Education worldwide on-line has a ranking of schools. None of the schools in their list are from Orissa. In recent years some name brand schools have come to Orissa. This includes Loyola school and DPS Kalinga; both in Bhubaneswar. Performance wise DAV Chandrasekharpur in Bhubaneswar has been doing very well in the CBSE class X and XII exams, but not great in IIT entrance exams.
(Thanks to Piyush Patnaik for the pointer to the ranking.)
The share of Sainik Schools in the total intake to the National Defence Academy (NDA) has steadily increased from 16.9 % in 2003 to 25.1 % in 2007. The details are given below:-
SNo.
Year
Total intake (both terms)
No. of Sainik Schools Students
%age of Sainik Schools Students
1.
2003
602
102
16.9%
2.
2004
623
125
20.0%
3.
2005
596
114
19.1%
4.
2006
667
171
25.6%
5.
2007
643
162
25.1%
This information was given by the Defence Minister Shri AK Antony in a written reply to Shri M Raja Mohan Reddy in Lok Sabha today.
In 2007-08 fifty one (serial 95-145 in the list 2000-01 to 2007-08) new central schools have been created, out of these five are in Orissa. They are in:
100 Bouda
108 Gajapati
125 Malkangiri
127 Nabrangpur
132 Rayagada
This takes the total number of central schools in Orissa to 34. In addition there is some news that new central schools are also being made in Jajpur and Bhadrakh. They have not made it to the list yet. Assuming this is true, and looking at the district wise list of central schools, the districts in Orissa that do not yet have central schools are:
Deogarh
Kandhamala
Kendrapada
Nayagarh
Nuapada
Sonepur
Looking at the list of central schools in Orissa, it seems that the schools are more geographically distributed than most other states.
The PM’s independence day speech will be remembered for a long time for its groundbreaking educational steps. Here, we analyze them vis-a-vis Orissa.
K-12
"We will support 6,000 new high quality schools — one in every block of the country" [Orissa has 314 blocks. Currently the central govt has three kinds of schools: Kendriya Vidyalayas, Navodaya Vidyalayas and Ekalabya Vidyalayas. My guess is these will be Navodaya Vidyalayas. Until now, Navodaya Vidyalayas were being made one per district. Extending it to one per block will do wonders.]
Higher education
"We will also ensure that adequate numbers of colleges are set up across the country, especially in districts where enrollment levels are low. We will help States set up colleges in 370 such districts." [Orissa has 30 districts. As per the NSSO study of 2004-2005, Table 3.14.1 shows that in the 15-19 age group 29% people in Orissa are attending school/college and in the 20-24 age group this number for Orissa is 6.1%. (Both numbers are lowest among all but the small states/UTs of Dadra and Nagar Haveli, Daman & Diu and Lakshadweep.) For the Scheduled Tribe population these numbers are 17.1% for the 15-19 age group and 4.1% for the 20-24 age group.]
"We will set up thirty new Central Universities. Every state that does not have a central university will now have one." [Orissa does not have one so it should get one. But considering that there are 23 other existing central universities, making it a total of 53 central universities, Orissa should get two.]
"we are setting up five new Indian Institutes of Science Education and Research" [The five IISERs are at Pune, Kolkata, Mohali, Bhopal, and Trivendrum. A NISER is being set up in Bhubaneswar.]
"eight new Indian Institutes of Technology" [Three of these IITs are announced to be in Bihar, Rajasthan and Andhra Pradesh. Orissa should get one of the other five IITs.]
"seven new Indian Institutes of Management" [Announcements have been made with respect to Andhra Pradesh, Bihar and Shillong. If Orissa gets a new IIT then its chance of getting a new IIM this round is much less. Orissa should try though.]
"twenty new Indian Institutes of Information Technology." [There will be one in each main states, including Orissa, which does not have one. Existing ones are at Allahabad, Amethi, Jabalpur, and Gwalior and a new one is being established at Kanchipuram. ]
Vocational Education
"We will soon launch a Mission on Vocational Education and Skill Development, through which we will open 1600 new industrial training institutes (ITIs) and polytechnics, 10,000 new vocational schools and 50,000 new Skill Development Centres."
"We will ensure that annually, over 100 lakh students get vocational training – which is a four-fold increase from today’s level."
More scholarships
"We should seek not just functional literacy, but good quality education – education that is affordable, accessible, equitable – and available to every boy and girl who seeks to study. For the needy we will provide more scholarships."
Towards this end, our Government has decided to invest in setting up good quality schools across the country. We will support 6,000 new high quality schools — one in every block of the country. Each such school will set standards of excellence for other schools in the area.
As our primary education programmes achieve a degree of success, there is growing demand for secondary schools and colleges. We are committed to universalizing secondary education. An extensive programme for this is being finalized.
We will also ensure that adequate numbers of colleges are set up across the country, especially in districts where enrolment levels are low. We will help States set up colleges in 370 such districts.
The University system, which has been relatively neglected in recent years, is now the focus of our reform and development agenda. We will set up thirty new Central Universities. Every state that does not have a central university will now have one.
In order to promote science and professional education, we are setting up five new Indian Institutes of Science Education and Research, eight new Indian Institutes of Technology, seven new Indian Institutes of Management, and twenty new Indian Institutes of Information Technology. These will generate new educational opportunities for our youth. I am sure that, working together, we can ensure that at least a fifth of our children go to college as compared to one-tenth now.
The vast majority of our youth seek skilled employment after schooling. Last year I spoke the need for a Vocational Education Mission. Such a Mission is ready to be launched. We will soon launch a Mission on Vocational Education and Skill Development, through which we will open 1600 new industrial training institutes (ITIs) and polytechnics, 10,000 new vocational schools and 50,000 new Skill Development Centres.
We will ensure that annually, over 100 lakh students get vocational training – which is a four-fold increase from today’s level. We will seek the active help of the private sector in this initiative so that they not only assist in the training but also lend a hand in providing employment opportunities.
We should seek not just functional literacy, but good quality education – education that is affordable, accessible, equitable – and available to every boy and girl who seeks to study. For the needy we will provide more scholarships.
I wish to see a revolution in the field of modern education in the next few years. It is my fervent desire that India becomes a fully educated, modern, progressive nation. From this historic Red Fort, I would like this message to go to every corner of India – we will make India a nation of educated people, of skilled people, of creative people.
This is the first time eight new IITs have been formally and officially mentioned. Three of these were previously announced to be in Andhra Pradesh, Rajasthan and Bihar. So it would be a shame if Orissa does not get one of the remaining five.
BJB Junior College is the premier junior college of Orissa. Earlier we listed its arts and science merit lists. In the science merit list there are about 418 students who have secured more than 90% in their class X exam. Although I have not seen Ravenshaw Junior College’s list, my guess is the situation will be almost similar (may be a little bit less) percentage wise. BJB Junior College currently has 512 seats in plus two science and Ravenshaw (after the recent seat increase) has 384 seats.
I am an alumnus of BJB (when it had 384 seats) and have close friends from Ravenshaw. Based on my experience in BJB, and my subsequent experience in IIT Kharagpur Computer Sc and University of Maryland (where I had JEE number 1 of a year in one of my classes) I can say that at least 200 of BJB Jr plus two science students and 150 of Ravenshaw Jr plus two science students have the ability to make it to an IIT and do well in them.
Yet, as I am told, these days annually only about 10-12 fresh plus two pass outs from BJB Jr make it to IITs and may be another 10-12 older pass outs also make it. The result for Ravenshaw Jr is similar. Considering the quality of students that get into BJB Jr and Ravenshaw Jr, this result is dismal and is a shame.
One should just compare how similar colleges from others states do. Many of them send more than 100 students to IITs. An example is Little Flower Junior College of Hyderabad. (It was true in my time and as Partyusa confirms, it was true in his time too.)
Now, it is not the case that Orissa students (as aptly represented by BJB and Ravenshaw) are inferior than students from other states. They are as good, and often they do better (than what their incoming ranks would suggest) once they get in to a national institute.
So why is it that their result in the IIT entrance exam is so dismal!
From my analysis, experience and talking to other friends following are some of my thoughts on this.
1. Lack of Confidence; not believing in oneself: Many students hear about the performance of the previous year and when they find out that only 10-12 from their college made it to IITs, they figure that they won’t be among the top 10-12 in their batch and hence give up before starting. Many others start preparing for IIT but because of lack of confidence, give up mid way.
2. Negative advice: I have heard that certain teachers/seniors/parents/guardians give negative advice. They say that IIT is too hard and if one focuses so much on the IIT preparation then he/she may do badly in other exams and as a result, neither will he/she get IIT, nor will he/she get into the easier options through AIEEE and Orissa JEE.
3. Over dependence on low quality tuitions: Many students take multiple tutions and coaching classes that leaves them little time to study on their own. They depend on their tuition master’s notes rather than reading the books themselves.
4. Satisfied with easier alternatives: Some students set a lower goal for themselves. They notice that graduates from various private colleges in and around Bhubaneswar get well-paying jobs in recognized companies and decide why work hard to prepare for IIT.
Some basic advice to plus 2 students regarding getting into IITs
1. Confidence issues and countering the negative advice: The students who get into BJB jr and Ravenshaw jr colleges with more than or close to 90% marks in their Class X need not doubt their abilities. They will be successful in no matter what they do, provided they put their mind to it. Now, not every one needs to aim or go to IITs. But whatever field they decide for their career they should aim for the best college/institute in that field. So if Engineering is their choice then IITs and BITS should be in the top of their list and if science and maths is their interest then they should aim for NISER and IISERs. If one prepares for these entrance exams in a proper way then even if they are not successful for IIT/BITS/NISER/IISER they will do well in AIEEE, Orissa JEE and Plus 2 examination. The students that get into BJB jr and Ravenshaw jr are among the top 1000 students of Orissa. So there is no reason they should not get within the top 1000 of Orissa JEE and get into a very good local engineering college. With that excellent fall back option, BJB jr and Ravenshaw jr plus two science students interested in engineering should prepare for IIT with their full heart, and without any fear, but in a proper way.
2. A proper way for preparing for IIT and other entrance exams: First, only reading notes dictated by ones tuition master is the worst way for preparing for entrance exams. When a tuition master dictates notes, at best what it implies is that he/she has read the material from one or more places, hopefully understood it, and has made a summary of it. When someone else (a student taking tuition) just reads those notes he/she does not develop the same level of understanding as he/she would have developed if he/she had read the original material in the books himself/herself. Similarly, by only reading examples of solved problems (or listening to a tuition master explaining a solved problem) one does not develop the skill to solve problems. Unfortunately, many plus two students take multiple tuitions where their tuition masters dictate notes, and go through solved examples; they do not have time or energy left to read the text book and develop their own understanding and solve problems on their own to develop the problem solving skill. Now that we have discussed what is the wrong way; let us discuss the right or proper way.
* One must read one of the text books and develop their own understanding of a topic. It is ok to ask a teacher, including a tuition master, to clarify certain aspects that the student could not understand on his/her own. One may (does not have to) make their own notes based on their reading and understanding for quick revisions of the material later.
* For each topic, one must solve many problems on their own. Some of the problems may not be solvable in one sitting. Sometimes one may have to think about the problem, and may be go to sleep; may be in their subconscious they will get some insight of how to solve the problems. In other words, for any topic, pick one source (say X) that has a few solved problems and several problems to be solved (but with final answers). One should then read the material in the book, then read the material in X, then read the solved examples in X, and then solve the exercise problems in X on their own. They should not look at another source Y which may have solved some of the exercise problems in X. One needs to do their best, and if necessary spend 2-3 days thinking about the exercise problems in X that they could not immediately solve. Only after one does this kind of routine with respect to a topic and a source X, and has time, one may take a stab at another source Y. After working with source X, when working with source Y, one should try to not read all the solved examples of Y, but read a few of them and do the solved example problems (without looking at the solution) as well as the exercise problems on their own. However, in general, most students won’t have time to work with more than one source.
* In summary, one must read a book to understand the material (and make their own notes if they desire so) and pick one source (may be the study material of a postal coaching class, or a preparing for IIT book, etc.), and solve all its exercise problem on their own.
Now how does the above fit in with classes at your Junior College and the tuition that many student seem to be taking. I worry that there is not enough hours in a day for most people to take multiple tuitions, attend classes at BJB/Ravenshaw and then prepare in a proper way as I suggest above. So one has to make decisions.
I personally attended my classes at BJB, and prepared in the above way with my source being study material of a postal coaching class. I never took tuition in my life, and never attended a face-to-face coaching class.
=
Many coaching classes do simulated tests. Taking simulated tests are useful, but only if you have prepared in the proper way described above. Otherwise, they are not much useful as you would not have developed the understanding and problem solving skills necessary to answer hard question in an exam.
This is all for now. In my next write up I will discuss some studying as well as test taking strategies. But let me sum up the main thoughts in the above write up.
Most students in BJB and Ravenshaw junior colleges are good enough to get into IIT as well as succeed in it. All they need is to believe in themselves, ignore negative advices and prepare in a proper way.
Proper preparation means reading the text book (not notes dictated by someone) to develop understanding of topics and solving problems (not reading solved examples) on your own to hone your problem solving skills.
KISS, Kalinga Institute of Social Sciences is made and run by the promoters of KIIT University. Hindu has a very nice article about it. Following are some excerpts.
A sister concern of the Kalinga Institute of Industrial Technology (KIIT), KISS is a working dream that trained the tribal children to be self-reliant, resourceful and empowered to tackle the challenges of life.
For the visiting media team from Bangalore, KISS was an education in looking beyond urban-centric development. From the well-stocked library, hostel and computer centre to a medical facility that insured every child, KISS is also a home away from home. The institute ensures that the children have enough exposure to their tribal culture, heritage and tradition. …
Today, there are children here from most of the 52 tribes of Orissa, including 13 primitive tribes. This year, we added 700 more tribal children to reach the strength of 5,000,” he informed.
…
For 22 of the brightest from KISS students, Dr. Samanta had reserved free engineering seats in KIIT, five per cent of the total intake.
“This year, the BCA and BBM courses were opened for them. The tribal students will leave this organisation with a job.” As the KIIT Deemed University Chancellor assured this, he was working on an expansion plan: a project to add another 5,000 children to India’s biggest residential tribal school in the next three years.
Following are excerpts from a Pioneer report on this.
Orissa Chief Minister Naveen Patnaik on Tuesday met the Union Minister for Tribal Affairs PR Kyndiah in New Delhi and urged him to sanction Rs 12 crore as central share on a priority basis for the establishment of tribal hostels in the State.
Kyndiah, while acknowledging the excellent performance of the State in setting up tribal hostels, assured that all possible help would be given by his Ministry for this purpose.
It may be noted that the State Government has given a proposal for sanction of 50 per cent share of under the centrally sponsored scheme for Girls hostels for scheduled tribes for 276 hostels last year.
Patnaik also held discussion about setting up more Ekalavya Model Residential Schools for Primitive Tribal Group regions and other tribal areas. …
The salaries offered in this ad are very low. One may jump to the conclusion that that is primarily responsible for the bad status of teaching at government schools. Thats not 100% true though. Many private schools with supposedly better teaching also offer similar salaries. However, when one applies to a private school one applies to a particular school. So often educated women may agree to be a teacher in a nearby private school at low salaries. In case of BSE it is probably different as the particular school where one is appointed is probably decided by BSE. Thus a well educated, financially secure and teaching minded woman may go to a nearby private school at a low salary but she would rarely take chances with BSE. So BSE, if it is not doing that already, should recruit on a school by school basis and offer higher salaries for schools where fewer people prefer to go.
Students of DAV Vedanta International School, Lanjigarh, Kalahandi, celebrated Vanamahotsav on Sunday. Their slogan for the people of the entire area was ‘Let’s make Lanjigarh greener’. A short cultural programme was presented by the students on the occasion. The speeches delivered by the students emphasised on the causes and consequences of deforestation and they exhorted the people to work for plantation and afforestation. …
People from near and far gathered at VAL Township to participate in the programme. …
People of the locality pledged to take the cause further. They participated in the programme by planting saplings at the site along with the students, teachers, parents and VAL executives. Neem and Golmohar tree saplings were planted by all.
This is something I have talked about in various forums earlier. Its great that it is gaining momentum in India. I will now follow it more closely and cover its progress. To start with, today’s Statesman has a report on this. Following are some excerpts.
PARALAKHEMUNDI, July 30: The New Delhi-based Centre for Civil Society inaugurated the “School Choice Campaign in Gajapati district” at a function at the Town Hall here. …
Dr Mishra said the programme was meant to create awareness among the people about the need for a student to be able to study in a school of his/her choice.
There is an obvious disparity in the education system where the rich have the option but a poor child has none whatsoever.
The school choice campaign being organised in nearly eight states has plans to collect 10 lakh signatures, to highlight the issue.
“Crores of rupees are being spent in the name of education but when it comes to real evaluation of results, one finds that pass results are poor, drop-out rates abominable, corruption galore, misappropriation of funds and no accountability.
Why should the bureaucrat decide how education funds should be spent and should they bear no responsibility for the failures,” asked Dr Mishra.
Despite the progress of projects such as the Sarva Sikhsha Abhijan and National Child Labour Project, results are not up to the mark.
After the meeting, Dr Mishra said they have found out that the government investment in education is about Rs 5000 per annum, per student.
The money is being spent in the form of infrastructural development, books purchase, teacher recruitment , purchasing of materials and so on.
Spending is decided by government officers who are unaware of the ground realities.
Had the same money been handed over to the parent or the guardian, giving him or her the choice of school, there could be rapid transformation in the system.
However radical or antagonistic the proposal may be, it is fast catching up and the Delhi-based CCS has been trying to make the government understand that the money is best given to the guardians in the form of vouchers.
If 1,000 students are selected from a particular block and given Rs 5,000 each year for their education, it comes to Rs 50 lakh per annum, he said.
This is bound to encourage good schools to come up in the block.
These can be an alternative to locally run government schools where the poor people are forced to study because the government is investing money on them.
Mumbai based Zee Interactive Learning Systems (ZILS) is looking at its child care division, Kidzcare, as a major growth-driver in the years to come. …
Arun Khetan, CEO, ZILS said, "The franchised childcare centres, Kidzcare, are geared to meet the gap in proper existing childcare programmes. We will be setting up a total of 35 Kidzcare centres in this financial year."
According to Khetan, the demand for these centres is mostly from the IT and BPO crowd. "Thus, the Kidzcare centres will mostly come up in places like Bangalore, Hyderabad, Kolkata, Delhi, Bhubaneswar, Mumbai, Pune and Chennai."
The HRD Ministry has proposed that English learning should be made mandatory for all students from class III to enhance their computer learning skills and for better chances of employment.
For the first time, HRD Ministry and Planning Commission has linked English learning with computer education. In a bid to introduce computer education in all the government schools from upper primary level, the government wants that English should be taught from class III. …
The government in the 11th Five-Year Plan wants that schools getting fund under Sarva Siksha Abhiyan should introduce English. The final decision rests with the state governments, as education is a state subject, the official said. “From our consultation with the state governments it appears that they are not adverse to the idea,” an official said.
Under the plan, the National Council for Educational Research and Training (NCERT) will prepare training modules for the teachers on English to be taught at the primary level. “We want to cover all government school students under the Information, Communication and Training (ICT) programme and that cannot happen without adequate knowledge of English,” he said.
Some states like Andhra Pradesh have already introduced English as a compulsory subject from class I.
With the Centre stressing on improving employability of students passing from public schools, the ministry expects other states to follow the suit. The government is willing to provide additional funds for ICT at primary level, if the states make English as a mandatory.
Pioneer reports on this teaming up to give training to selected children from several Tribal department run schools. Following are some excerpts.
The SC & ST Research and Training Institute (SCSTRTI) under the ST & SC Development Department has been organising a number of training programmes for the teachers as well as students of tribal schools to promote effective education among the tribals.
The institute, in collaboration with the Institute of Mathematics and Application (IMA) headed by eminent mathematician Professor Swadhin Pattnaik, identified 47 meritorious tribal students of Class VI from different Tribal Department-run schools and provided them an eight-day-long residential training course from July 17 to 24 to prepare them for the Mathematics Olympiad.
The training programme is considered to be unique and innovative, director of the institute, AB Ota, indicated that more and more such programmes would be held in future in the interest of tribal education.
