable and, without them, the teaching-learning system would collapse. The youth are not only conversant with technology but are also willing to embrace change in any form. They constantly look forward to new ideas and love to experiment and innovate and, therefore, will not have major issues in switching over to online education. Most students, if properly oriented, will switch over to online learning seamlessly and the onus is on the educational system, especially teachers, to facilitate this transition smoothly. To these students, it is not a question of either/or but both technology and teachers.

Online teaching-learning is not as effective as face-to-face mode

There are quite a few advantages in face-to-face classroom transactions. The biggest is that teachers can think on their feet, strategise according to the content and the mood of their students and constantly monitor students’ intake. Unfortunately, these are absent in online teaching-learning. The content, mode and manner of delivery are already programmed for each module and teachers have little freedom once a module is prepared and delivered. Besides, the attention span of students in the online mode, especially in the asynchronous mode, is unpredictable. Therefore, it is argued that face-to-face interaction is better than online instruction.

There are merits and demerits in both ways. But good teachers are always good, whatever the mode. A good teacher will always adjust the content and delivery according to the mode and will ensure that there isn’t a big gap between input and intake. Therefore, the question of which is a better mode doesn’t arise.

Degrees and diplomas obtained through online education are not valid

In India, education is synonymous with offline education, which is equated with schools and colleges in their physical structures. The nation is still reluctant to accept degrees and diplomas earned through the online mode, which and subconsciously they are deemed inferior. Online education is assumed to be meant for those who don’t make it to regular colleges or universities for want of sound financial and/or academic credentials. Even in the job market, online degrees and diplomas are not treated on par with regular degrees and diplomas.

Two clarifications are required. The kind of online e-learning that we are discussing is, in fact, a blend of online and offline. Face-to-face interaction is supplemented with online teaching and this is due to the fact that regular classes cannot be conducted because of the lockdown, forcing teachers and institutions to switch over to the online mode. Therefore, it is strictly speaking not an online programme as such. Second, technically, there is no distinction between the degrees and diplomas earned through online or offline education. Both are virtually the same.

Extraordinary times and situations call for bold and radical solutions. In this new ecosystem created by this pandemic, teachers have to constantly reinvent themselves to address the exigencies born of this crisis and offer students whatever is relevant and helps them adapt to a crisis thereby making them resourceful and resilient.

BY: A. JOSEPH DORAIRAJ (Dean, School of English & Foreign Languages, Gandhi gram Rural Institute)

Teaching in the time of Pandemic

Parents and teachers must find and establish a new equilibrium and a new normal for learning amid the present challenges

The world as we know it has changed in the blink of an eye. Schools closed overnight, students were liberated from schools (but confined to their homes), and parents had to grapple with keeping children productive at home. In the stress of lock-down, hand-washing and tracking the global spread of the virus, no one has paid heed to the sudden stress on that often-neglected group — teachers. With schools remaining closed for an extended duration came the reality of online teaching. Suddenly, it was no longer a buzzword or a fancy ed-tech term. Now everyone has to do it. The problem is few know how.

There has been a huge surge in search phrases like “how to teach online”, “best online teaching platforms”, “online teaching tools”, and “online teaching techniques”.

Ground reality

Teachers who are intimidated by technology now have to take the bull by its horns. For many who are proficient at planning and teaching in the traditional classroom, planning for an online setting requires some re-learning.

Finding the right online teaching platform is just the first step. Learning how to use the various features correctly is important. But using a platform and its features to teach effectively and ensure that all students are indeed learning is paramount.

But more than anything, online classrooms have brought up the issues of classroom management. If teachers thought they had enough trouble keeping their classrooms in order earlier, that is nothing compared to the woes of remote classrooms. It is very sad to hear long-term educators asking for help with managing students online. How can I maintain discipline? How do I ensure students don’t tamper with my presentation? How can I prevent students from disrupting the class? Can students disrupt my class? How?

This is not limited to teachers of higher grades. Those who teach the pre-primary and primary grades are worried, too. How can I keep the children attentive? What length of class is appropriate for them? They’re so young, will online teaching even be effective for them? How can I ensure effectiveness?

For schools, training teachers to become adept at teaching online is a herculean task. Ensuring that they have the right hardware and good Internet connectivity is another. Helping teachers transition to virtual classrooms and essentially a brand-new way of doing things has virtually become a reality. No pun intended.

Many want to learn the right online teaching techniques and strategies to keep their students engaged. Many want to know which platform to use. Is it Zoom? But aren’t there privacy issues? What about Google Classrooms? Is that better than Zoom because it is an LMS? What’s an LMS? What about Microsoft Teams? Others want to know how to keep uninvited students, and trouble, out of their online classrooms. This is merely the beginning. Schools have to also give serious thought to planning and conducting online assessments and evaluating students online.

School readiness for online teaching is critical and schools are at varying levels in this journey. So, while parents are worrying about having the right hardware and set-up at home, let’s remember that school management and teachers are sorting out larger and important issues.

We’ve always sent our children to school. Now, the teachers are coming home. Whether we — or they — like it or not doesn’t matter. What matters is parents and teachers finding and establishing a new equilibrium and a new normal. Teachers and school administrators need the support and partnership of parents to achieve this.

By: Saraswathy Ramamoorthy (The writer is co-founder and Chief Marketing Officer at Learning Matters Pvt. Ltd, a Bengaluru-based ed-tech company)

Courses after 12th Commerce without Maths

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Commerce is one of the most sought-after streams in higher secondary classes. This stream opens way to wide range options of courses at graduation level, thus paves way to your dream career. Most students want to pursue graduation in Commerce, but do not want Maths as their subject. To help you out, here are 10 Commerce courses without Maths, you can consider after 12th.

B.COM (Bachelor of Commerce)

Bachelor of Commerce is the one of most sought-after graduation courses in India. This 3 year-long academic course has been designed to equip students with a wide range of managerial skills. You can pursue commerce without Maths. There are numerous B.Com. specialisation programs available in India. Bachelor in Law Pursuing a course that is a combination of law and commerce can help you grow your career in various fields. There are various integrated law courses available in India such as B.Com. LLB, BBA LLB, BA LLB etc.  

BBA (Bachelor of Business Administration)

Bachelor of Business Administration is a three-year long Bachelor’s Degree program. This course helps students to learn industrial and management skills. BBA also offers numerous specialised programmes. Accountancy Programs If you are interested in the accountancy sector, you can pursue accountancy programmes such as CA (Chartered Accountant) and CMA (Certified Management Accountant). Mathematics is not mandatory for these courses.

Bachelor of Management Studies

Bachelor of Management Studies (BMS) is a three-year long management course. The course is for candidates who want to pursue their career in the management sector. This course helps students to develop their management skills.

Company Secretary

Company Secretary course is a corporate professional course. This course offers a lucrative career in companies, MNCs and businesses with high income. This course also does not have maths as a requirement.

Bachelor of Foreign Trade

If you are someone who wants to explore a career in the foreign trade sector, then Bachelor of Foreign Trade would be an excellent choice. This is a three-year long graduation programme which focuses on logistics, import, export, supply chain management and law policy.

Event Management

Event Management is one of the courses which offer immense career opportunities. Most of the event management courses are three-year long programmes. You can choose courses such as BBA in Event Management, Bachelor of Event Management, and BA in Event Management to pursue your career in event management.

Courses after 12th Arts & Humanities

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Arts or Humanities is one of the popular streams in higher secondary classes which offer a plethora of courses at graduation level. The subjects that come under Humanities stream are History, Geography, Political Science, Psychology, Sociology and each subject offers enormous career opportunities. Arts students can also explore their career in diversified fields such as journalism, fashion, aviation, law etc. Read on to check the courses an Arts or Humanities student can consider after 12th.

Bachelor of Arts (BA)

Bachelor Arts is a three year long undergraduate programme which offers plenty of specialisation. The wide ranges of options range from English, Languages (All majors languages available), History, Literature, Philosophy, Political Science, Economics etc.

Bachelor of Fine Arts (BFA)

BFA or Bachelor of Fine Arts is a three year long undergraduate course which offers the study of visual or performing arts.

Bachelor of Design (B.Des)

Bachelor of Design (B.Des) is a four year long professional undergraduate course which offers various specialisations like Product Design, Fashion Design, Industrial Design, Textile Design, Fashion Communication etc.

BA Journalism

BA Journalism is also a three-year long course which equip students for a career in both print, electronic and visual media. This course imparts various skills related to reporting, editing, writing, anchoring etc to students.

BA Psychology

BA in Psychology is an academic program that covers arts subjects as well as subjects related to the psychology domain. This course offers immense opportunities in India and abroad.

Bachelor of Social Work (BSW)

BSW is a three-year graduation programme which aims at providing quality education in the area of social work. Candidates who wish to build their professional career as a social worker can opt this course for their graduation.

Bachelor of Hotel Management (BHM)

BHM is a job-oriented course for students who want to explore their career in the hotel management sector. Hotel Management courses offer various specialisations such as Bachelor of Hospitality and Catering Technology. Bachelor of Food and Beverages Production, BBA in Hotel Management, Bachelor of Catering Management, BA in Culinary Arts, and BA in Hotel Management.

Travel and Tourism Students who are interested to pursue a career in travel and tourism can opt this course. This is an industry which offers immense career opportunities. This course also offers various specialisations such as Bachelor of Tourism Management, BBA in Tour and Travel Management, BA in Travel and Tourism Management, Bachelor of Tourism and Travel Management, BA (Hons) Travel and Tourism, BA Tourism Studies etc. Art students can also consider courses in Law, Animation and Multimedia, Aviation, and Fashion Designing which offer enormous exposure and career opportunities.

Back to the Vedic age

Math is a subject that always falls in the grey area. It is either loved or abhorred by students. Though Indian students have always achieved wonders in the field, there are still many who fear the word.


The biggest problem that students face is tackling huge numbers, as solving such questions become cumbersome. The solution to this lies in the ancient Indian concepts of Vedic Math (VM), as it helps develop reasoning and logical thinking ability.

It is more of an art than just a set of techniques that one needs to master with patience and diligence. There are wonderful formulae using which students can solve mathematical problems in next tono time.

Tedious calculations such as difficult square roots, cube roots and multiple digit multiplications can be easily solved.

Most students find it difficult to calculate the large number of questions in competitive exams. It works wonders in helping them solve questions with speed and accuracy, while increasing concentration.


The biggest reason behind the disinterest towards Math is the monotonous and dry methods used in schools to reach it. It isn’t fun and teachers often overcomplicate it.

 Through Vedic Math, learning can be made fun. The problem is that these concepts are generally introduced to students when they start preparing for competitive exams such as CAT, which is quite late to graspthe new concept and forego the previously learnt conventional methods.

It is important that these concepts are introduced early – the aim should be to catch them young at school, as at this age they are natural learners and will imbibe concepts faster than college-goers.  This will transform students into able mathematicians.

By: Mayank Garg