Vol. II: Shaping Information and Communication ... - IMA,ZLW & IfU

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66 Colleges that do not yet have Computer Centres – the model calculation following here, provides some illustrative numbers. How expensive is Computer Literacy for Indian unversities? Every student will have to pay on an hourly basis without exception but those who cannot afford it should be asked to work within the University System for data entry operation in seasonal jobs. If a laboratory with 20 Computers (initial cost Rs.15 lakhs) works for ten hours a day and six days a week (260 days a year): then, for a 50 hour course (which is more than sufficient for computer literacy) and two students per terminal, one can train around 2000 students. The recurring cost will be: two trainers @ Rs.500 per day per person for 260 days will cost Rs. 2.6 lakhs, one helper @Rs.150 a day for 260 days (0.39 lakhs). With Contingent expenses of Rs. 1 lakh per year, total expenditure will be about 4 lakhs. So by charging just Rs.5 per hour or Rs. 250 for the programme, it will be self-sustaining; and if we charge Rs.150 extra (i.e. Rs.8 per hour) then it may possible to replace the computers every five years. The subsidy provided by the University will be in the form of space and electricity. (Note: I Lakh=0.1 million) 2.4 The Two University Degrees Two different agencies oversee higher technical education in India. One is the All India Council of Technical Education (AICTE) which looks after Technical Education such as B.E./B.Tech. (four years after 10+2), M.Tech. (one and one-half years after BE/B.Tech. or MSc), and MBA (two years after graduation in any discipline). The other is the University Grants Commission, which looks after BA/BSc etc. (three years after 10+2) and MA/MSc etc. (two years after BA/BSc). Clearly, the number of years in each system is different. There is a need in today’s context to re-examine the utility of two degrees provided by the University system, namely, the three-year Masters in Computer Applications MCA, and the four-year Bachelor of Information Technology B.Tech. (non-science stream). Neither degree conforms to either the norms of a University degree or to those of a degree in technical education. Both degrees are discussed in some detail as follows. MCA programmes were started about two decades ago when the major requirement was for programmers. Students from different streams like science, commerce, economics etc. who had a minimum number of mathematics papers were selected for these courses. The situation
67 has changed now because applications have become diverse, and specialized two-year MA /MSc programmes for students of specific background may be more appropriate. A good example is the new two-year MSc (Informatics) for students with training in Physics, Mathematics and Electronics up to the BSc level. This MSc programme, with an emphasis on computer communication and networking, has been accepted by leading IT companies as equivalent to B.E./B.Tech. from reputed Engineering Institutions (incidentally companies also put MCA at the same level). The time, thus, seems right to correct the aberration of a three-year Masters programme in the University system that was introduced in the name of professional computer training. The popular myth in India that a three-year Masters Programme is professional should be eliminated: if two-year MBA programmes are professional, why can two year MA /MSc programmes not be professional? It depends only on the course content, quality of infrastructure facilities and the background of students and teachers. The aberration has only been further compounded by the creation in some Universities of a four-year Bachelors programme in the name of Information Technology, the B.Tech.. If we compare this professional degree with an engineering degree, we face a significant problem. Specifically, in the University system, what should be argued as being equivalent to a B.Tech: our four-year Bachelors degree, five-year MSc degree, or the six-years M.C.A. degree? An important issue in this context stems from the fact that, at the national level, the University system also includes numerous universities operating in areas not reached by the “IT boom” (which still centres on major cities of the country). Government jobs still are the major source of employment for their graduates and, consequently, the government’s recruitment policies are an important determinant of enhancing the participation of these universities in the IT evolution of our society. These are the areas of rapid growth in the future and government jobs in them should be open to competition between students of B.E./B.Tech. and holders of relevant MSc degrees since they have different duration of studies and different content. This will motivate Universities to develop new programmes at MA/MSc level in IT for students of science and non-science stream. There is now a wide gap between the infrastructure facilities and quality of students between different institutions awarding engineering degrees. The infrastructure facilities and quality of students passing out with MSc degree in some good Universities may be better than several engineering institutions. By
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Preface The EU-INDIA Cross-Cultural
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1 Part One: Human-Centred Informati
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3 1. Introduction: Information and
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5 Virtual Enterprise will be the no
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7 in these regions. These territori
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9 Beyond such business data, enterp
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11 of our reality and the world of
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13 The first view: Information Tech
Page 17 and 18: 15 continuous learning processes me
Page 19 and 20: 17 Following this proposal, society
Page 21 and 22: 19 These steps of running such glob
Page 23 and 24: 21 21.6.2000, is taken up. This Con
Page 25 and 26: 23 To strongly increase internation
Page 27 and 28: 25 To develop further technology th
Page 29 and 30: 27 To include ethics into the educa
Page 31 and 32: 29 Jaspers, K. (1953). Introduction
Page 33 and 34: 31 1. Introduction: The EU-INDIA Cr
Page 35 and 36: 33 project their own regional and c
Page 37 and 38: 35 − − − − − the need for
Page 39 and 40: 37 stakeholders in rural developmen
Page 41 and 42: 39 − − − built upon the valor
Page 43 and 44: 41 − − − Creating an enterpri
Page 45 and 46: 43 Agricultural Universities in the
Page 47 and 48: 45 Farmer Exchange between Punjab a
Page 49 and 50: 47 and Punjab and Gujarat regions o
Page 51 and 52: 49 institutional focus, networking
Page 53 and 54: 51 Patterns of Partner Collaboratio
Page 55 and 56: 53 A network model of postgraduate
Page 57 and 58: 55 Some experiences in interactions
Page 59 and 60: 57 Some interdisciplinary linkages,
Page 61 and 62: 59 Part Two: Developing Education i
Page 63 and 64: 61 1. Introduction: Technological a
Page 65 and 66: 63 being designed to produce so-cal
Page 67: 65 and those conducted elsewhere. S
Page 71 and 72: 69 A science based stream which aim
Page 73 and 74: 71 This section also introduces an
Page 75 and 76: 73 3.2 Introducing ICT based servic
Page 77 and 78: 75 E-Commerce E-commerce refers to
Page 79 and 80: 77 In India about 70% of the popula
Page 81 and 82: 79 It is important not only for the
Page 83 and 84: 81 1. Introduction: Extending the C
Page 85 and 86: 83 − − − − − have a clear
Page 87 and 88: 85 3.2 The UK context The Figure ab
Page 89 and 90: 87 diminishing the importance of cu
Page 91 and 92: 89 of stress on respect for teacher
Page 93 and 94: 91 India does not seem to have a sy
Page 95 and 96: 93 lot of the reason for this is to
Page 97 and 98: 95 which have prevented successful
Page 99 and 100: 97 7. Conclusions: Utilizing EU Vis
Page 101 and 102: 99 CHAPTER FIVE The Concept of Univ
Page 103 and 104: 101 science and research, in univer
Page 105 and 106: 103 We can still regard Kant’s co
Page 107 and 108: 105 He subsequently analyses the ac
Page 109 and 110: 107 In the following paragraph, I a
Page 111 and 112: 109 Therefore engineers - and every
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117 − takes place by simulating s
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119 − − − − − − − Whi
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121 Part Three: Information Technol
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123 1. Introduction: The ICT Trajec
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125 The important point, however, i
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127 presentations on laptop have be
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129 paper, so farmers know when it
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131 Coded Knowledge Tacit Knowledge
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133 CHAPTER SEVEN Informatics, Comm
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135 core IT rather than on social a
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137 First, the National Registratio
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139 2.2 CASE STUDY # 2: The ‘GYAN
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141 line public grievances redress;
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143 spread over 5 districts, ICT ki
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145 − − − − − Strong link
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147 income is generated to support
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149 driven. A village committee and
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151 telecom infrastructure. An earl
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153 gender [other things being equa
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155 While the C2C services of the n
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157 [GSSD] of the Massachusetts Ins
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159 approximately 1400 includes a c
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161 The Baatchit Centre houses the
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163 Micro-finance, or the provision
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165 long term loans from the Gramee
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167 Related Development In the area
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169 new Wireless in Local Loop [WiL
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171 Additional considerations for e
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173 Referred to by some as the “I
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175 The Simputer Trust is working w
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177 Veterinary and Animal Sciences,
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179 As part of the e-Chaupal initia
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181 2.13 CASE STUDY # 13: ICT for W
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183 institutions, like Panchayats,
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185 On the 26 th of January 1999, t
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187 children, building as they do o
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189 Ten specialists [two each from
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191 These innovative approaches not
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193 − − − − − − − The
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195 Young Linux enthusiasts and vol
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197 A video linkage facility has co
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199 ITU: International Telecommunic
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201 CHAPTER EIGHT Collaborations in
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203 L1: Need for partners to own th
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205 L5: Need to be aware of the for
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207 One of the key challenges of th
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209 doctoral researchers. The tasks
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211 bringing the benefits of new te
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213 between the university and soci
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215 52056 Aachen, Germany e-mail: i
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217 Formerly: Dep of Computer Scien
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