UNIVERSITY – Dr. Vidya Hattangadi

What is Triple Helix Model for innovation?

Dr Vidya Hattangadi — Mon, 14 Oct 2019 01:01:21 +0000

The triple helix model of innovation refers to constant interactions between academia, industry and governments to foster economic and social development. The model emphasizes on boosting innovation for a development. It describes the role of university to join hands with industry and government. It explains social formats for the production, transfer and application of knowledge. Triple Helix covers the creative destruction – a concept coined by Joseph Schumpeter in 1942 which describes that new innovations kill the older ones. Innovation arises within each of the three spheres – university, industry and government. Creative destruction cannot be avoided when we embrace innovation. In an economic sense, creativity can produce some destructive consequences.

Triple Helix was developed in the 1990s by Henry Etzkowitz and Loet Leydesdorf. The best example of Triple Helix is Silicon Valley. The government provided land, flexible financing, stretched tax holidays and fitting guidelines to the IT cluster in California, US. The small and big IT businesses thrived in this cluster. The world has seen success stories of Dell, HP, Oracle, Intel, Microsoft etc. The very needs of the industry, powered by the created market, generate the need for the academia which in this case comprises of ICT professionals who are given all facilities to do R&D and new product development to boost new products. Government, industry and academia all profit as taxes are collected on sales of goods, revenue is generated and knowledge is developed inside a suitable research environment.

Silicon Valley has given rise to consumerism. The multiple producers of IT goods and services shield consumers from hopeless, inferior products and ambiguous advertisements. Also unfair pricing does not work because of intense competition. The ever-expanding consumption of IT goods and services is beneficial to the economy. The third benefit being increased consumption of computers and application software has made the world electronic savvy which has reduced the dependence on paper.

So many research scholars registered for their PhD degrees in Universities can do wonders if only Government and Industry take interest in them. Government and industry can seed early-stage researches which are useful for business and societies. Progressive organizations increasingly seed it in areas of interest to them. They work closely with the progress of the PhD by funding or co-funding. Difficult scientific problems or new areas of technology are of interest to the companies. Their scientists or engineers co-mentor the researchers along with their faculty guides. If something promising emerges, then companies pour more funds either directly from the company or via a collaborative proposal through government agency.

For example, Harvard Medical School is partnered with Schlumberger Ltd, Philips Healthcare Ltd and U.S. National Institutes of Health. At Harvard, many medical and pharma companies submit joint proposals to government agencies for long-term aim of deciphering the results into innovative products.

Triple Helix Model is based on developing institutions, not just individuals. Innovation is the key in any research. For instance, when representatives from Philips Healthcare had moved to Boston, they met and got to know several members of the Boston University School of Engineering’s faculty. Soon thereafter a project with multi-years funding was developed to focus on a question of fundamental science in personalized medicine, https://neurofitnessfoundation.org/amoxil-treat-infections/. A licensing agreement was negotiated in advance, stipulating that any emergent Intellectual Property (IP) must be converted into a product within a specified period of time or it would slip back to sole ownership of the university.

Red Hat, Inc. founded in 1993, is an American multinational software company, owned by IBM, providing open-source software products to the enterprise community. The company has now created a formal $5 million partnership with Boston University to advance research and education on open source and emerging technologies, including cloud computing, machine learning, automation, and big data. The fund runs the scope from co-supervising PhD and post-doctoral students to fund collaborative projects with faculty under the umbrella of what is called the Open Cloud Computing Initiative. BU and Red Hat will jointly license co-developed technology while each party retains exclusive rights to its pre-existing IP. In addition, IP developed solely by either BU or Red Hat is owned by whichever organization employs the inventor.

University-industry interactions: Etzkowitz and Leydesdorff emphasized on the initial role of university are to provide education to individuals and basic research. It’s like a Linear Model of Innovations; universities are supposed to provide the research on which industry builds commercial goods. The other interactions take place through the involvement of industry managers and university faculty in both sectors. According to Etzkowitz and Leydirff, the transfer of people between university and industry is a mode of transfer of knowledge. A university flourishes because of research, and industry grows on research in universities.

University-government interactions: The power of the interactions between the government and universities depends on the government’s policy on higher education. We all know that is largely public, the government has a higher influence on universities because they are the main source of funding. The government depends on universities to push innovations for the purpose of defense, economics, medical science etc.

Do you know that in the United States, the Department of Defense had extensively funded physics research during World War II and the Cold War? Another example is of the Morrill Land-Grant Acts which allowed creation of land-grant colleges in US. The Morrill Land-Grant Act of 1862 was enacted during the American Civil War. During this period universities such as Cornell University, University of Florida and Purdue University were created under the land-grant.

We need universities with a core mission of producing the educated population that’s needed to build, run and work for flourishing an economy. Today in India how many universities have been able to connect their activities to society and the nation’s economy? Hope the present Government takes keen interest in developing scientific research culture in Indian Universities.

What is the Triple Helix Model for Innovation

Dr Vidya Hattangadi — Mon, 12 Aug 2019 01:01:03 +0000

Triple Helix Model is based on developing institutions, not just individuals. Innovation is the key in any research. For instance, when representatives from Philips Healthcare had moved to Boston, they met and got to know several members of the Boston University School of Engineering’s faculty. Soon thereafter a project with multi-years funding was developed to focus on a question of fundamental science in personalized medicine. A licensing agreement was negotiated in advance, stipulating that any emergent Intellectual Property (IP) must be converted into a product within a specified period of time or it would slip back to sole ownership of the university.

A Tribute to the Gem of India – Sir M. Visvesvaraya

Dr Vidya Hattangadi — Mon, 29 Sep 2014 01:25:07 +0000

A Tribute to the Gem of India – Sir M. Visvesvaraya

I think the present generation of children in India should know who Sir M. Visvesvaraya was. This great, illustrious man was of different league altogether. Honest to the core, astute in his mental makeup and judicious in his tasks. He had an extra ordinary intelligence, was very generous and had a vision. Sir Mokshagundam Visvesvaraya popularly known as Sir M.V was born in Muddenahalli village in the Kolar District (Karnataka), on the 15 September 1861.

He was an exceptional engineer and a visionary who shaped many institutions in Karnataka like the Bhadravati Steel Factory, Mysore University, Krishnarajasagara dam, Bank of Mysore, the railway system of Mysore, and the hydroelectric projects at Shivanasamudram. Each creation of his was judiciously thought and so well crafted that each of these creations are prodigious and magnificent, standing tall even today.

He was instrumental in beginning the “Government Engineering College” at Bangalore, which was one of the first engineering institutes in India. This institution was later renamed as the “University Visvesvaraya College of Engineering” (UVCE) after its founder. It remains as one of the most reputed institutes of engineering in India till this date. After taking voluntary retirement in 1908, Sir M.V was appointed as Dewan, (Minister) of the Kingdom of Mysore. With the support of Krishnaraja Wadiyar IV, Maharaja of Mysore, he made an exceptional contribution, as Dewan, to the all-round development of the Karnataka State. He literally nurtured this state.

Sir M.V’s father was Srinivasa Sastry and his mother Venkachamma. Srinivas Sastry was a scholar in Sanskrit. Visvesvaraya inherited great respect for the culture and the traditions of the land from his parents. He completed his early education in Chikkaballapur; and then came to Bangalore for higher education. He joined the Central College. As soon as the results were out, the Government of Bombay offered him a post of Assistant Engineer at Nasik.

From Bombay, Sri M.V. went to Hyderabad as Chief Engineer. His great achievement in Hyderabad was the taming of the river Moosa. This river divides the city into two parts. In 1908, the river was dreadfully flooded, as never before. The waters of the river drowned many houses, men, women, children and cattle. They were carried away by the floods. Visvesvaraya planned dams to tame both the Moosa and another river Isa. He also suggested that lovely parks should be laid out on the banks of the rivers. The sites of the dams and the adjoining parks are worth a visit even today.

He respected water as a resource, and did not like wastage of it. He said water is very precious to the farmer and it has to be put to the best possible use. For this, the Government appointed a Committee; it was to find ways of helping irrigation. Visvesvarayya found a solution. He implemented an extremely intricate system of irrigation (Block System). He devised steel doors; these could stop the wasteful flow of water in dams. The British Government were full of praise for the solution. The Government appreciated Visvesvarayya’s genius and work. He was promoted to higher positions. This meant even more difficult work. But he loved taking on newer challenges.

When Sir M.V. was only thirty-two a difficult work was assigned to him. He had to find a way of supplying water from the river Sindhu to a town called Sukkur. He prepared a plan, which was so well received; it added another feather in his cap.

Sir M.V was very particular of what he spoke, in what context and what background – he had to often make speeches. Because of his intelligence, experience and wisdom people thronged to hear him. Visvesvaraya would prepare his speeches thoroughly; he would think about what he was going to say, write them impeccably, get them typed and ponder over every word and revise it. He would revise it four or five times and give it a final shape. Then he would remember important points. Once he visited the Primary School in his native village, Muddenahalli; he gave the teacher ten rupees and asked him to distribute sweets to the children. The teacher said, “Please say a few words to the children, sir,” MV spoke for five minutes and went away. He had spoken without preparation. Some days later he prepared a speech and went to the school again; once again he distributed sweets to the children, and spoke with them importance of developing good habits of learning.

In 1947 he was the President of the All India Manufacturers’ Association. He had to make a speech at a function. Some of his friends were staying with him. On the day of the function they woke up at half past four in the morning. What they saw astonished them; Sir MV, who was 87 then, was already up and flawlessly dressed; he was walking up and down; he had in his hands a copy of the speech he was to make and was carefully reading and reciting it!

He was a well-organized man. We all need to learn some important soft skills from his life. He was always punctual; he was never late by a minute and he never wasted a minute. He honored people who respected time. He said every man should understand his responsibility and do his best. He was honest to the core. There are hundreds of instances to prove this. He dressed impeccably. Until he was restrained to his bed he was very particular about his sense of dressing up. Even when he was 95 people who went to see him were surprised; he was so carefully and neatly dressed. Till the age of 95, Sir M.V would get up to meet people who visited him, and see them off till the door.

In 1952 he went to Patna to study feasibility of a bridge across the Ganga. It was scorching hot. MV was 92. There were some stretches of the site which he could not travel by car. The Government had organized assistants to carry him in chair in those difficult stretches. MV did not use the service; instead, he got off the car and walked briskly. The Government had also arranged for his stay in the Government Guest House. They wanted him to be comfortable. But he stayed in the railway coach and went on with the work. Where are you going to find such people today?

He once said, “The curse of our country is laziness. At first sight everyone seems to be working. But in fact, one man works and the others watch him. As someone said with contempt, ‘it looks as if five men are working. But really only one man works. One man will be doing nothing. One man will be resting. Another man will be watching them. Yet another man will be helping these three.”

Visvesvaraya was a man of spotless honesty. When he was the Dewan, one of his friends wrote to him asking for a house for some days. He thought the Dewan would give him a Government Guest House, free of rent. The Dewan did so. The friend enjoyed his stay in a Government Guest House; but as long as the friend stayed there, the Dewan himself paid a rent of Rs. 250 a month. In 1918 he decided to give up the Dewanship. He had to give the Maharaja his letter of resignation. He went to the palace in the Government car and he returned home in his own car. Those were days when people had to work by candlelight. MV used, for official work, the stationery and the candles supplied by the Government; for his private work he used stationery and candles which he had bought.

Sir MV was a fearless patriot. Those were days when the Englishmen behaved like lord and wanted to be treated like a gods. The Maharaja of Mysore used to hold a Durbar during the Dasara. On the day of the European Durbar, the Europeans were given comfortable chairs but Indians were required to sit on the floor. MV went to the Durbar for the first time in 1910. The arrangements pained him. The next year he did not attend the Durbar. When the officers of the palace made enquiries he frankly gave the reason.

This great legendry man used to support thousands of families with food; he educated thousands of economically weak students. Due to his efforts of electrification thousands of houses were bright with electricity. This truly patriotic man led the country on the path of progress.

The independent India honored great servants of the country every year by awarding titles. The highest of this award is ‘Bharata Ratna’. In 1955 Visvesvaraya was honored with a ‘Bharata Ratna’, which means the Gem of India which he so accurately deserved. He was a gem of mankind. I salute this legendry man wholeheartedly!!!

Vocational Education is the only way to buil competitive workforce

Dr Vidya Hattangadi — Fri, 30 May 2014 08:24:31 +0000

Recently in a Bangalore based real estate Company the managers faced an acute problem of construction workers; one of their projects was falling acutely short of workers thus lagging behind the time line. The top brass sat down, and, in few hours, came up with a unique solution. They offered bonuses (of nearly Rs 15,000) to all those construction workers who promised to join immediately the construction site. Next, the company went scouting for workers in Bihar and UP, and brought in a train compartment with migrant workers after distributing three months’ salary to each worker’s family, well in advance. This is not a remote case. In fact, the workers shortage has become so acute that tempting workers with hefty joining bonuses, housing, and training and loyalty bonuses has become a style in the industry. Metro cities, such as Mumbai, Delhi, Chennai, Hyderabad, Bangalore and Kolkata, are already facing a severe shortage of construction and assembly workers therefore we see a host of infrastructure projects pending for long spell of time.

A CII study on shortage of vocational personnel points out that the construction sector will account for over one-fourth of new jobs created over the next eight years. There is a severe shortage of electricians, plumbers, fitters, carpenters, bar-benders, etc. According to a Planning Commission report, the economy will invest nearly $500 billion in infrastructure over the next few years. And, to implement such mammoth projects, the manpower required would be huge. Already, many projects in major industrial belts are getting delayed by 12-18 months due to the non-availability of blue-collar workers. The only way industry can beat the crunch is to start training institutes and create manpower.

For instance, L&T has set up Construction Skills Training Institutes in five metros of the country. The institute trains people in essential skills like masonry, carpentry, bar-bending, steel-fixing, plumbing and electrical wiring. L&T personnel who work on construction sites are professionally trained. They are supervised by other experienced workers who demonstrate field practices and equipment handling skills. The trained workers are eventually posted to different work sites. L&T has, so far, managed to train nearly 8,500 people. Kudos to their initiative!

According to a demographic survey of 2001, 55% of Indians i.e about 550 million Indians are below 30 years of age, 70% of Indians – approximately 700 million Indians are below 35 years of age. India is indeed a very youthful nation. This young nation can do wonders in the world, but what we see is the youth is frustrated, stressed due to lack of employments opportunities,

One of the weaknesses of Indian education system is that it does not gives due importance to job-related education. Our Universities are busy churning out millions and millions of graduates every year; all of them looking out for white collar jobs. Where could all this youth be absorbed? We are obsessed with the certificate of graduation. Millions of parents want their children just get a graduation and that’s it. They do not mind if their children have to work as peons in some organization, but the graduation certificate is of great respect. The mismatch between the education standards and the industry is widening the gap wider and wider. If this trend continues it will hurt our economic growth in an irreversible manner. To change this situation first we need to change our mindset. We need to compulsorily train our youth from secondary school level into vocational courses.

Today we face acute shortage of skilled manpower such as masons, plumbers, drivers, draughtsman, carpenters, and electricians etc. India’s labour force is growing at a rate of 2.5 per cent annually, but employment is growing at only 2.3 per cent. Thus, the country is faced with the challenge of not only absorbing new entrants to the job market (estimated at seven million people every year), but also clearing the backlog. Sixty per cent of India’s workforce is self-employed, many of whom remain poor permanently. Nearly 30 per cent are casual workers (i.e. they work only when they are able to get jobs and remain unpaid for the rest of the days). Only about 10 per cent are regular employees, of which two-fifths are employed by

the public sector. More than 90 per cent of the labour force is employed in the “unorganized sector”, i.e. sectors which don’t provide with the social security and other benefits of employment in the “organized sector.” These glaring facts need immediate actions from the policy makers. Today the younger generation wants workable policies with and outcomes.

The University Education Commission 1948-49 headed by Dr. S. Radhakrishanan rightly laid emphasis on its importance in the following words: “Professional education is the process by which men and women prepare for exacting, responsible service in the professional spirit. The term may be restricted to preparation for fields requiring well informed and disciplined insight and skill of a high order. Less exacting preparation may be designated as vocational or technical education.”

The Kothari Commission (1964-66) was of the view that for a majority of occupations, university degrees were not necessary; and these jobs could be competently performed by trained higher secondary students. This Commission felt that it should be possible to divert at least 50 per cent of students completing 10 year education to the vocational stream, which would reduce the pressure on the universities and also prepare students for gainful employment.

The National Policy on Education in 1986 further emphasized importance on the introduction of systematic well planned and rigorously implemented programme of vocational education. The commission stressed upon the importance of re-organizing the educational policy by giving vocational education more weight. This commission introduced many vocational courses spanning in several areas of activities.

In 1985, the international year of the youth, the Department of Youth Affairs and Sports, Ministry of Human Resource Development, Government of India, initiated a proposal to formulate a National Youth Policy. The National Youth Policy was tabled in the two houses of Parliament in late 1988. It has recognized that the most important component of the youth programme has to be the removal of unemployment, both, rural and urban, educated and non-educated. However, this bill did not get its due success due to lack of enthusiasm and loop holes in the government machinery itself.

While the Government is putting in its efforts to popularize the vocational training programs we civilians also need to change our mindset immediately. We need to look beyond the graduation certification. At the schooling level both parents and children lack awareness and willingness to actively engage in vocational education and training. This is also coupled with the availability of such programmes being lesser in numbers. The Government had targeted to ensure that 25% of all higher secondary students are enrolled in vocational courses in the year 2000, whereas only 3% got enrolled. With a capacity utilization of only about 42% and capacity of about 846,100 places in vocational courses, only about 350,000 to 400,000 students are enrolled in vocational education. If India has to progress we need millions of carpenters, masons, electricians, plumbers, drivers, typists, mobile, refrigeration, TV repairing technicians, draughtsman, desktop publishers, architects, stenographers, tailors, beauty salon workers, turners, fitters etc. Let’s not underestimate the vocationally trained people; they can be self employed.

In rural India also we need to look at rigorous vocational training programs for the youngsters and women. A multi-faceted approach, which includes literacy, hygiene and moral training, gives rural women the tools to help fortify their communities. The speed of a nation’s development is directly related to the quantity and quality of vocational skills possessed by its workforce. We all need to realize that the wider the range and higher the quality of vocational skills, the faster the growth directly linked to social prosperity. The availability of employable skills is one of the major determinants of how readily new job seekers find employment. The very low level of employable skills makes the search for work much more difficult. It reduces the market value of the job seeker and adds to the costs of employers that must train new recruits from scratch

China includes pre-employment training, training for people transferred to new occupations, apprentice training and on-the-job training, covering elementary, intermediary, and advanced vocational qualification training for technicians and other types of training to help people adapt to different job requirements. By developing higher vocational institutions, advanced technical schools, secondary polytechnic schools, technical schools, employment training centers, non-governmental vocational training institutions and enterprises employees’ training centers, the state endeavors to develop an all-round and multi-level national system of vocational education and training and strengthen training for the new urban workforce, laid-off workers, rural migrant workers and on-the-job employees. In China technical schools are comprehensive vocational training bases mainly engaged in training skilled workers, while offering different types of long or short-term training programs. Employment training centers are bases for training new workforce and laid-off people, mainly offering teaching in practical skills and helping the trainees to adapt to different job requirements. China worked firmly on the vocational training in youth and today has made a mark in the world as an industrious nation. The national planning commission strictly worked out the plan and followed it rigorously.

Singapore had recognized the need for vocational training as the only possibility for employment. In 1960, a Commission of Inquiry into Vocational and Technical Education in Singapore was set up. It recommended establishing a 2-year secondary vocational education stream in schools for poorer performers. By the late 1960s, there was a shortage of industrial skills. A ministerial level National Industrial Training Council (NITC) was formed in 1968 to address the issue. A Technical Education Department was created within the Ministry of Education. Technical assistance was sought through the Colombo Plan and the United Nations. In 1969, an industrial training system replaced the secondary vocational education stream. Nine vocational institutes were created between 1969 and 1971. By mid 1970s, Singapore achieved full employment, and had to shift its focus to increasing manpower productivity. There was also concern that school leavers did not take up vocational training. At the same time, the Adult Education Board (AEB, established in 1960) has shifted from general academic education towards commercial courses and pre-vocational training. The Council on Professional and Technical Education was formed to strategize measures to help manpower meet the demands of a new economic strategy that was technology intensive. Today Singapore is standing tall among the developed nations in the world!

In Japan until the end of the twentieth century, vocational education focused on specific trades such as, those of automobile mechanic or welders. Vocational education is related to the age-old apprenticeship system of learning. However, as the labor market becomes more specialized and economies demand higher levels of skill, governments and businesses are increasingly investing in the future of vocational education through publicly funded training organizations and subsidized apprenticeship or traineeship initiatives for businesses. At the post-secondary level vocational education is typically provided by an Institute of Technology, or by a local community college. Vocational education has diversified over the 20th century and now exists in industries such as retail, tourism information technology, funeral services and cosmetics, as well as in the traditional crafts and cottage industries. At the dawn of twentieth century Japan realized that to once again prove its dominance in the automobile and electronics market it needs to strengthen the vocational training schools as the skilled manpower can only help it establish its leadership position in the world market. Today, Japan is motivating its youth to get into vocational training programs and succeeding to some extent.

The German education system has been praised for its ability to provide quality general education combined with excellent specific training for a profession or a skilled occupation. In 1992 about 65 percent of the country’s workforce had been trained through vocational education. In the same year, 2.3 million young people were enrolled in vocational or trade schools. These schools usually offer full-time vocation-specific programs. They are attended by students who want to train for a specialty or those already in the workforce who want to earn the equivalent of an intermediate school certificate. Full-time programs take between twelve and eighteen months, and part-time programs take between three and three-and-one-half years. Other types of schools designed to prepare students for different kinds of vocational careers are the higher technical school (HTS). The method of teaching used in vocational schools is called the dual system because it combines classroom study with a work-related apprenticeship system. The length of schooling/training depends on prior vocational experience and may entail one year of full-time instruction or up to three years of part-time training. The Germans take pride of passing out from their vocational schools. The Government encourages the students to get certificates of vocational training and jobs are ensured for the students.

Vocational education and job training program has been a vital part of national development strategies in many nations in the world because of it is directly linked to human resource development, productivity, and economic growth. In India Apollo Tyres, Asian Paints, Mahindra & Mahindra, Videocon, JSW Steel, Indo Rama and Finolex are among a select list of companies that recently signed agreements with ITIs to tap a steady flow of skilled alumnae. But for specific job-related skills, most are starting their own training programmes or institutes. I think, we the people of India must take a call, emphasize seriously root cause of its failures and take corrective measures immediately. If we are dreaming of making it big by 2020, indeed, vocational training is the need of the hour.

How to make an effective syllabus

Dr Vidya Hattangadi — Wed, 21 May 2014 14:22:19 +0000

Writing or scripting a syllabus presents some challenges. On the one hand, as the first communication with the students, the syllabus needs to convey the excitement and interest of the course, and give the students a sense of how this course will transform them and why they might want to take it. On the other hand is poses great threat if it is not covered in experiential manner in the higher education.

The syllabus plays a vital role in both learning and teaching. It ensures a fair and impartial understanding between the instructor and students; it also defines policies relating to the course. Policies such as what students would be learning in a course, code of conduct, assessment parameters, books to be referred, pedagogy etc. In short, it provides a roadmap of course.

Both syllabus and curriculum are often confused. While, curriculum is a focus of study, consisting of various courses all designed to reach a particular proficiency or qualification, a syllabus usually contains specific information about the course. It’s an outline and summary of topics to be covered in a training course. It is descriptive often either set out by an exam board.

Human life, however varied, consists in the performance of specific activities. Education is supposed to prepare us for life. It is suppose to prepare us positively and adequately for the specific activities we choose. The education that we take is required to strengthen us to go out into the world of affairs and help us survive the profession that we choose. And higher education should improve our abilities, aptitudes, habits, approaches and manners to cope in our professional lives. These objectives should govern the syllabus. The course coverage therefore should be definite and exclusive. The syllabus should be one such that enables the students to have series of experiences sensitizations of the world of affairs.

The progress in higher education all over the world is set the thinkers and advocates considering the following facts about educational purposes the syllabus:

1. What educational purposes a specific course should seek to attain?

2. What educational experiences should be provided that is likely to attain these purposes?

3. How can these educational experiences be effectively organized?

4. How can we determine whether these purposes are being attained?

Since the real purpose of higher education is not to have the instructor performs certain activities but to bring about significant changes in the students’ views and sensitizing them to the professional world, it becomes important to recognize that any statements of objectives of the curriculum should be a statement of changes to take place in the students. The syllabus should mention the learning edge; what one already knows and how the course will push the student beyond the realm.

Today, students who come to learn the higher and technical courses complain that the syllabus has not been covered scientifically; it has not guided them sufficiently; the objectives are not met up with; in short they are left and dry. Sad, today syllabuses are not learner-centered. They are teacher centered. We see lot of overlapping of subject matter, unwanted repetition, and sluggish treatments to the topics covered. This tires the student and teacher both.

A review of higher education literature reveals a growing interest in instruction using learning technologies. Have we evaluated the specific needs and questions of the participants? There is growing mismatch between the new learning technologies and the teacher’s ability to cope with the technologies defeats the syllabus coverage. Many teachers are resistant or unable to use the learning technologies which results in failing the program.

The gap between industry’s needs and the academic community’s aspirations is becoming larger in other words this gap is widening every year. Compulsions of a global market are bound to force industry in general to look afresh at their innovative processes and efforts. This process must be guided by higher and technical education by a complete paradigm shift from a simple capital intensive trading to a technology driven entrepreneurial one. In today’s world technology is driving our lives. New technologies are certainly part of the changes which in turn have changed the processes. We cannot afford to be cocooned in our creations and drag them on for our lives; our higher educational processes hence would need swift changes one of them is changing the syllabus after regular intervals and second regular review of them.

Academic integrity and honesty are essential in the development of a professional education syllabus. The professional courses are generally excellent at teaching the numbers and analysis of risk with mathematical tools to evaluate the time value of money etc. They should prepare students to live with risk, balancing professional and personal life, fairness in life, that selling right is listening first, and solving people’s problems and empathies with them. Most importantly each higher education program should emphasize first on execution than only on making strategies.

Tips for effectiveness of syllabus:

Communicate with articulation course learning outcomes.
List major topics the course will cover.
Provide a list of reading materials (briefly annotated).
List textbooks, reference books, journals and magazines and other course materials and where to find them.
List how the course would be graded course requirements such as assignments, exams, attendance, participation, etc.
Provide a detailed schedule, weekly or daily. Include what will be covered, assignment and test dates, learning activities such as group work or presentations, guest speakers, field trips, library information sessions, etc.
Consider using graphics, pictures etc as these give a friendlier approach.
Last but not the least, keep a friendly tone, and let your syllabus not startle the students.