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How to prepare for Web counseling EAMCET 2010 Mock counseling tips | Basic things to do before going for EAMCET web counseling

2010-08-05T20:07:00.001-07:00

After getting EAMCET 2010 ranks in hand, now it is going to be big challenge for the students to select the best college for their rank. Web counseling system had changed the counseling pattern In EAMCET 2009 and many students complain its sheer luck to get choice of college. But, whatever the argument maybe, it was implemented. This year to students have to register their ranks with the eamcet website for the web counseling.

–Preliminary information students need to check the In EAMCET 2009 data available at various websites including official eamcet website. The important point to check, compare the rank that one got with the In EAMCET 2009 rank. In which college and course/ branch the student had got the seat In EAMCET 2009 with the same rank will give a clue to get understanding over the ranks and possible college and course for his rank.

–Students also need to keep in mind that, In EAMCET 2009 rank admission is not just whole criteria. There may be so many changes taking place. New seats were added in the existing colleges and new colleges were permitted this year and some reputed colleges got sanctions for branches etc.

–Additional seats and new colleges will give scope to advance the hope on better rank and better college. For example In EAMCET 2009 one has got a ECE seat in Sri Nidhi with 1200 rank, for this year it may be little flexible and 1300-1400 rankers may also pin hopes on Sri Nidhi ECE branch seat. (This is just an example)

–While going for a mock counseling at any education consultancy or any agent or on your own with any website, student were advised not to take it a final and it is just a possibility.

–While filling up the web counseling options, select as many as best colleges and courses. Don’t know, your luck may trigger. In EAMCET 2009, many students, who were selected the best colleges surprisingly got the seats. A student, with 70,000 rank, never had hopes to get CSE in Vignan College got the seat. It is just because, the optimum care that they have taken while filling the options in web counseling.

–Before registering to web counseling, get the updated list of the engineering colleges and identify the best of your choice and prepare a tentative list. List should have the EAMCET code of the college. There are many colleges with similar names. Beware of those simple mistakes.

–While selecting the college, it is always better to think about the all the aspects like logistics, hostel, academic excellence, previous record, placement history, student preference, additional costs, internal fee structure etc. This will help the parents to plan for next four years.

–Unless It is a must, avoid selecting long distance colleges in web counseling. Try to choose as near as it is possible. Just don’t end up by the thought that, the college may have a bus. This will again a burden and journey obviously makes students tired.

Last Ranks in MBBS BDS previous year web counseling Medicen (EAMCET 2010)

2010-07-27T19:54:00.000-07:00

Posted by AndhraColleges.com

Dr NTR University of Health Sciences, Vijayawada
Last Ranks inMBBS admissions after 3rd counseling of 2009-10
AREA	SeatType	SEX	OPEN	BCA	BCB	BCC	BCD	BCE	SC	ST
AU	Govt	F	1201	2635	2401	2885	1621	5920	4051	6170
AU	Govt	M	1112	2516	2249	1954	1614	6079	3990	5971
AU	Pvt-A	F	2044	4059	3863	3076	3268	7175	5391	7262
AU	Pvt-A	M	1997	4015	3530	3035	3229	6787	5231	7257
AU	Pvt-B	F	2738	5130	5292	3500	3448	8654	5728	7970
AU	Pvt-B	M	2735	4848	4913	3478	3533	8474	5760	8213
OU	Govt	F	831	3749	1528	2720	1419	2941	3269	2966
OU	Govt	M	1000	2761	1479	1483	1529	3496	3284	2605
OU	Pvt-A	F	1487	4480	2229	2554	2362	3772	4217	3655
OU	Pvt-A	M	1462	4394	2209	2763	2333	3347	4239	3434
OU	Pvt-B	F	2325	5385	2681	4454	2674	4989	4567	3828
OU	Pvt-B	M	2329	5474	2565	4478	2676	4875	4504	3581
SVU	Govt	F	1650	3174	3373	2986	2822	3868	4060	5718
SVU	Govt	M	1780	3123	3381	3040	2890	4178	4058	4823
SVU	Pvt-A	F	2261	3913	3908	4124	3727	4697	4673	6893
SVU	Pvt-A	M	2160	3994	3708		3793	4887	4557	5610
SVU	Pvt-B	F	2925	4224	4355		4219	5614	4833	7362
SVU	Pvt-B	M	2810	4315	3996	4392	4155		4685	6041

Dr NTR University of Health Sciences, Vijayawada
Last Ranks in BDS admissions after 3rd counseling of 2009-10
AREA	SeatType	SEX	OPEN	BCA	BCB	BCC	BCD	BCE	SC	ST
AU	Govt	F	3153	5313	4956	3170	3657	8105	5979	8416
AU	Govt	M	2838		5044
AU	Pvt-A	F	7945	9044	10590	10835	10657	12661	8974	12137
AU	Pvt-A	M	6564	6759	8222	7718	9538	12464	8911	11207
AU	Pvt-B	F	8961	10594	16640	11633	15543	14847	9415	12425
AU	Pvt-B	M	8712	10218	9671			13220	8720	11816
OU	Govt	F	2954	5549	2697		3803	5931	5322
OU	Govt	M	2899	4621	3338		3642		4790	3842
OU	Pvt-A	F	5320	7342	6542	4611	6316	5764	6892	6490
OU	Pvt-A	M	5848	6881	5782	3834	6138	5955	6687	7179
OU	Pvt-B	F	6779	9517	10810	6400	8476	8647	7101	6975
OU	Pvt-B	M	5757	8132	6734		7098	7234	7367	6986
SVU	Govt	F	5832	7582	7121	7728	6296	6850	6115	8317
SVU	Govt	M	5709	10531	7112		6783	7005	6009	7687
SVU	Pvt-A	F	6915	12049	8823	15869	9966	9332	7327	8981
SVU	Pvt-A	M	6964	12942	11090	7766	9460		7754	8446
SVU	Pvt-B	F	9436	13767	16248		14677	10141	9673	9507
SVU	Pvt-B	M	7953		13867		10015		10149	8881

Career Option Aeronautical - Aerospace Engineering

2010-06-21T10:12:00.000-07:00

Posted by AndhraColleges.com

Aeronautical / Aerospace Engineering is one of the most challenging fields of engineering with a wide scope for growth. This field deals with the development of new technology in the field of aviation, space exploration and defence systems. It specialises in the designing, construction, development, testing, operation and maintenance of both commercial and military aircraft, spacecrafts and their components as well as satellites and missiles.

The specialisations includes in areas like structural design, navigational guidance and control systems, instrumentation and communication or production methods or it can be in a particular product such as military aircrafts, passenger planes, helicopters, satellites, rockets etc. Engineers may work in areas like design, development, maintenance as well as in the managerial and teaching posts in institutes. They find a very good demand in airlines, aircraft manufacturing units, air turbine production plants or design development programmes for the aviation industry.

As an Engineer in Indian Air Force
As an Engineer, you can soar into a rewarding and challenging career in the Indian Air Force. You can even join the Technical Branch in your final or pre-final year of engineering through the University Entry Scheme

Flying Branch
You are trained either as a Fighter pilot, or a Helicopter pilot, or a Transport pilot and are a part of various peace and wartime missions.

As an engineer, you enter the Flying branch through the Air Force Academy.
The following are the three modes of entry for engineers to join the Flying branch:

Combined Defence Services Examination (CDSE)
You can take the Combined Defence Services Examination (conducted by UPSC) to join the Flying branch of the Indian Air Force. Men can join the Air Force through this mode of entry and will be given a Permanent Commission.

Combined Defence Services Examination Pattern:
It consists of three sections. It is of objective type with each section carrying 100 marks each.

English- This section consists of questions based on synonms, antynoms, reading comprehension, spotting errors, ordering of sentences, ordering of words in sentences

Elementary maths- This section consists of questions based on Algebra, Arithemetic, Geometry etc

General Knowledge- This section tests the candidates knowledge in current affairs and General awareness

National Cadet Corps
As a senior division 'C' Certificate holder of the National Cadet Corps, you can apply to the Flying branch of the Indian Air Force. Men can join the Air Force through this mode of entry and will be given a Permanent Commission. Men & Women (Short Service Commission) with Term of Engagement of 14 Years with no extension

Both men and women are eligible to apply for short service commission in the flying branch.” Short Service Commission in Flying branch is for 14 years with no extension.

Eligibility:
First Class ( min 60 % aggregate marks ) BE(Four years).
Final Year students can also apply, provided they don’t have any backlog and min 60 % aggregate marks in the previous year/ semester.

Advertisement Schedule :March and September Every Year
Technical Branch
As an officer in the Technical Branch, you would be in charge of some of the most sophisticated equipment in the world.

You can apply for the Technical Branch via any of the two schemes listed below:

Direct Entry Scheme
After you have completed your engineering, you can join the Technical Branch through the Direct Entry Scheme. Both men and women can use this mode of entry to apply to the Indian Air Force.

Aeronautical Engineering (Electronics)
Permanent / Short Service Commission
As an Aeronautical Engineer in the Electronics stream, you will be responsible for the communication and signals required on the Air Force station. You will also be in charge of the execution of preventive maintenance and servicing of aircraft. With further in-service training, you could also move to the repair and overhaul divisions of the Indian Air Force.

Eligibility criteria: BE / B.Tech in Electronics / Telecommunication / Electrical / Electrical Communication / Electronics & Communication / Instrumentation / Computer Science & Engineering or a combination of these subjects. Or B Tech in Radio Physics and Electronics / Optics and Opto Electronics

Aeronautical Engineering (Mechanical)
Permanent / Short Service Commission
After you join the Indian Air Force as an Aeronautical Engineer in the Mechanical stream, you could be placed at a position that requires you to be involved with preventive maintenance and servicing of aircraft or of common user and specialist application vehicles. You could also be involved in the safety and maintenance of firearms and ammunition at an Air Force Base.

Eligibility: BE / B.Tech in Aeronautical / Mechanical / Production / Industrial Production
Entrance Test: If your have applied to the Technical Branch you will be required to appear the Engineering Knowledge Test (EKT).

EKT: Engineering Knowledge Test is a common test aimed at testing basic Engineering knowledge of the candidates.EKT is an objective type test and has two parts.

Part A: General Engineering: 40 Questions
Part B: Specialist paper for each Engineering discipline.Questions will be based on their respective Core branch subjects.

Duration: 1 Hour
Ground Duty Branches
Managing human and material resources, the Ground Duty Branch is the mechanism that steers the Indian Air Force. There are numerous opportunities for both men and women to build a challenging career.

You can join as an officer in any of the following Ground Duty Branches:

Administration Branch
Logistics Branch
Education

Administration Branch
Permanent/Short Service Commission
As an officer in the Administration Department, you will be responsible for the efficient management of both human and material resources. Some of the officers of the Administration Branch are selected to carry out the following duties also:

Air Traffic Controller As Air Traffic Controller, your core responsibilities will involve maintaining an orderly flow of traffic and airspace management.
Fighter Controller As Fighter Controller, you will be posted to an Air Defence radar unit and will be responsible for close contact and supervision between the air and radar for effective airspace management.

Logistics
Permanent/Short Service Commission
As an officer in the logistics department, you will undertake material management of all Air Force resources. From clothing to aircraft equipment, you will ensure efficient supervision of inventories, and availability of necessary items to all operators and users. Eligibility: First class (Min 60%) Graduate or Second Class (Min 50%) Post Graduate in Arts / Science / Commerce / Management / Engineering or LLB .

Entrance Test: For non tech ground duty branches, you would require to appear for a Common Entrance Test (CET)

CET: Common entrance test is a tool to access the Proficiency of the candidate in English and General Awareness,for selection in ground duties Branches.CET is of objective type and has two parts.

Part A:English(Grammar and Usuage) And General Awareness: 30 questions:20 minutes Part B: Descriptive test in English

Reading Comprehension: 5 questions
Letter Writing
Paragraph writing

Duration: 30 minutes
Advertisement Schedule: March and September Every Year

Selection Process:
The selection process for all the above Branches is similar. It consists of 4 stages.
Step 1 – Scrutiny of Applications: After initial scruning of applications based on the requirements the shortlisted candidates will be called for the respective Written test based on the brach they select.

Step 2 – Testing Officer Like Qualities
If you have successfully cleared Step 1, you will receive a call letter to report to any one of the Air Force Selection Boards located at Dehradun, Varanasi and Mysore. At the Air Force Selection Boards, you undergo a number of psychological tests, an interview and group activities, which are collectively called the Officer Like Qualities (OLQ) Tests.

These tests are designed to gauge your potential and suitability as an officer in the Armed Forces.

The Psychological Tests are written tests that are conducted by a Psychologist.
The Group Tests are interactive indoor and outdoor tests.
The Interview involves a personal conversation with our Interviewing Officer.

These tests will be explained to you in detail before they are conducted at the Selection Board.

The following is the schedule for OLQ Tests:

Schedule	Flying Branch	Technical Branch	Ground Duty Branch
Day 1	Pilot Aptitude Battery Test* (Phase I)**	Intelligence Tests/ Psychological Tests (Phase I)**	Intelligence Tests/ Psychological Tests (Phase I)**
Day 2	Phase I & Psychological Tests	Group tests	Group tests
Day 3	Group tests	Group tests	Group tests
Day 4	Group tests	Interview	Interview
Day 5	Interview	Conference	Conference
Day 6	Conference

* Pilot Aptitude Battery Test (PABT) is a unique test. It is aimed at assessing a candidate’s aptitude to be trained as a pilot. PABT is being used as an independent selection device to induct potential officers into Flying Branch of Indian Air Force. PABT comprises three tests viz Instrument Battery Test (INSB), Sensory Motor Apparatus Test (SMA) and Control Velocity Test (CVT). Instrument Battery Test (INSB) is a paper pencil test and other two are machine tests. The Instruments Battery Test (INSB) comprises two parts. This test assesses assimilation of the briefing and the ability of an individual to read and interpret the dials of an instrument panel of an aircraft. The candidates who score the minimum laid down criteria are subjected to the machine test. The machine test includes Sensory Motor Apparatus Test (SMA) and Control Velocity Test (CVT). These tests measure the psychomotor co-ordination skill of the individual. These tests are conducted on a single day and administered only once in life time.

** Phase I of testing gets over on 1st day for all type of entries except NDA/CDSE/NCC/Direct entry for which it gets over on second day. Only those candidates who qualify in Phase I shall be retained at AFSB for further testing of Phase II. NDA/CDSE candidates who do not qualify the PABT will still be tested for their second/third choice.

At the conference held on the last day, all the assessors i.e. the Psychologist, Ground Testing Officer and the Interviewing Officer, discuss your personality and decide on recommending you or not. Those recommended by the AFSBs will require to fill up certain documents at the Boards and subsequently move to the next step.

Step 3 – Conducting of Medical Examinations
Step 4 – Preparing All India Merit List
An All India Merit List is compiled on the basis of your performance at the AFSB and subject to being medically fit. Based on the vacancies available, Air HQ would issue joining instructions to join Air Force Academy for the training.

Job Prospects & Career Options
Aeronautical Engineers work with one of the most technologically advanced branches of engineering. The main thrust in this area is on design and development of aircrafts to space and satellite research. Jobs are available with the national, international, public and private Airline Services as well as aircraft-manufacturing units.

Job opportunities for an Aeronautical Engineer in India, lies with various airlines like Air India, Indian Airlines, Helicopter Corporation of India and flying clubs, private airlines and government owned air service and aircraft manufacturers like the Hindustan Aeronautics Ltd. (HAL) with its factories at Bangalore, Nashik, Koraput, Kanpur etc. Defense Research and Development Laboratories, National Aeronautical Lab (NAL), Aeronautical Development Establishment, Civil Aviation Department etc. The Defence services and Indian Space Research Organisation (ISRO) also happen to be two major employers.

Initially, candidates begin work as graduate engineer trainees or junior Engineers. Keeping in view their performance, academic background and aptitude, they are placed for training in the aircraft maintenance/overhaul or support section. On completion of training they are placed as assistant aircraft engineers or assistant technical officers. They have to clear departmental examinations for further promotions. They may advance to administrative or executive positions or become consultants. Aeronautical engineers are assisted by aircraft mechanics in maintenance of aircraft frame, engine, electrical system and other ancillary fittings.

Remuneration
Engineers in government organisations, are paid official scales while those in the private sector are paid according to the scales decided by the management of the company.

The approximate starting salaries in the government /public sectors such as HAL, NAL are Rs. 8,000 to Rs.10,000 (excluding other allowances). In the private sector, the scales are decided by the management of the company and are approximately Rs.8,000 to Rs.15,000 per month plus perks. Engineering graduates with management degrees get a starting salary of Rs.10,000 to Rs.40,000 per month plus perks. Entrepreneurs can earn above Rs.20,000/- per month. Airline professionals get fringe benefits of free travel for self and family also, apart from numerous other perks

Engineering Jobs in Indian Navy

2010-06-21T10:05:00.000-07:00

Posted by AndhraColleges.com

The Indian Navy is the naval branch of the armed forces of India. It currently has approximately 55,000 personnel on active duty, including 5,000 members of the naval aviation branch and 2,000 marine commandos, making it the world's fifth largest navy. The Indian Navy currently operates more than 155 vessels, including the INS Viraat, the only aircraft carrier in Asia-Pacific Region along with operational jet fighters.This group provides an opportunity for the navy aspirants to discuss various career options and experiences with the navy.

Short Service Commission: Naval Academy offers Short Service Commission as well as permanent commission jobs in various cadres like.

Technical (General Service)

Engineering Branch (E): Candidates can join in the Naval Architecture Cadre of the Engineering Branch. The Indian navy today employs the largest pool of trained Naval Architects in India. A Naval architect is involved in design, construction, quality control, repair and new construction work of naval vessels. With the Navy going for more and more sophisticated warship production within the country, the Corps of Naval Architects offers excellent opportunities to keep abreast of the advancement in ship building technology and implement your innovative ideas.

Eligibility: Four years BE/BTECH Engineering degree with a minimum of 60% marks in aggregate from a recognized university with one of the following Streams
- Mechanical Engineering
- Production Engineering
- Control Engineering
- Marine Engineerin
- Aeronautical Engineering
Electrical Branch (L): A warship is a mini floating city with an integral power generation and distribution system. In addition, complex missile systems, underwater weapons, radars and radio communication equipment form major part of a warship’s equipment. A majority of these are either computer-based or computer aided and incorporate the latest trends in electronics engineering. For a ship to be able to fight effectively, all this equipment must be kept working at peak efficiency. Electrical Officers have this responsibility and other challenging tasks. To sharpen the skills navy offers excellent opportunities for post-graduate courses in India/abroad to the deserving candidates.

Eligibility: Four years BE/BTECH Engineering degree with a minimum of 60% marks in aggregate from a recognized university with one of the following Streams
- Avionics Engineering
- Electronics Engineering
- Electrical Engineering
- Instrumentation Engineering
- Control Engineering
- Telecommunication Engineering
Officers of the Engineering and Electrical Branches can also volunteer for the Aviation/ Submarine Arm.

SUBMARINE CADRE:
Engineering Branch (E):
Eligibility: Four years BE/BTECH Engineering degree with a minimum of 60% marks in aggregate from a recognized university with one of the following Streams
Mechanical Engineering
Electrical Branch (L):
Eligibility: Four years BE/BTECH Engineering degree with a minimum of 60% marks in aggregate from a recognized university with one of the following Streams

Electronics Engineering
Electrical Engineering
Control Engineering
Telecommunication Engineering

NAVAL ARCHITECTURE CADRE:

Eligibility: Four years BE/BTECH Engineering degree with a minimum of 60% marks in aggregate from a recognized university with one of the following Streams

Mechanical Engineering
Civil Engineering
Metallurgical Engineering
Aeronautical Engineering
Naval Architecture Engineering

Selection Procedure:
The candidates will be called for Service Selection board interviews according to their cadre and their performance in BE/BTECH Degree.

Stage -1: Test consisting of officer intelligence rating test(OI and R test)followed by Picture perfection and Discussion test.
Stage-2 : Psychological testing, Group task, Group discussion and personal interview.
Candidate who clears all the above tests will be appointed for training.
The selected candidates will be appointed in the rank of Sub- Lieutenant on the date decided by IHQ-MoD(Navy). The candidates will be granted Short Service Commission (SSC). The candidates will be subject to an initial probationary period which will commence from the date of grant of the rank of Sub-Lieutenant and will terminate after two years from the date of their reporting to the Indian Naval Academy. During the period from date of appointment to reporting for training, the individual will be entitled to half the basic pay of the rank, which will be payable as a lump-sum stipend at the time of joining Indian Naval Academy for training. The tenure of SSC officers will be for a period of 10 yrs, extendable by a further period of 04 yrs subject to service requirements and performance/willingness of the candidates. The Candidates who fail to qualify at the final graduation (aggregate 60%) will be discharged from service without any benefits.

DUTIES OF TECHNICAL OFFICER

Tech(GS) Branch:Technical officers is to maintain ships,aircrafts and their associated weapons/sensors systems.
Submarine cadre: As a submarine technical officer you will be responsible to run maintain modern submarines and its weapon systems.
Naval Architecture cadre:Naval Architects specialize in warship and submarine constructions and also involves in design, construction, quality control and new construction work of naval vessels.

Course commences from the month of July.
Permanent Commission: Indian navy Academy offers Permanent commission jobs in the education branch of Indian navy.
Eligibility: A bachelor’s degree in any one of the following streams

Mechanical Engineering
Electrical Engineering
Electronics Engineering
Computer science Engineering
Information Technology Engineering
Telecommunication Engineering

HOW TO APPLY: Applications must be sent on a plain A4 size paper in the prescribed format duly completed in all the respects, with subscription on the envelope.
Selection Procedure:
Candidates will be called for Service selection board interviews based on the performance in educational qualification Interviews are conducted for five days.

Stage-1: Intelligence test,Picture perfection test and group discussion
Stage-2: Psychological testing, Group task, and personal interview.
Candidates selected will be called for training which starts in the month of july.

A student holding a bachelor's degree in Mechanical/ Electrical/ Technology Engineering could also join the Merchant navy as a Engine Cadet/ Fifth Engineer/ Junior Engineer. Direct entry Deck Cadets are required to undergo basic pre-sea training arranged by the recruiting company itself and the direct entry engineering cadets are preferred to do a Pre-sea course of 9 months duration in Marine Engineering conducted by the MERI.

Indian navy also offers coast guard jobs
COAST GUARD: Officers Entry Scheme of Coast Guard offers “Assistant Commandant” Jobs for Engineering graduates

Eligibility: Candidates should posses an Engineering Degree in any one of the following Branches

Naval Architecture Engineering
Mechanical Engineering
Electrical Engineering
Electronics Engineering
Marine Engineering
Design Engineering

Rank And Pay StructureAsst Comdt Rs.15600-39100 with Grade Pay Rs 5400/-

Training Pattern

Basic Training in Naval Academy at INS Mandovi, Goa 20 weeks
Afloat training onboard Coast Guard Ships 36 weeks
Technical courses at various Naval Schools 48 weeks
Watch-keeping onboard Coast Guard Ships 24 weeks

How To Apply

The recruitment of Asst. Commandants is conducted bi-annually.

The advertisement is given in leading national newspapers in both Hindi as well as in English.
Selection Process:
The shortlisted candidates are called for Preliminary Selection (PSB) as per their choice centers at Mumbai, Chennai, Calcutta and Delhi

The PSB consists of Mental Ability Test as well as interview
The candidates who qualify PSB are called for Final Selection Board (FSB) at New Delhi.
The candidates who qualify PSB are required to undergo medical examination.
The candidates subject to medical fitness are selected as per merit list.

Engineer as an Officer in Indian Air Force

2010-06-21T10:02:00.000-07:00

Posted by AndhraColleges.com

Along with Flying branch and Ground batch Indian Air Force recruits only Engineers in Technical Branch. Candidates short-listed after the initial selection procedure, go through a rigorous training regimen at one of the Air Force training establishments; National Defence Academy, Air Force Academy, Air Force Technical College and Flying Training Establishments. Thereafter, they are commissioned as officers and embark on a glorious and fulfilling career.
As an Engineer, you can soar into a rewarding and challenging career in the Indian Air Force. You can even join the Technical Branch in your final or pre-final year of engineering through the University Entry Scheme

Technical Branch
As an officer in the Technical Branch, you would be in charge of some of the most sophisticated equipment in the world.
You can apply for the Technical Branch via any of the two schemes listed below:

Direct Entry Scheme
After you have completed your engineering, you can join the Technical Branch through the Direct Entry Scheme. Both men and women can use this mode of entry to apply to the Indian Air Force.

Direct Entry Scheme

Aeronautical Engineering (Electronics)
Permanent / Short Service Commission
As an Aeronautical Engineer in the Electronics stream, you will be responsible for the communication and signals required on the Air Force station. You will also be in charge of the execution of preventive maintenance and servicing of aircraft. With further in-service training, you could also move to the repair and overhaul divisions of the Indian Air Force.
To join the Aeronautical Engineering (Electronics) stream you must fulfill the following eligibility criteria:

Age
18 to 28 years*
Marital Status
Single
Nationality
Indian
Gender
This is applicable to both men and women.
Educational Qualification (Aeronautical Engineer – Electonics)
First division (60% & above)

BE / B.Tech in Electronics / Telecommunication / Electrical / Electrical Communication / Electronics & Communication / Instrumentation / Computer Science & Engineering or a combination of these subjects. OR

Diploma in Electronics of Madras Institute of Technology OR

B Tech in Radio Physics and Electronics / Optics and Opto Electronics OR

MSc Degree in Physics (With Electronics) / Electronics / Computer Science / Computer Application / MCA with Maths, Physics and Electronics at graduation level or MSc. Tech in Electronics and Radio Engineering OR

Section A&B Examination of the Associate Membership Examination of the Institute of Engineers (India) in Electrical, Electronics or Telecommunication subjects OR

Graduate Membership Examination of the Institute of Electronics and Telecommunication Engineers with subjects of Section A & full subjects of Section B by actual studies (Maths, Applied Electronics and Circuits, Principals of Communication Engineering, Transmission lines and Networks)

Aeronautical Engineering (Mechanical)

Permanent / Short Service Commission
After you join the Indian Air Force as an Aeronautical Engineer in the Mechanical stream, you could be placed at a position that requires you to be involved with preventive maintenance and servicing of aircraft or of common user and specialist application vehicles. You could also be involved in the safety and maintenance of firearms and ammunition at an Air Force Base.
To join the Aeronautical Engineering (Mechanical) stream, you must fulfil the following conditions:

Age
18 to 28 years*
Marital Status
Single
Nationality
Indian
Gender
This is applicable to both men and women.
Educational Qualification (Aeronautical Engineer-Mechanical)
“First division (60% & above)

BE / B.Tech in Aeronautical / Mechanical / Production / Industrial Production or a combination of these subjects OR

Section A and B of Examination of Aeronautical Society of India by actual studies in Avionics / Communication streams OR

Section A and B of Associate Membership Examination of Institution of Engineering (India) with Mechanical / Aeronautical subjects by actual studies OR

Section A and B of Associate Membership Examination of the Aeronautical Society of India with Group I (Design and Production) or Group II (Maintenance, Repair & Overhaul) subjects by actual studies

Advertisement Schedule:

February and August Every Year
Selection Procedure
There is a 4 step selection procedure which is scientific and thorough. You can be a part of Air Force family going through this process and proving your mettle. For details about the procedure see the steps below:-

Step 1 – Scrutiny of Applications
Step 2 – Testing Officer Like Qualities
Step 3 – Conducting of Medical Examinations
Step 4 – Preparing All India Merit List

Step 1 -Scrutiny of Applications
The selection procedure begins immediately after you send your application forms to us. All application forms are first checked for eligibility after which you will receive a call letter with further instructions.
If seek entry into the Flying Branch through the NDA or CDSE, your applications need to be sent to UPSC, New Delhi. UPSC conducts a written test twice a year in April & August (NDA) and April & September (CDSE). Advertisements for the examinations are released about six months in advance. Qualifying in these exams take you to step two. If you apply for Short Service Commission Flying (Pilot) or as an NCC Senior Division ‘C’ Certificate holder, your application is processed by Air HQ and call letter issued by AFSBs.
If you have applied to the Technical Branch you will be required to appear the Engineering Knowledge Test (EKT). Similarly, for non tech ground duty branches, you would require to appear for a Common Entrance Test (CET). If you pass the EKT/CET, you move to the next step. Click here to see schedule of advertisements for various branches

Step 2 - Testing Officer Like Qualities
If you have successfully cleared Step 1, you will receive a call letter to report to any one of the Air Force Selection Boards located at Dehradun, Varanasi and Mysore. At the Air Force Selection Boards, you undergo a number of psychological tests, an interview and group activities, which are collectively called the Officer Like Qualities (OLQ) Tests. These tests are designed to gauge your potential and suitability as an officer in the Armed Forces.

The Psychological Tests are written tests that are conducted by a Psychologist.
The Group Tests are interactive indoor and outdoor tests. We expect active physical participation from you.
The Interview involves a personal conversation with our Interviewing Officer.
These tests will be explained to you in detail before they are conducted at the Selection Board.

The following is the schedule for OLQ Tests:

Schedule	Technical Branch
Day 1	Intelligence Tests/ Psychological Tests (Phase I)
Day 2	Group tests
Day 3	Group tests
Day 4	Interview
Day 5	Conference

Phase I of testing gets over on 1st day for all type of entries except NDA/CDSE/NCC/Direct entry for which it gets over on second day. Only those candidates who qualify in Phase I shall be retained at AFSB for further testing of Phase II. NDA/CDSE candidates who do not qualify the PABT will still be tested for their second/third choice.
At the conference held on the last day, all the assessors i.e. the Psychologist, Ground Testing Officer and the Interviewing Officer, discuss your personality and decide on recommending you or not. Those recommended by the AFSBs will require filling up certain documents at the Boards and subsequently moving to the next step.

Step 3 - Conducting of Medical Examinations
If you have applied for the Technical or Ground Duty Branches and are found suitable, you may be asked to return home and await a call for a medical examination or be sent directly for the medical examination.

Step 4 -Preparing All India Merit List
An All India Merit List is compiled on the basis of your performance at the AFSB and subject to being medically fit. Based on the vacancies available, Air HQ would issue joining instructions to join Air Force Academy for the training.

Engineering Jobs in Indian Army

2010-06-21T09:25:00.000-07:00

Posted by AndhraColleges.com

Engineering jobs in Indian Army

THE INDIAN ARMY:
Engineering Graduates (Direct Entry)
An Engineering graduate can join the Indian Military Academy directly. They only need to attend the Service Selection Board interview.

Tentative date: Course commences every year in the month of January and July.
How to Apply: Candidates can apply directly to the following address whenever the notifications are released. Generally notifications are released in the months of March/April & October /November

Address:
Addl. Directorate General of Recruiting (TGC),
Army HQ, West Block III,
RK Puram, New Delhi -110066

University Entry Scheme:
Engineers who wish to apply for Army in Pre-Final/Final Year of Engineering have an opportunity to opt for University Entry Scheme. They can apply for Indian army as an officer. Selection is Based on campus interview and Service Selection Board (SSB) interview Candidates are eligible for induction into technical branches/services of the army as commissioned officers under the University Entry Scheme.

Tentative date of Notification: Course commences every year in the month of July.

How to apply: Candidates need to furnish their applications in response to the advertisement generally published in the month of July.

Officers Entry Scheme:
Permanent Commission: Permanent commission is for those who want to make a career in the army until retirement. Recruitment of Commissioned Officers in the Armed Forces is mainly through the Union Public Service Commission (UPSC) under Permanent Commission.

Eligibility: Final Year students of

Marine Engineering
Mechanical Engineering
Aeronautical Engineering
Control Engineering
Metallurgical Engineering
Production Engineering with minimum 60% upto VIth Semester.

Short Service Commission(Technical):
Indian army has an alternative career, called short service commission which gives an option of joining in the Indian Army and serving as a Commissioned officer for 5 years. Short Service Commission facilitates recruitment of qualified technical graduates through the SSBs, to attend the Officers training Academy (OTA), Chennai, after medical tests, for a ten month course.
Short Service Commission allows you to join on a five-year contractual basis, after which you can exercise the option to continue or not.

Eligibility: A Degree in

Marine Engineering
Mechanical Engineering
Aeronautical Engineering
Control Engineering
Metallurgical Engineering
Production Engineering

Any other qualification recognized by the Institution of Engineers (India) as equivalent to a degree course with minimum 55% marks.

Tentative dates: Advertisement will be generally released in the months of March/April & October/November.

Women's Special Entry Scheme
The WSES for officers offers non-technical, technical and specialist entry for unmarried females or issueless widow or divorcee candidates . In women special entry scheme, the initial contractual period is five years

For Technical Entry :
BE, B Tech or equivalent or a higher qualification is needed.

Eligibility: Candidate must posses an engineering degree in any one of the following branches

Civil engineering
Electrical engineering
Mechanical engineering
Electronics engineering
Computer science engineering
Telecommunications engineering and architecture is needed.

Tentative date: Month of commencement of course in each year is March and September. Advertisement for applications will be released in June/December
Selection Process: Selection is based on written exam and SSB Interview and medical examination.

Electrical Branch Permanent Commission:
Eligibility: A Degree in

Electrical Engineering
Electronics Engineering
Avionics Engineering
Computer Engineering
Telecommunication Engineering

Or
Any other qualification recognized by the Institution of Engineers (India) or Institution of Telecommunication Engineers (India) as equivalent to a degree

Engineer as an Officer in Indian Air Force

2010-06-21T08:48:00.000-07:00

Age
18 to 28 years*
Marital Status
Single
Nationality
Indian
Gender
This is applicable to both men and women.
Educational Qualification (Aeronautical Engineer – Electonics)
First division (60% & above)

Age
18 to 28 years*
Marital Status
Single
Nationality
Indian
Gender
This is applicable to both men and women.
Educational Qualification (Aeronautical Engineer-Mechanical)
“First division (60% & above)

The Psychological Tests are written tests that are conducted by a Psychologist.
The Group Tests are interactive indoor and outdoor tests. We expect active physical participation from you.
The Interview involves a personal conversation with our Interviewing Officer.
These tests will be explained to you in detail before they are conducted at the Selection Board.

The following is the schedule for OLQ Tests:

Schedule	Technical Branch
Day 1	Intelligence Tests/ Psychological Tests (Phase I)
Day 2	Group tests
Day 3	Group tests
Day 4	Interview
Day 5	Conference

Objectives and Activities of Major Study circles

2010-06-21T08:34:00.000-07:00

Posted by AndhraColleges.com

IMNC – Development jobs study circle:

Objective: To prepare for rapid growth in selected company.

Approach:
Those interested in job in a Indian Multi National Company (IMNC) ,employing more than 20,000 people, which has offices across the continents. These companies have three different kinds of jobs, namely development, customization / enhancement / maintenance and BPO. Development jobs are few but are highly remunerative. Customization / maintenance jobs are plenty and most of the talented people start their career here. Therefore, this study group should aim at fetching job in IMNC for all its members with a pay package in the range Rs 2 – 3 lakhs.. .

Action plan:

Second year:

Learn more about IMNCs. A group of 2 or 3 Students should study about one IMNC from technical (projects, products), business groups (clients, countries of operation), research and development and future plans of the company. This group should present their observations to the other Students in the circle and exchange/ compare key information with other groups that might have studied.

Start learning / practicing the latest technologies used by the persons working in the identified IMNC.
Third year:

Students should start working parallel on any one project being done / completed by the IMNC. This should be done keeping an eye on the recent developments in relevant technologies and changes in business process.

Final year:

Students should keep presenting the implementations done in third year in several forums. They should also plan improvements of the project being done / completed as final year project with or without guidance from the IMNC. In case a final year student is placed in a IMNC, final year project should be relevant to the selected company. These Students should aim at topping the training batches and also get recognition as ‘resource person’ with in 2 or 3 years in the company. This calls for clear concepts of fundamentals, strong analytical ability and good communication skills along with proficiency in multiple platforms / programming languages.

MNC- Development jobs
Objective: To prepare for rapid growth in selected company. Action plan:
Second year:

Learn more about MNCs. A group of 2 or 3 Students should study about one MNC from technical (projects, products), business groups (clients, countries of operation), research and development and future plans of the company. This group should present their observations to the other Students in the circle and exchange/ compare key information with other groups that might have studied.
Start learning / practicing the latest technologies used by the persons working in the identified MNC.
Third year:
Students should start working parallel on any one project being done / completed by the MNC. This should be done keeping an eye on the recent developments in relevant technologies and changes in business process.Final year:
Students should keep presenting the implementations done in third year in several forums. They should also plan improvements of the project being done / completed as final year project with or without guidance from the MNC. In case a final year student is placed in a MNC, final year project should be relevant to the selected company. These Students should aim at topping the training batches and also get recognition as ‘resource person’ with in 2 or 3 years in the company. This calls for clear concepts of fundamentals, strong analytical ability and good communication skills along with proficiency in multiple platforms / programming languages.

IMNC-services job
Objective: To prepare for rapid growth in selected company. Action plan:
Second year:

Learn more about service sector. A group of 2 or 3 Students should study about one service sector from technical (projects, products), business groups (clients, countries of operation), and future plans of the company. This group should present their observations to the other Students in the circle and exchange/ compare key information with other groups that might have studied.

Start learning / practicing the latest technologies used by the persons working in the services sector.
Third year:

Students should start working parallel on any one services project being done / completed by the IMNC. This should be done keeping an eye on the tools and technologies used in business process.
Final year:

Students should keep presenting the tools used in third year in several forums. They should also plan improvements of the services project being done / completed as final year project with or without guidance from the IMNC. In case a final year student is placed in a IMNC, final year project should be relevant to the selected company. These Students should aim at topping the training batches and also get recognition as ‘resource person’ with in 2 or 3 years in the company. This calls for clear concepts of fundamentals, strong analytical ability and good communication skills along with proficiency in a platform / programming language.
MNC-service jobs Objective:
To prepare for rapid growth in selected company. Action plan:

Second year:

Start learning / practicing the latest technologies used by the persons working in the identified IMNC.
Third year:

Students should start working parallel on any one project being done / completed by the IMNC. This should be done keeping an eye on the recent developments in relevant technologies and changes in business process.

Final year:

Learn more about IMNCs. A group of 2 or 3 Students should study about one IMNC from technical (projects, products), business groups (clients, countries of operation), research and development and future plans of the company. This group should present their observations to the other Students in the circle and exchange/ compare key information with other groups that might have studied.
Start learning / practicing the latest technologies used by the persons working in the identified IMNC.

Third year:

Students should keep presenting the implementations done in third year in several forums. They should also plan improvements of the project being done / completed as final year project with or without guidance from the IMNC. In case a final year student is placed in a IMNC, final year project should be relevant to the selected company. These Students should aim at topping the training batches and also get recognition as ‘resource person’ with in 2 or 3 years in the company. This calls for clear concepts of fundamentals, strong analytical ability and good communication skills along with proficiency in multiple platforms / programming languages.
SMC- development jobs Objective:
To prepare for rapid growth in selected company.
Approach:
Those interested in Small and Medium Companies(SMC). There are a very large number of SMCs( employing less than few hundred people) in all cities. This includes Hyderabad, Vizag, Chennai, Vijayawada. Jobs in these companies are less remunerative, pay less than MNC, technically not as demanding as MNC jobs, most likely no global travel, a person can be near his familiy/ parents and near and dear. This study group should aim at fetching job in SMC for all its members with a pay package in the range Rs 1 – 2 lakhs. These jobs are more appropriate for people with limited ambition and not so confident about English language skills or technical subjectsAction plan:

Second year:

Start learning / practicing the latest technologies used by the persons working in the identified IMNC.
Third year:

dents should start working parallel on any one project being done / completed by the IMNC. This should be done keeping an eye on the recent developments in relevant technologies and changes in business process.
Final year:

SMC-BPO Objective:
To prepare for rapid growth in selected company. Action plan:
Second year:

Learn more about IMNCs. A group of 2 or 3 Students should study about one IMNC from technical (projects, products), business groups (clients, countries of operation), research and development and future plans of the company. This group should present their observations to the other Students in the circle and exchange/ compare key information with other groups that might have studied.
Start learning / practicing the latest technologies used by the persons working in the identified IMNC.
Third year:
dents should start working parallel on any one project being done / completed by the IMNC. This should be done keeping an eye on the recent developments in relevant technologies and changes in business process.
Final year:
Students should keep presenting the implementations done in third year in several forums. They should also plan improvements of the project being done / completed as final year project with or without guidance from the IMNC. In case a final year student is placed in a IMNC, final year project should be relevant to the selected company. These Students should aim at topping the training batches and also get recognition as ‘resource person’ with in 2 or 3 years in the company. This calls for clear concepts of fundamentals, strong analytical ability and good communication skills along with proficiency in multiple platforms / programming languages.

S in US top10 universities Objective:
To prepare for admission in one of top 10 US universities. Action plan:

Second year:
Third year:
Final year:

MS in US top25 universities Objective:
To prepare for admission in one of the top 25 US universities. Action plan:
Second year:
- Learn more about IMNCs. A group of 2 or 3 Students should study about one Start learning / practicing the latest technologies used by the persons working in the identified IMNC.
  Third year:
- Students should start working parallel on any one project being done /. Final year:
- Students should keep presenting the implementations done in third year in.
MS in US top100 universities
Objective: To prepare for admission in one of the top 100 US universities..

Approach: Those interested in pursuing MS in US universities. These universities are ranked between 25 and 75. The current trend in this college is that Students after completing final year will start attending GRE,TOEFL classes either in Vijayawada or Hyderabad. If successful, they join MS one year later. Very seldom Students join for MS immediately after completing B.Tech. This category of study circles will work towards exchange of useful information on admission procedures, challenges in GRE,TOEFL and other related information with the objective of getting admits to the Students .

Action plan:
Second year:
- Learn more about IMNCs. A group of 2 or 3 Students should study about one.
- Start learning / practicing the latest technologies used by the persons working in the identified IMNC.
  
  Third year:
- Students should start working parallel on any one project being done
Final year: Students should keep presenting the implementations done in third year in several forums. They should also plan improvements of the project being done / completed as final year project with or without guidance from the IMNC. In case a final year student is placed in a IMNC, final year project should be relevant to the selected company. These Students should aim at topping the training batches and also get recognition as ‘resource person’ with in 2 or 3 years in the company. This calls for clear concepts of fundamentals, strong analytical ability and good communication skills along with proficiency in multiple platforms / programming languages.

MS in other US universities Objective: To prepare for rapid growth in selected company. Action plan:
Second year:
- Learn more about IMNCs. A group of 2 or 3 Students should study about one IMNC from technical (projects, products), business groups (clients, countries of operation), research and development and future plans of the company. This group should present their observations to the other Students in the circle and exchange/ compare key information with other groups that might have studied.
- Start learning / practicing the latest technologies used by the persons working in the identified IMNC.
  Third year:
- Students should start working parallel on any one project being done / completed by the IMNC. This should be done keeping an eye on the recent developments in relevant technologies and changes in business process.
  Final year:
- Students should keep presenting the implementations done in third year in several forums. They should also plan improvements of the project being done / completed as final year project with or without guidance from the IMNC. In case a final year student is placed in a IMNC, final year project should be relevant to the selected company. These Students should aim at topping the training batches and also get recognition as ‘resource person’ with in 2 or 3 years in the company. This calls for clear concepts of fundamentals, strong analytical ability and good communication skills along with proficiency in multiple platforms / programming languages.
PG in Europe Objective:
To prepare for rapid growth in selected company. Action plan:

Second year:
- Learn more about IMNCs. A group of 2 or 3 Students should study about one IMNC from technical (projects, products), business groups (clients, countries of operation), research and development and future plans of the company. This group should present their observations to the other Students in the circle and exchange/ compare key information with other groups that might have studied.
- Start learning / practicing the latest technologies used by the persons working in the identified IMNC.
  Third year:
- Students should start working parallel on any one project being done / completed by the IMNC. This should be done keeping an eye on the recent developments in relevant technologies and changes in business process. Final year:
- Students should keep presenting the implementations done in third year in several forums. They should also plan improvements of the project being done / completed as final year project with or without guidance from the IMNC. In case a final year student is placed in a IMNC, final year project should be relevant to the selected company. These Students should aim at topping the training batches and also get recognition as ‘resource person’ with in 2 or 3 years in the company. This calls for clear concepts of fundamentals, strong analytical ability and good communication skills along with proficiency in multiple platforms / programming languages.
M Tech in IITs
Objective: To prepare for rapid growth in selected company. Action plan:

Second year:
- Learn more about IMNCs. A group of 2 or 3 Students should study about one IMNC from technical (projects, products), business groups (clients, countries of operation), research and development and future plans of the company. This group should present their observations to the other Students in the circle and exchange/ compare key information with other groups that might have studied.
- Start learning / practicing the latest technologies used by the persons working in the identified IMNC.
Third year:
- Students should start working parallel on any one project being done / completed by the IMNC. This should be done keeping an eye on the recent developments in relevant technologies and changes in business process. Final year:
- Students should keep presenting the implementations done in third year in several forums. They should also plan improvements of the project being done / completed as final year project with or without guidance from the IMNC. In case a final year student is placed in a IMNC, final year project should be relevant to the selected company. These Students should aim at topping the training batches and also get recognition as ‘resource person’ with in 2 or 3 years in the company. This calls for clear concepts of fundamentals, strong analytical ability and good communication skills along with proficiency in multiple platforms / programming languages.
PG in other institutes
Objective: To prepare for rapid growth in selected company.

Action plan: Second year:
- Learn more about IMNCs. A group of 2 or 3 Students should study about one IMNC from technical (projects, products), business groups (clients, countries of operation), research and development and future plans of the company. This group should present their observations to the other Students in the circle and exchange/ compare key information with other groups that might have studied.
- Start learning / practicing the latest technologies used by the persons working in the identified IMNC.
  Third year:
- Students should start working parallel on any one project being done / completed by the IMNC. This should be done keeping an eye on the recent developments in relevant technologies and changes in business process.
  Final year:
- Students should keep presenting the implementations done in third year in several forums. They should also plan improvements of the project being done / completed as final year project with or without guidance from the IMNC. In case a final year student is placed in a IMNC, final year project should be relevant to the selected company. These Students should aim at topping the training batches and also get recognition as ‘resource person’ with in 2 or 3 years in the company. This calls for clear concepts of fundamentals, strong analytical ability and good communication skills along with proficiency in multiple platforms / programming languages.
MBA in IIMs
Objective: To prepare for rapid growth in selected company. Action plan:
Second year:
- Students should start working parallel on any one project being done / completed by the IMNC. This should be done keeping an eye on the recent developments in relevant technologies and changes in business process.
  Final year:
- Students should keep presenting the implementations done in third year in several forums. They should also plan improvements of the project being done / completed as final year project with or without guidance from the IMNC. In case a final year student is placed in a IMNC, final year project should be relevant to the selected company. These Students should aim at topping the training batches and also get recognition as ‘resource person’ with in 2 or 3 years in the company. This calls for clear concepts of fundamentals, strong analytical ability and good communication skills along with proficiency in multiple platforms / programming languages.
MBA in other institutions
Objective: To prepare for rapid growth in selected company. Action plan:
Second year:
- Larn more about IMNCs. A group of 2 or 3 Students should study about one IMNC from technical (projects, products), business groups (clients, countries of operation), research and development and future plans of the company. This group should present their observations to the other Students in the circle and exchange/ compare key information with other groups that might have studied.
- Start learning / practicing the latest technologies used by the persons working in the identified IMNC. Third year:
- Students should start working parallel on any one project being done / completed by the IMNC. This should be done keeping an eye on the recent developments in relevant technologies and changes in business process. Final year:
- Students should keep presenting the implementations done in third year in several forums. They should also plan improvements of the project being done / completed as final year project with or without guidance from the IMNC. In case a final year student is placed in a IMNC, final year project should be relevant to the selected company. These Students should aim at topping the training batches and also get recognition as ‘resource person’ with in 2 or 3 years in the company. This calls for clear concepts of fundamentals, strong analytical ability and good communication skills along with proficiency in multiple platforms / programming languages.
Own enterprise Objective: To prepare for rapid growth in selected company. Action plan:

Second year:
Learn more about IMNCs. A group of 2 or 3 Students should study about one IMNC from technical (projects, products), business groups (clients, countries of operation), research and development and future plans of the company. This group should present their observations to the other Students in the circle and exchange/ compare key information with other groups that might have studied.
Start learning / practicing the latest technologies used by the persons working in the identified IMNC.
Third year:
Students should start working parallel on any one project being done / completed by the IMNC. This should be done keeping an eye on the recent developments in relevant technologies and changes in business process. Final year:
Students should keep presenting the implementations done in third year in several forums. They should also plan improvements of the project being done / completed as final year project with or without guidance from the IMNC. In case a final year student is placed in a IMNC, final year project should be relevant to the selected company. These Students should aim at topping the training batches and also get recognition as ‘resource person’ with in 2 or 3 years in the company. This calls for clear concepts of fundamentals, strong analytical ability and good communication skills along with proficiency in multiple platforms / programming languages.
Government jobs (central) Objective: To prepare for rapid growth in selected company. Action plan:

Second year:
Learn more about IMNCs. A group of 2 or 3 Students should study about one IMNC from technical (projects, products), business groups (clients, countries of operation), research and development and future plans of the company. This group should present their observations to the other Students in the circle and exchange/ compare key information with other groups that might have studied.
Start learning / practicing the latest technologies used by the persons working in the identified IMNC.
Third year:
Students should start working parallel on any one project being done / completed by the IMNC. This should be done keeping an eye on the recent developments in relevant technologies and changes in business process.
Final year:
Students should keep presenting the implementations done in third year in several forums. They should also plan improvements of the project being done / completed as final year project with or without guidance from the IMNC. In case a final year student is placed in a IMNC, final year project should be relevant to the selected company. These Students should aim at topping the training batches and also get recognition as ‘resource person’ with in 2 or 3 years in the company. This calls for clear concepts of fundamentals, strong analytical ability and good communication skills along with proficiency in multiple platforms / programming languages.
State government jobs

Objective: To prepare for rapid growth in selected company. Action plan:

Second year:
- Learn more about IMNCs. A group of 2 or 3 Students should study about one IMNC from technical (projects, products), business groups (clients, countries of operation), research and development and future plans of the company. This group should present their observations to the other Students in the circle and exchange/ compare key information with other groups that might have studied.
- Start learning / practicing the latest technologies used by the persons working in the identified IMNC.
Third year: Students should start working parallel on any one project being done / completed by the IMNC. This should be done keeping an eye on the recent developments in relevant technologies and changes in business process.
Final year: Students should keep presenting the implementations done in third year in several forums. They should also plan improvements of the project being done / completed as final year project with or without guidance from the IMNC. In case a final year student is placed in a IMNC, final year project should be relevant to the selected company. These Students should aim at topping the training batches and also get recognition as ‘resource person’ with in 2 or 3 years in the company. This calls for clear concepts of fundamentals, strong analytical ability and good communication skills along with proficiency in multiple platforms / programming languages.

Role of Research Oriented Course Projects in Student’s Life

2010-06-21T08:30:00.000-07:00

Posted by AndhraColleges.com

Lack of good communication between parents and children results in unhappy parents and dis-oriented students. If every student carries out course related research into parents activity in the initial years of undergraduate studies, then there is a possibility that communication between parents and children gets strengthened. This in turn might lead to globalization and modernization of successful family businesses hitherto run on traditional approach. There is also greater possibility of knowledge transfer from parent to child on professional, technical, financial and administrative fronts. Solution proposed in this note is centered around a concept – students carry out course related research oriented projects based on parents activity. A scheme of projects and role of parents, professors, students and industry is indicated.

Introduction:

Even most successful person in life might find it difficult to answer the questions, “ Are you happy with your current job?”, “ Did you achieve your objectives in life?”, “ How do you plan to make your life happier?”. These are some of the hard questions, interlaced with family life, society in which a person lives and of course one’s own ambitions and capabilities. Ex- President APJ Kalam said rightly “ You have to dream before your dreams can come true”. Perhaps most of us are afraid of dreaming big, even though dreams are free and do not cost a rupee.

It is unfortunate that the pressure and tensions that students and youth are facing these days gives us an impression that good sleep itself is a luxury. In such cases dreaming becomes an unviable proposition. Following are some typical cases where students and parents loose peaceful sleep. .
Son of a successful Supreme court lawyer fails two successive years and drops out of computer engineering course.
Reasons:
Father has no time for son
Son feels that law is easy compared to engineering
Father wants son to complete engineering
Son of a rich edible oil merchant fails to write even a single computer program and takes more than 7 years to complete graduation in computer engineering.
Reasons:
Son is afraid of computer programming
Son gets frustrated due to peer competition
Parent has unrealistic expectation.
A teacher parent, pledges agricultural land and sends son to study computers and the son takes 8 years to complete a four years course and fails to get a job.
Reasons:
Son could not cope up with stiff competition.
Son lacks capabilities, command over medium of instruction.
Son of a State electricity board engineer studying B.Sc computers wants to study Linux, M.Sc/M.CA/MBA after completing degree, but has no idea about the role computers play in state electricity board.
Reasons:

Son lacks interest in parent’s activities
Father pampers son without assessment/ignores deficiencies of son
Son of a successful electricals shop owner, studying B.Com hardly attends college, but sits in the shop regularly.
Parents lack vision
Son lacks discipline
These are some of the common cases we encounter these days. We keep reading statements like “ we need to motivate students before they get into recitation mode”, “ our students and education system should give more emphasis to creative thinking”. However, students, parents and teachers are finding it difficult to come up with a possible solution. Net result is a safe route – more number of coaching classes, more recitation, better marks and lack of depth in subjects studied.

Disturbing trends

A closer observation of above cases indicates disturbing trends amongst students and parents. Most significant disturbing trends are:
Students lack of interest in family business, in spite of a successful business development by parents. Students are often carried away by the employment trends and media buzz words. Students and parents ignore the fact that there is always scope to improve family business using technology, efficient management. In this era of open markets, lobalization, there is need to revamp family businesses with modern technology.
Students lack appreciation of parents activities. Many a times students prefer to do anything but not the profession or job being done by parents. This could be due to the fact that they see the difficulties parents face in current profession. An objective study by students into parents activities in the early stage of undergraduate study might help the parents and student in adding value to the parents activity if required. For example, the son of a bank officer, studying electronics can analyse the state of electronics used by parent in bank and compare it with best practices in the world. As far as the student is concerned, there is a ready customer and guide in domain in the form of parent. Parent might not hesitate to give detailed requirements which other customers will never be able to provide. It would be a great experience to student and parent if student comes up with better strategy or solution following a different approach to hard technical /administrative problems parents face in profession. It is needless to say that such experiences are required in building a progressive society and great nation.
Parents misunderstand wards interest and capabilities. One of the consequences of recent developments in information technology, electronic media is herd mentality amongst parents and students. Students are attracted to the profession/trade of role models earning millions. Parents decide on wards career plan based on money power or the popularity of the field. Very seldom, enough effort is spent in analyzing ward’s strengths and weaknesses, interests while planning career. Students lacking interest in the career they are asked to follow, might end up as a failure, causing frustration to self, parents, society and nation. They end up in taking jobs/ trades unconnected to the course studied.
Students frustration due to heavy competition. Ill effect of having large population in India is shown on the students and youngsters life. Few seats in reputed institutes for large number of students means heavy competition. Applicants versus actual seats ratio in some institutes goes over 1000. Situation is not different for plum posts in government sector. Once competition goes beyond a level, other means like malpractices, paper leaks, bribe, coaching syndicates emerges as a means to ensure seats for a price.
False impression by coaching classes and marks obtained in examinations. In their eagerness to get few seats in premiere institutes, parents and students flock to coaching classes. Most of the coaching classes tend to train students to fare well in a particular examination. Seldom a coaching class concentrates on concepts and fundamentals. Net result is student gets very good marks, but fail to answer indirect questions. In other words students learn best way to answer examination questions at the cost of knowledge.
Frustration in life due to lack of satisfaction in the profession pursued on graduation. One could say it is luxury if a youngster is permitted to do a job that is exciting and challenging on completion of studies. The jobs that satisfy an youngsters desire may not be paying enough to lead satisfied life. Jobs that could give good pay packs may not utilize the knowledge acquired by students. Students graduating from premier institutes are good example of this phenomenon. Most of the students graduating from IITs end up in IT sector and start career as programmers, irrespective of the fact they studied civil, mechanical, chemical or aeronautical engineering.

Solution should

Give better orientation to student towards his/her future. Most of the teenagers, with top ranks at intermediate examination level state that they want to become researchers, doctors, computer scientist etc. Hardly few of these teenagers have any idea about the path they need to follow. It is necessary that they are mentored, encouraged to sustain zeal to invent and innovate during graduate studies.

Involve objective study of real world projects: Most of the times students are biased with rumors, hype in media or mis-concept about the kind of jobs, research and career in real world. It will be late by the time they realize the mistakes. Perhaps a couple of projects that are objective could help better understanding on the part of the students. Students might get ready help and guidance if these projects are directly or indirectly linked to the activities of parents or some other elders.

Increase interaction between the parents and students: Unfortunately we are leading society towards western culture. Parents feel that their responsibility is over once ward is joined in some college. If they are unable to get ward into reputed college, then put ward in one or more coaching classes and there by feel that their duty is fulfilled. I believe that projects mentioned above will increase productive and meaningful interaction between parents and children. Ward will come to know merits and demerits of the parents activity. Parents might be happy to pass on important knowledge to children rather than to others. Apart from these benefits, there will be some useful discussion every day in the family. Traditional cultural bondage of East can be restored.

Reduce the pressure on students in performing the areas student wishes to avoid: Increased interaction between parents and student could lead to a better understanding of wards capabilities, interests to parents. This could help parents in making right assessment of wards capability and plan suitable career.

Pave path towards modernization/ globalization: While keeping cultural bondage it is necessary that we as a society progress through modernization and lobalization. Youngsters familiar with emerging trends in technology can reason and convince parents of the need for modernizing their activity to take it to global level.

Bring in better discipline: To me discipline is something internal to a person. It cannot be enforced by rules, regulations. Teenagers and youth tend to become rebellious on forced discipline. In my view if the students are involved in challenging tasks in the area they are interested, discipline comes automatic. Unless youngsters clearly see the future , benefits of their current education/degrees, it will be nearly impossible to bring discipline into their daily routine.

Result in better ethics: For some strange reason, it seems we lost all our glory about sharing wealth and knowledge which is part of Indian philosophy. Instead, we encourage our wards to be protective, competitive and introvert individuals. It is unfortunate that brilliant students hesitate to share knowledge with those not clear about a topic, fearing that other student might get equally good marks, threatening his or her own rank in the merit list. I do not know, when if at all we can turn the student force from competition to collaboration mould.
Greater acceptability of student’s abilities by society and academia

Proposed Solution:

Here is a solution I propose to all like-minded professionals, parents, teachers and students for consideration. The solution is intense participation of students in research oriented course projects with the help of parents in the initial stages. Research oriented course projects are mandatory in most of the courses offered in the western universities/schools. Involvement of parents is something new in my model.
More than often, there is confusion in the minds of parents and students about the future course and career plan. Parents would like the ward to study a course that is popular irrespective of wards capabilities, wards interest and their own profession/ business. Students for their part tend to choose the career path followed by role models in the college or society hoping that some how they will manage to reach the level of the role model. They tend to ignore the ground realities like employment opportunities, political and economic developments. Disturbance to career plan starts if the student fails to live up to the parents expectations on the demanding course due to heavy competition. Even those students successful in academics might find themselves in a difficult situation at the age of 30 years or so, if the parents have successful business or enterprise. Dilemma to continue with popular career path versus family business can become a major irritant if these two do not match.
Perhaps it would be a better idea if every student does a systematic study of parents activity before deciding career path. This can be done from the course the student is currently in. In this process, a student might get to know the reasons behind parents success, parents might come to know of views from next generation on their profession/ business. This in turn might lead to modernization and globalization of traditional family businesses.

First project: The first research oriented course project every student attempts should be detailed study of parents activity. I suggest that this project is carried out during the first year of undergraduate course. One point most of the students I interacted confused is the role of parents activity and how can they get a hold of it. One suggestion I have in this regard is, as a part of their first project student spends about 75 hours of his/her time interacting with parents or elders in understanding parents activity from technology, management and success point of view. A detailed document is then prepared on parents activity covering procedures and processes followed, strengths and weaknesses, limitations, constraints, opportunities, government regulations, financial aspects, technical aspects and future prospects. New developments related to parent’s activities both within the country and abroad are collected from library or Internet and a final report is prepared on parents activity.

In my view, this first project can be done based on the branch of studies the student is in, student’s career plan, students area of interest and parents activities. For example, ward of a whole sale trader studying computers can study the role of various inventory strategies, software products used in India and abroad. Newer concepts like just in time trading can be introduced. If the ward is studying commerce, ward can think of international trade of their family business as ultimate objective and study parents business from that perspective. I am certain that with little effort from parents, students, professionals, professors and student counsellers, a project topic that fulfills students interest and parents activity can be identified.

Second project: This could be follow up of the above first project in the second year of undergraduate studies. The emphasis in this project is study of various technologies, products available in the market that could improve the efficiency of parents activity. Identification of most appropriate technology or product is the end result of this project. Student may not be familiar with technical jargon used. It is at this juncture help from faculty, professionals and senior students is required. In some cases implementing prototype or scaled down version or demo version is possible. Students should explore this possibility to complement study. This project again can be done satisfying interest of all parties.

Third project: Once a student has completed above two projects, then student as well as parents are in a position to take decision on future course. Student would have carried out extensive study of parents activity, state of art in this area related to the course he/she is studying. Parents for their part will get an idea about capabilities of the ward with respect to their own activity, its growth or expansion. At this point, a student should be encouraged to initiate innovative thoughts whether linked or not to the parents activity. Being in the third year of undergraduate study, student might have got exposure to things happening around, trends in the market, formulated some views based on friends circle, senior students success. A student should seek the help of professors, ex- students working in industry and experienced professionals to identify the area and topics a student should explore in depth. This project on initial step towards innovation could be in research or product development or entrepreneurship awareness depending on the career path a student chooses.

Fourth project: A student successful in doing first three projects would be well versed with the state of art in the career path he or she intends to pursue. Student would be either in post graduate studies or final year of professional courses. In either case, the student should focus on the people working on technical problems a student is interested in Indian and universities abroad, research laboratories in India and abroad. Main objective of projects at this level is publications, intellectual property development. This can be done with the help of specialists, researching professors, professionals.

Conclusion:
Models like the one above can be successful if and only if parents, students, professors, professionals and researchers actively contribute. A virtual community of working professionals and students interested in collaborative research is necessary to pursue this type of activities.

PART 2

Misplaced concepts on campus placement

One day I was visiting a village some 15 Kms from my town. I was at a house of a family in the village. There is this guy, Krishna who has done his engineering degree with information technology flavor. During the conversation with Krishna, who has just completed his final year examinations, I was told that the college does not have ‘on campus placements’. Moreover in the college they taught only basics and to get a job this youngster has to attend a course in nearby metropolitan city, shelling down some Rs 50,000.
The first question if not the only question I was asked by my relatives, friends and parents of students is “ how is placement in your college?”. For some unexplainable reason, campus placement seems to be the factor in selecting a college for study. I know that it is important to get a decent job after graduation, but should the parents and students be particular about placement at the time of admission to a course that takes three or four years. In particular the rate at which the information technology and software industry is changing, it would be anybody’s guess on employment opportunities after four years. Self financed institutions play this campus placement card as a unique selling point to attract talented students. Some of the institutes indicate the highest salary, minimum salary in their web site and/ or brochure. Very few parents and students are aware of the fact that the percentage of students paid highest salary will be a small percentage and bulk are offered minimum salary. Moreover, parents should check the percentage of students passing out in time. That is if a college admits 500 students, but only 300 pass engineering degree examination by the end of four years, if the college claims 100% placement, then it means that only 300 students are placed out of 500 admitted. The remaining 200 are not employable as they might have discontinued or failed in one or more subjects.

Once I was attending a social function in Hyderabad. There was excitement in otherwise calm atmosphere where in we were discussing news items. The source of the excitement was a young man who just walked in along with his parents. Reason for excitement is that this young man was selected by an Indian Multi National Company in campus placement. I was suddenly reminded of the response given by students and my reaction in introductory lecture several years. In most of such lectures I used to ask the students

“ What is the objective of your life?”,
“What is the objective of your engineering study?’,
“What is your biggest dream?”.

After sustained persuasion I used to get a consistent reply “ My big dream is to get a job after completing engineering degree”.
I used to comment “ It is a pity that we are afraid of dreaming!”
The days are gone where in the young boys dream of conquering the world, young girls dream of a prince coming on a white horse and taking her away to make her as queen.
Confused state ( story of a confused rich boy)
Fancy as a pilot
Job versus family business
Caught in a web (gambling / drugs/ betting)
PG in India or abroad – m.tech ms
Rumors and its impact- missing exams, project viva, placemen
Story of a determined girl- amrita joshi
Story of an easy going rich girl –pict example
story of a spoiled rich girl –pict example
Story of a systematic learner –
Story of a rich land lord’s son( Premchand-Mtm)
Story of an industrialist’s son (Karun Phillips)
Students cheating themselves- gayatri
Students cheating their parents
Formidable obstacles of rural engineering college students
Student interested in film direction
Student mad after a film actress – vanisree ,tahasildar’s son

Important Pillars of Self Learning

2010-06-21T08:25:00.000-07:00

Posted by AndhraColleges.com

Self Learning is the key to success in any field. A person capable of ‘self learning’ can adapt to new situation / environment and hence become a successful person or professional or innovator. Recognising the need of ‘self learning’ at graduate level, several forums including the AICTE started giving greater importance to it while accrediting an institute. However, the attitude and participation of the students in this aspect is minimal. Most of the students tend to continue with the approach followed at school level by memorizing the solutions and successive elimination of choices in multiple choice objective tests. The current situation can be stated as ‘Students are getting high marks, but their knowledge is shallow’, ‘our universities produce more than 1.5 million engineers but only 10% of these are employable by the industry’ .

Sometimes, I wonder whether our traditions and culture is against self learning. I keep wondering what would have happened if Ekalavya did not offer his thumb as ‘guru dhakhina’ to Drona in Mahabharat. But then, I am equally puzzled with the attitude in modern times because, there is ‘Drona acharya ‘ award and ‘ Arjuna award’ but there is no ‘Ekalavya ‘ award. Is it because we still believe in ‘Guru Brahma’ even though some of the ‘gurus’ show bias / discrimination?

Situation is worse for students graduating from rural and semi-urban educational institutes as they are not able to compete with students from city and metro colleges. In my view there are five factors responsible for this unfortunate situation. Unfortunate part is that there is no fool proof solution in sight. We keep on experimenting with a variety of ideas hoping that someday we come up with a good solution. I describe in detail these five factors in the following sections. I will also present several questions open for discussion / debate.

Reward and Punishment
Medium of instruction
Rural versus Urban background
Faculty retention
Discipline

Perhaps it is necessary to mention my background before I present some of these frustrating and sensitive issues. I come with a semi urban (vijayawada in 1950s) background. I did my elementary schooling in a verandah of a house with one unqualified but disciplined person. All my schooling was in Telugu medium. My degree studies at Vijayawada ( B.Sc) and Kakinada (B.E) were dominated by Telugu. It was in my M.Tech at IIT Kanpur I started practicing English. Now, after nearly 37 years after graduation in engineering I am in a position to revisit the issue and spell out problems experienced by me and others who could make a successful career. It is my exposure to artificial intelligence and interaction with engineering students from cities, towns and villages in several Indian states that strengthened some of the opinions expressed below.

Reward and Punishment: It is well known that animal behavior is basically governed by reward and punishment. We are no exception. Except for few genuine saints, most of us are interested in rewards and are afraid of punishments. Students are no exception, further they are in an age group where they pay hardly any attention to these aspects. However, there will always be resistant to punishment, clamor for rewards in spite of failures.

The best example for this is our education system design. Right from school level, there is no threat of failure. 7th standard public examination has been removed and there is an instant examination for those who failed in intermediate examinations! Situation in professional colleges is even worse, thanks to the pressure from parents ( who believe that their ward should pass examination, once college fees is paid, especially to self financed institutes.), university and regulating authorities who are interested in avoiding the wrath of failed students, several students are passed in spite of their deficiencies. It is the prevailing environment that is ensuring that students who do not deserve promotion or pass are passed.

To me, the same students shine well in universities in other countries like US, UK because of the punishment in the form of failures. Often institutes in India resort to fines as a means for punishment, my experience shows that hardly any one in the student community bothers about the fines. It is the unfortunate children from economically weaker section that are caught in this issue due to unavoidable circumstances like ill health. Once, I was told of a pathetic situation where several school children were not attending school.

They used to leave respective homes in time and get back to home in time, but never attended school. On sustained persuasion, children came out with the actual reason; they were targeted and mobbed by the other well to do children. Recently, I came across a girl in second year engineering doing similar thing. She used to leave home at college time, return at regular college closing hours. Her attendance at the end of semester was zero. It was a puzzle for parents as well as faculty as the girl was not having any bad habits. She used to come to college, sit in the library and go back to home.

If we look at the statistics, in any university, the percentage of students failing in the final year will be far less than those failing in other years of the course. One may wonder where all these poor performers disappeared. Are they detained or discontinued? No, the real reason is all universities; educational institutes (self financed or otherwise) are lenient or liberal towards the final year students. A glaring example is, 90% of final year engineering students are given more than 90% marks in their project work and seminars. The industry keeps on saying that only 10% are worth employing. One could see a clear contradiction between the industry and universities on promoting students who do not deserve to be promoted.

As far as the industry is concerned, they are becoming more nervous at campus placements and are making mistakes as they fail to assess candidates based on short interview and/ or written test. Marks obtained in university examinations hardly reflect the capabilities. In this confusion, some of the deserving candidates are left out, leading to frustration in young minds (creates the impression –luck but not talent that works).
It is rare to find a fresh graduate writing one paragraph of consistent and correct English sentences. How could they get 90% in seminar where they were supposed to read and understand a new topic? Some institutes are of the opinion few lectures on English and fewer English lab sessions will improve communication skills. I doubt it.

Some of the questions open for discussion are:

How do we balance between talent and prestige?
In a short term, prestige of an institute is based on the results and marks secured in the university assessment, which may or may not be linked to the talent of the students. On a long run, it is only the students with talent that brings laurels to the institute. In fact, institutes are known for its students. Infrastructure is useful to attract merit students at admission stage, but it never becomes its strength. One could see the difference in presentation of well known institutes (in India and abroad) and ordinary institutes. Well known institutes project their strengths in terms of faculty and students (including alumni) achievements. Other institutes project infrastructure, buildings and equipment. One university in US highlights the number of Noble Laureates from that university right in the home page of their website.

Concepts comprehension versus solution memorization:
As long as the emphasis in internal assessment and university assessment is based on specific answers to often repeated questions, there will be hardly any motivation in the students to comprehend concepts. It is unrealistic to expect student to spend time and money in reading bulky text books if one can pass and even get good marks by reading ready made answers in books/ guides that cost a fraction of the cost of text book. It turns out that a student should have a strong determination and commitment to avoid reading these guides. Percentage of students utilizing library facilities versus the number of guides dumped at the entrance of examination halls indicates the trend.

Medium of instruction:
Perhaps the most debated topic and often concluded in controversial decisions / implementations is the medium of instruction at different levels of education. While it is emphasized that the medium of instruction is ‘English’ in all professional courses, the implementation of it varies depending on the location of the educational institute. In metros and cities it may be nearly 100%, in remote rural colleges it might drop down to much less. People from all walks of life are keen in their children pursuing education in English because the IT industry which is the current craze of the people requires proficiency in English. The word ‘proficiency’ is misleading and often interpreted as ‘spoken English’.

One could see a large number of spoken English training institutes all over the country. There are several attempts by governments ordering schools in rural areas to include English medium etc,. All these attempts will create a pool of English speaking people. However, many of these persons will not be able to carry out ‘self learning’ in the chosen field. At the best, they end up in call center or BPO jobs wherein a person need not understand the technical background. Even those successful in ‘self learning’ with vernacular language education, with huge effort and strong commitment might end up in call center or BPO jobs after extensive spoken English training. Note that this does not mean that people with only vernacular language education or even those without any formal education cannot learn on their own.

There are several self made persons with neither formal education nor English medium schooling. Learning or self learning has nothing to do with the medium of communication or concept formulation as long as the person operates in the same environment (in this case same language). The moment, there is change in environment and shift in language used for communication, these persons will have difficulty in adapting to the new language. Let us take a look at a model of ‘learning’, ‘knowledge’ and ‘IQ’. Learning essentially comprehends concepts as a person moves or grows in an environment. Each word and phrase we learn is based on the underlying concept. If this is not done, a word will be a string of symbols without sense. Every person keeps on comprehending concepts and associated words ( for example when we say agriculture, persons familiar with this word might interpret it as related to green fields / coconut trees/ sugarcane fields grown annually with rain water etc,. If a person familiar with only Telugu language might feel the word ‘agriculture’ strange. But the same person could get complete concept of the green fields if it was told as ‘vyavasayam’).

As a part of learning, every person tries to arrange the concepts comprehended in two dimensional network (actually it is a multi dimensional network of neurons, for the sake of simplicity I am considering only two relevant for this note), corresponding to ‘knowledge’ and ‘IQ’. Knowledge is about how effectively and efficiently a person organizes the hierarchy of the concepts comprehended or formulates necessary ‘concept hierarchy’. A person with a good knowledge would have formulated a deep hierarchy.

Let us take arithmetic as an example, a person is taught concept of numbers, type of numbers, number representation, arithmetic that could be performed on numbers at elementary school level, at next level the person is taught complex numbers, real and imaginary numbers, equations based on numbers etc, perhaps at the peak of learning about the numbers the person is familiarized with the universe in non linear spaces.

IQ is about correlating the concept comprehended at that moment to those that are comprehended in the past and organized as ‘concept hierarchy’. Let us continue with the same example of ‘agriculture’. The phrase ‘ agriculture is not economical these days’ can be understood by a person who could link ‘agriculture- as a process’, economy as a consequence and ‘these years’ by correlating to the yester years. A person with low IQ might end up in linking not all three, two in some cases and none in few cases. The person with lowest IQ ends up in seeing every concept as an independent entity.

Let us now turn our attention to engineering education, students are taught new topics and newer concepts in most of the subjects. For each subject there will be some pre-requisites, which mean that students should be familiar with concepts that are just one level below the current concept in the hierarchy. It is at this juncture, the medium of instruction at previous years / semesters is going to play a key role.

Students only familiar with lower level concepts in different language might find it difficult in evolving neither an appropriate hierarchy nor a meaningful links to other concepts, unless the students somehow learn mapping between vocabulary in vernacular language and English. Normally this does not happen as long as the student studies in the area where his/her mother tongue is practiced. As a result, those students face difficulty in getting plum jobs after graduation. Even those that learn mapping while studying / working in other regions will do only after spending considerable time and effort.

This issue becomes even more complex in the case of students from self financed colleges, especially from rural areas. Every management is keen in having very good results irrespective of the medium of instruction of the admitted students. Faculty in these colleges might be required to explain important points (from the examination perspective) in vernacular language if many students are not able to comprehend the same in English. In particular, newly started colleges will be under pressure to outperform/ reach the level of existing colleges. Explaining important points in vernacular language gives good results, but leads to the situation that very few students get placed in IT companies, which by and large operate world wide. In their eagerness to produce good results self financial institutes might show consideration to vernacular language in the initial years. This becomes a practice in the subsequent years and becomes an unwritten norm.

Often the IT companies comment that students lack communication skills. In my view this is mainly because these students fail to link terms in English (related to concepts) to those covered in the class. Moreover, students trained with important points covered in vernacular language may find it tough to clear the competitive examinations and also university examinations if the questions are twisted or indirect. Net result is that these colleges produce very good results, satisfying the parents, students and authorities, but unemployable graduates.

Natural intelligence of a person is also playing an invisible role regarding medium of instruction. The role of ‘approximate reasoning’ was not clear to me till a recent episode. I used to observe that some students write irrelevant answers during examinations. I was not able to understand the reasons and I used to think students memorize the entire book and thus get confused. Recently, me and another colleague of mine were attending a student function called ‘EECON’ – the text written on the banner was ‘Electrical and Electronics Engineers CONfederacy’. In the first instance me and my colleague read the last word in the banner as ‘conspiracy’ and started wondering why ‘conspiracy’. Later on we found out that both of us have not heard about the word ‘confederacy’ in the past. Apparently, our brains carried out approximate reasoning on ‘confederacy ‘and ended up in matching with word ‘conspiracy’. Then, I could understand the difficulty of students with vernacular language medium background. Their brain carries out approximate reasoning on new words in class room and often ends up in gathering wrong impression. Similarly, in the examination / interviews they might end up in writing the same wrong impression. It may take a long time before this can be rectified.

Co-operative learning is another model that is being experimented. Here, a student well versed with English vocabulary (mostly from English medium) is flanked by the students with difficulty in following lectures in English. These students are expected to translate the key concepts if necessary in vernacular language. Most likely this model helps the students with difficulty in following lectures in English, but dampens the interest / enthusiasm of the students providing translation. This is because of two reasons, firstly not every student might be willing to translate, which they cannot spell out for the fear of victimization. Secondly, they may not have enough time in the class to digest and analyse the validity of concepts. The time they spend for analysis might now be spent in translation. Perhaps institute might feel the impact of this strategy only after several years, when the news that merit students with English medium background are required to help other students irrespective of their interest spreads in the student community. This in turn might drive away brilliant students to other institutes around big cities even though these institutes are ill equipped.

Some of the questions that are open for discussion are:

Should an engineering college enforce English medium instruction at some stage or not? This question becomes relevant if most of the graduating students are going to be placed in industry / organizations with in the state or not.
Should an engineering college separate students with vernacular language medium of instruction at entry level and conduct special classes? Can this be done without impact on students integrity?
What could be the future approach / strategy of an institute regarding students from other regions(with different native language) and students from other countries?. Some of the universities / institutes are building relationship with universities from abroad for dual degree etc,. For ex: Vellore institute of technology has sizable students from Rwanda, recently JNTU signed MOU with a Swedish University, IIIT Hyderabad has collaboration with couple of universities in USA.

Rural versus Urban background
Realising the need for promoting engineering education in rural India, government encouraged self financed institutes to set up engineering colleges in rural areas. This facility was used by some people and misused by some others. Result is a cluster of engineering colleges around major cities and big towns, scattered colleges in the heart of rural areas. Each college has worked out its strategy regarding infrastructure, faculty and amenities. There are colleges that run buses to a distance of 70 kilometers for the benefit of staff and students. The position of faculty in IT related departments, level of students admitted into some of the IT related departments remains as a concern in many of these institutes. IT industry is picking most of its entry level people ( fresh graduates) from metros, cities and big towns, seldom they come to rural engineering colleges. Therefore, it remained as a challenge for self financed institutes in rural areas to live up to the expectations of the IT industry, shunning the other local industries. One major reason for students, parents and institutions craving for placing graduates in IT industry is the salary and other benefits in IT industry, which is at least 2 to 3 times the salary in other conventional industry at entry level. Further, the growth rate in IT industry for talented people is much higher than conventional industry which is by and large is saturated / stagnated.

In essence, every institute ( especially self financed ones) are forced to tune their strategy to market forces and encourage its students to pursue IT job oriented studies irrespective of the stream a student has been admitted. A student needs to be very much determined / interested in a particular field to sustain interest in fields other than IT. This combined with the fact that by and large students from rural schools have vernacular language as medium of instruction is creating a new situation which was not envisaged.

The situation is that most of the seats in popular institutes (based on placement, infrastructure, results and advertisements) are filled with good rankers of the respective entrance examinations. Students sticking to their village schools, intermediate / degree colleges in semi urban areas are left with few or no seats in these good colleges, though located right in the middle of their villages. These good colleges are tending to be only for elite because only few from rural India can pay the seats under management/ NRI quota and most of the merit seats are filled by students who have studied and attended coaching classes in town / cities. As a result, steadily the students from rural schools are pushed into newly started colleges which are in the process of establishing basic infrastructure and good faculty. It is inevitable that such institutes promote instruction in vernacular language to get acceptable results as discussed above.

Some institutes are started with a mission of promoting engineering education in rural India, but ended up in preferred institute for students with urban background. We could find a number of institutes located in a small town, but entrance test to these institutes are conducted at major cities. These institutes have a sizable population of students from other countries, but hardly any student with rural background.

Another development that was not foreseen at the time of starting self financed institutes in rural areas is the institutes mission or philosophy. It was felt that a self financed institute operating on ‘not for profit ‘will help in the development of region through engineering education to youth from surrounding villages which in turn leads to the growth of rural India. Understandably, these institutes were never intended to be charitable. Now the situation is different, these institutes are not able to cater to the needs of local village youth; therefore, it makes sense to switch from not-for-profit mode to for-profit mode. Justification is very simple, make some profit and utilize part of it towards the development of the surrounding villages.

Some of the key issues to be resolved are:

Should there be reservation for students from rural /semi-urban schools in rural engineering colleges? This could have impact on the management policies. If the objective is to provide good opportunities to villages around an institute, there is need to reserve certain percentage of seats. But, then this might impact the popularity of the institute and its ranking in the university / accreditation by AICTE.
Model to be followed : The choice between ‘Not- for-profit versus for-profit’ is both philosophical and emotional. A person having sufficient finances and desire to provide engineering education to rural students might set up an institute with ‘not for profit’ model. It is observed that as the time progresses and institute becomes popular, this gets changed to ‘for-profit ‘ model either by the decedents of founders or by market forces.
Admission of students from other countries and Persons of Indian origin: In order to create a universal brotherhood attitude there are attempts to admit students from other countries. Few colleges in metros are able to make use of this provision. Most of the other colleges end up in admitting children or relatives of NRIs. Students from institutes without genuine foreign students might find it difficult in adjusting to the cultural and social practices in other countries. Traditions and cultural aspects of rural India, which is much different from city culture complicates this aspect further.

Faculty retention
Faculty plays a key role in nurturing self learning amongst students. Every institute will have some brilliant students who could be guided / mentored to perform in par with the best in other institutes. It is only the percentage of such students that may vary from institute to institute. IITs may be having many bright students, NITs might have good number of bright students and other institutes might be having only a handful of brilliant students. This is obvious from the profiles of successful professionals and institutes from which they have graduated.

It is well known that a faculty member should have worked and contributed to the growth and progress of a field or area before he/she can mentor or guide students with confidence. The main issue which many of the institutes in India are facing is the lack of faculty who could motivate students. Recruiting and retaining talented faculty is a major challenge, in particular to the institutes that are located in rural and semi-urban areas.

At times these institutes are forced to select faculty with little or no talent and then put them through a controlled environment. Many institutes have extensive faculty development programs on paper, but the out come of these programmes are for the sake of regulatory bodies rather than to improve teaching learning process. The best example to quote in this regard is the protest from private Engineering college faculty association on AICTE stipulation that a faculty member should be qualified in GATE examination before he/she can be sponsored to part time / sequential summer schools scheme for M.Tech / M.E.

In general there is a reduction in the original scientific work done from Indian soil. Recent report indicated that out of more than 50,000 papers published by various DRDO scientists, only fewer than 10 are referenced by others. This can become apparent from the resumes of faculty members aspiring promotions. There is large number of publications, mostly in conferences that too unreferenced conferences. It is luxury to find a resume with publication of reputed international / national journal. In the departments related to computer science and information technology the situation is even worse.

Senior faculty would be from any discipline with basic degree and / or post graduation /PH.D in anything but the core problems of computer science, information technology. It is obvious that the students taught by these faculties will not have basic knowledge to launch on self learning. They end up in maintenance type jobs leaving out the software development jobs, which are highly remunerative and often places a youth on fast track of career growth.

Institutes for their part are unable to change the situation for the sake of retaining the recruited faculty irrespective of inherent deficiencies. Senior faculty becomes at best managers ensuring university results but not students of quality acceptable to industry. Industry is in short supply and is on look out for able hands for software development, which they are unable to find.

Some of the questions open to discussion are:

Reward and punishment for faculty: In the current situation where in a faculty can switch between institutes at the blink of eye and more than 300 engineering colleges in Andhra Pradesh, it is very difficult if not impossible to implement any punishment measures. Therefore, the educational institutes are forced to put up with faculty who could never inculcate self learning.
Retention versus recruiting talent: Retaining talented faculty members, especially those in 25-45 years age group has become a big challenge for even the best institutes. Market value of these talented faculty coupled with shortage of talented and experienced persons in this age group in IT industry is resulting in constant brain drain from academic institutes to industry. Educational institutes end up in retaining people not interested in joining IT industry for some reason or other. This view is not applicable to persons dedicated to teaching profession. However there seems to be another problem with teachers of this nature. They tend to give pedagogic type of instruction even at senior students level. They also tend to ignore recent developments and latest research results.
Faculty from industry: Some institutes tried this method with varying percentage of success. Industry people tend to be very strong in practical aspects especially in those areas/ products their company is active. Seldom they keep updated on research and development which is back bone for any academic activity. People from R&D divisions of big companies might possess both academic and industrial talent, but are difficult to be convinced, more so by a rural engineering college.

Discipline:
This is one of those words often misused in every walk of our life. More than often it is used to cover up deficiencies in the processes and systems. Lateral thinking and inquisitive queries / questions from students are considered as an act of indiscipline. Age old practices like regular attendance and sustained repetition of the lessons told by teachers (Gurus) are still considered to be essential even in some professional colleges. Creativity is given secondary treatment. I was told by one popular professor in engineering college, who has won best teacher award for several years, the best method to teach engineering students is pedagogic in nature. I fail to understand how a student trained with lectures pedagogic in nature can analyse technical problems in the field and come up with realistic solutions!

I am convinced that Discipline without individuality (creativity/ lateral thinking) leads to slavery and Individuality without discipline leads to lawlessness. It is the balance of these two conflicting parameters that plays a key role in an individual’s career growth. Some people feel that attendance is an indicator of discipline and is also an essential aspect of success in examinations, employment opportunities and career growth. While I agree that attendance helps average and below average students, it dampens the creativity of bright students and creates unnecessary nuisance in lecture because of students indifferent to teacher or topic or studies. Once I was challenged by students “you please sit in the lecture of xyz teacher for 5 minutes, then we will sit for the rest of 55 minutes”. Their complaint was that the teacher is reading from the text book. That teacher hardly explained or correlated the point with examples from industry or real life. Institutes that have adopted a soft corner on attendance issue lead to large scale absenteeism of students which the institute has to cover up. Over the years, not only bright students who could read text books and digest content, the average and below average students also were not attending classes. For these students, ready made guides and cook books provided the much cherished alternative than run the mill lectures in the class room.

The situation is not much different in the institutes that are strict in attendance. Most of the time students are found to be doing things unconnected with lecture in the class room, it could be writing laboratory record, copying assignments, lecture notes of missed lectures etc,. Very few students, especially those in high achievers range are focusing on the topic of the lecture. Making attendance compulsory has its adverse effect because of students indifferent to studies or subject or lecturer. These students tend to converse with / disturb other students. Frequent punitive measures taken in a class room might lead to unnecessary controversies and/or unpleasant situations. I was told of an interesting case in one of the district level officials meeting on Child labour prevention. Inspecting squad found a boy working in an agricultural field and caught him. He told them that he is studying in the village school. They took the boy to the school to confirm it. To the utter dismay of the squad, the student is not only in the rolls, but is marked present for the day. On further investigation, the school head master revealed that unless they show that at least 50 students attended the school, the students will not get mid-day meals, therefore they ensure that at least 50 students are always present. I do not know if this is an example of win-win case for all concerned, students attending school gets education plus mid day meal, students absent can carry out work in fields, authorities can fill up their reports with decent attendance in schools!.
In another meeting the college authorities brought out another interesting trend in students. Most of the universities state that a full time student should have minimum 75% attendance, with an additional 10% concession if the student produces medical certificates. The point discussed was that even good students target 65% attendance rather than 75%in final year once they are placed in campus placement. The debate was should the institute discourage company’s campus placement such that attendance goes up. One senior faculty member indicated it should be 85% but not 75%. Quite surprisingly none in the meeting cared to understand the student psychology. A good student after getting placed in final year will find the class room lectures irrelevant to the job he has got. Instead of forcing these students to sit in class and listen to run the mill lectures, these students might be mentored or monitored to take bigger challenges in life like topping employees in the company they are selected. I am sure that will set a new target for these students. It is needless to state that this could be tough to plan and even tougher to implement, especially in those institutes with faculty with little or no industrial experience.

Some of the questions that are open for discussion are:

Drawing the line between indiscipline and individuality: This is a big challenge in an individual case and it is even bigger challenge in the case of institutes dealing with thousands of students with varying background. I am not clear whether institutes should keep shifting the goal posts dynamically as per the students behaviour and existing market forces.
The role of attendance and its impact on a student’s career: This in interleaved with internal as well as external assessment. External assessment could be by regulating authority or industry. In my view every student will be interested in learning things that are challenging. Identifying the common interest amongst a class of 60 students and incorporating it in curriculum is a daunting task. This could be the reason for prescribing curriculum that is acceptable to all but not beneficial to many. History shows that the institutes with limited number of students and a focused vision like IIMs / IITs are able to achieve this. On the other hand, the institutes / universities with large organic strength find it difficult to adopt.
Pedagogic versus interactive lectures: As long as the mission of an institute is “get some how at least 85% results”, there will be hardly any motivation on the part of students and faculty in carrying out interactive lectures. May be the institutes are following the same path some of the governmental agencies are following. I read once a news item, district education officer instructing all schools with results less than certain percentage to increase school hours, extend to Sundays if necessary and ensure good results in the subsequent year, or else the school will be closed. Such an instruction is clear indication of failure on our part to understand the difficulties of students, and then force a method that is fragile and unsustainable.