Prof K.R Srivathsan


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Presentation given by Prof K.R Srivathsann, Pro-Vice Chancellor, Indira Gandhi National Open University (IGNOU) National Informatics Centre, Rajasthan on August 3rd, 2011 at eWorld Forum ( in the session Citizen Centric Service Delivery

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Prof K.R Srivathsan

  1. 1. Defining Demand Side – A System for Citizens Centric Services through Community Knowledge Enterrpises K.R. Srivathsan Pro Vice-Chancellor, IGNOU Email: World Education Summit 01-03 Aug. 2011
  2. 2. From e-Government to e-Governance E-Government about automation of functions in government, its departments, offices, programmes, etc. at various levels. Governance is about government and relevant organizations coming together to address the issues and services needs of communities in their locations. Every issue of governance involves target communities and groups of organizations relevant to the different components of services connected with the issues. Issues centered citizen-centric services go much beyond access to information and services provided by the government. So how do we architect and build a system of Citizens Centered or Demand-side e-Governance? We shall illustrate in the context of the gigantic task of national development with equitable growth in all regions of the country.
  3. 3. Towards Citizens e-Gov. In the HEART Areas Issues in e-Governance are much larger than the small component e-gov. Services that are mostly targeted at individual citizens. Merely issuing certificates, land record, etc. - these are just facilitations to reduce the difficulty of access to govt. services. Example: How do we assure the objectives in Govt. programmes like: RKVY, janani Suraksha Yojana, SSA and RTE related affirmative action programmes, better healthcare in rural & small town areas, Farmers support system in their own places, etc. → These are not readily bottled in just portals & ICT enabling from government alone. We shall show how we build a Demand Side e-Governance, or Citizens centric e-Governance Framework in the Healthcare, Education, Agriculture, Rural Development and Tourism & Culture (or, HEART)areas. First take the example of Agriculture.
  4. 4. How do we ensure Farmers get the Right Info from theRight Source, at the Right Time and get Right Action?Farmers need info. Or services from diverse sources:1. Government Systems: Central and State Depts. Of Agriculture, Directorates, State extension services, Krishi Bhavans, Farm Info. Bureaus, NIC’s Agmarknet, Agrisnet,2. ICAR System: Research Labs, Field stations, Krishi Vigyan Kendras, ATICs, Various Info. And Tech. Transfer services, programs, projects.3. Industry & Market Systems: The traders, markets, Mandis, organized industry like ITC, FCI, agri-processing/value addition industries, retails, farm inputs (seeds, saplings, chemicals, nutrients, etc.) industries and sellers, …4. Agricultural Universities: in the States with state-wide research centers, associated programs.
  5. 5. More Sources of Information & Services!5. Commodity Boards and Exchanges: for Grains, Pulses, Oilseeds, Coffee, Tea, Rubber, etc.6. State-wide Krishi Bhavans & Extension Services: Under the State Ministry & Directorate of Education.7. Agricultural financing: NABARD, ILFS, Banks, Govt. schemes … poor micro-credit facilities, Local moneylenders dominate.8. Related Systems: Land Use, Water & Irrigation, Meteorology, Remote Sensing, …9. Knowledge about International systems – FAO, Trade agreements, Kyoto, WTO, Global Markets … How do we provide Farmers-Centric access to the services from any of the above?
  6. 6. KISSAN (Kissan Information Systems, ServicesAnd Networking) Model Farmers Centric Services Retail chains, Agri. SMEs KI EX SS Se te AN rs Portal as meeting rv ns & ye ic ion Bu ground for es e- Farmers, Sellers, Buyers, Finance & Credit KISSAN & Farm inputs Extension, … E-Krishi support suppliers Portals Va SM lue ➔Registered farmers Es Ad May form Virtual & rce & dit de me SM ion Cooperatives feeding Agricultural Institutions a Tr om Bs Value Adding SMEs in C processing, packaging & Exports
  8. 8. Let us understand ICT! “The role of technology is to bridge the gulf between availability of information and the ability to use it” Henry Kissinger 1.People & Systems to 2. People & 3. People & Collect Data, Systems that Systems that Generate & Disseminate & create value Organize Communicate using Information Information Information 4. People & Systems that Manage the ICT➔ Above ICT Model should be contextualized for Quality Education linked to development.
  9. 9. Key to DS E-Gov.: How do we break this isolation of education & development? In Knowledge Society & Economy, pursuit of excellence in education must be by education being at the centre of and integral part of the socioeconomic dynamics of value and weath creation. Hence the notion of pursuit of excellence in isolation (as in the present university value system) from socioeconomic and social value dynamics is obsolete. How do we realize this transition of education moving from periphery to the centre of knowledge society? We propose establishing Community Knowledge Enterprises wherein education is integral component of inclusive socioeconomic enterprises. Focus on CKEs in the areas of Health, Education, Agriculture, Rural Development and Tourism & Culture (HEART) areas.
  10. 10. Action Area 1: Education in Common ICT Skills for various levels Proficiency with Devices, WiFi, Bluetooth, etc. Internet Access & Basic Transactions Navigation, eMail Citizen & Services Access, IT Skills Data Archive, Security & Ethics Content Creation,Audio, Video & Sharing Mobile Skills, Google Search,in WP, Wiki in English & SMS, Tweet, YouTube, Online Local Language Knowing Alerts, Education Content & Transactions Maps Access➢ Objective: To make citizen feel comfortable with Internet & modern access devices and amplify their productivity. 10
  11. 11. On Community Knowledge Enterprises CKEs bring convergence of different organizations – the Govt., Academia & Education Sector, relevant private or public enterprises, NGOs & Local Communities holistically together in providing focused services to target communities. In Knowledge society or economy, the value created lies in the ability of multiple relevant organizations bringing their collective competencies together in addressing the issues of target communities. “Right Information at Right Time in the Right Place to the Right Paerson in the Right Context.” → Assured by the CKE. CKEs are managed by local communities or web-communities of practice. Step-2: Establishing CKEs in the HEART Areas – How do we go about? 11
  12. 12. Sample CKEs in HEART Areas➢ Candidate CKEs facilitated in every Panchayath or Block:➢ Health: 1. Extended Janani Suraksha Yojana (Mother & Child Welfare) 2. Bloodbank and Emergency Medical Care 3. Health Assurance Services for old and poor➢ Education: 1. Localizing Primary Education that includes Parents Engagements through mass media & social networking. 2. Introducing Education Passbook for every youth & Introduce Vocational Training with Choice Based Credits for Vertical Mobility.➢ Agriculture: 1. Virtual Farm Cooperatives based Agri-Enterprise of small farmers → Virtual Amul Model for specific crop categories. 2. E-Krishi Market Access Services for Farmers in a Block. 3. KISSAN-Kerala model of e-Extension services 12
  13. 13. Sample CKEs in HEART – Contd.➢ Rural Development: 1. Making Panchayat Raj System into a CKE. 2. Online system of local communities social networking & events management.➢ 3. Management & Maintenance of drinking water & sanitation over a GIS /GPS supported logistics.➢ Tourism & Culture: 1. Community Driven Tourism Portal with smart SIM services. 2. Educatin to promote local crafts and online marketing. 3. Introducing community regulated eco & cultural tourism with rural paying guest accommodation.➔ Each above area requires reinforcement by appropriate ICT platform and training.➔ We may abstract common areas of ICT training in all the above and offer the same as Level – 2 vocational education. 13
  14. 14. Identifying Common ICT Systems & Skill Sets➢ Every CKE has four areas of ICT functions.➢ These are abstracted as the 4-Quadrants in the Vedyadhara CKE Framework: 2. Program 1. CKE Back Databases Office: For Program Management: Management & Databases of Governance; people, resources, Paperless office of interactions. the CKE 3. Vedyadhara 4. Community Dynamic Support: Networking: for target Online Forums communities, and Mass/IP linkages to experts Media Programs & services 14
  15. 15. Example 1: Vedyadhara Supported Convergence for SSA/RTE Datacentre Supported Services SP es g Open Collaboration, Sc D c ho /D t i in Course Services to ol IE r ac ar Learners, Teachers s Ts P Sh / est supported by B Educational IT SSA, Services.DIT Education TV, Webinars, RMSAGrid Services Mobile Content → Wiki based Portals N E, CT Multilingual Content , SO Lo Cu E, S Generation and best A ca rri CE Management SS ... liz cu RT practices sharing - at la P OU systems deployed Programs E io & Services D N n under DEP-SSA IG Portal. 15
  16. 16. Vedyadhara: Disciplined Inclusion of all Media Community Radio 2 4 Learners Anywhere IGNOU, 1 3 NPTEL, 5 6 Education CSCs / Kiosks for TV B Internet Accessed A Services Other V-OLE IP-TVPrograms Services Internet Portals 7 ((( Access C Industry R&D, Call E D Phone Etc. Centre 8 9 Low Cost Access Devices 16
  17. 17. Architecture of a CKE➢ CKE consists of multiple organizations – each providing its relevant timely & services to the target community.➢ Both the organizations that provide the service and the target community together become the CKE.➢ Aim is to provide Right Info. At the Right Time in the Right Place from/to the Right Persons and in the Right Context → 5 Rights➢ Education – formal and continuing - for persons in the concerned organizations and awareness building for target communities is integral to the CKE.➢ → This education should be provided or enabled by the university & higher education, R&D sectors, extension services.➢ Such education may come from multiple institutions.➢ We use all modes of ICT to reach this. 17
  18. 18. Need for CILK to service CKEs➢ Need to bring convergence of Education and local development.➢ We propose establishing the “Convergence Institute of Learning & Knowledge, or CILK in each NE State co-located with its IGNOU Regional Centre.➢ CILK to be established autonomous non-profit company jointly by IGNOU and local State Govt. others like DIT, BSNL, etc. invited.➢ CILK to Facilitate Tech Enhanced Educational Services for various universities, institutions, organizations to reach their programmes to wherever required in the state.➢ CILK to anchor the ICT framework for all CKEs in the state.➢ Bring together the concerned state government departments, organizations, enterprises, NGOs, etc. as relevant to each CKE and service its governance and education/capacity building programmes. 18
  19. 19. Organogram Outline of CILK Board of Directors Managing Director Services Company Area Director(s) Director(s) Secretary cum Registrar Program Manager(s) Services Manager(s) Professional, Field & Professional, Field & Finance, Accounts Support Staff Support Staff & Administration Development, Deployment and Field support services for forTech Enhanced Education & Community Knowledge Services 19
  20. 20. Convergence Institute for Learning &Knowledge [CILK] CILK State Education, Agri. Depts, SOU, 6. Community Radio & TV Uplink IGNOU & 5. Regional Programs 7. EntrepreneurshipOrganizations in the and Services Development & Domains 4. Video, Sound and Web Studios Tech. Incubation NKN NME-ICT 3. N/W & Datacentre 2. Tech Enhanced Study Centre IGNOU Regional Services 1. IGNOU’s Smart RC Services  CILK will be co-located with the IGNOU Regional Centre.  CILK’s services reach through SWAN, CSCs, NME-ICT, etc. 20
  21. 21. CILK Community Knowledge Services TV, Comm. Radio, Telecon,Webinar, Mobile… Program & Counselors, Courses Srtudents, Coordinators Passive Learners Colleges, Vedyadhara & Communities Learners CKE Portal EducationalUniversity V-OLE Services Education and Dynamic Info., IPS,Capacity Building Alerts, MM Postings Programs CILK: Advanced Technology, Information & Learning Services (ATILS) 21
  22. 22. Example: CKE for Local Agricultural Services APPA Farmers’ Experts, Knowledge Scientists, Empowerment Officials from Programs different organizations TargetOpen GroupsContent, KISSAN, E-Krishi &Agropedia, IT Mass AKMIndia, A-AQUA,Video Literacy & ODTEL Portals &Channels, CKEs DatacenterWeb, etc. APPA: Agrarian Practices & Prosperity Alliance 22
  23. 23. And more to be done ...“If the poor cannot come to education, education mustreach them, at the plough, in the factory, everywhere.”.. Swami Vivekananda➢ With CKE, we must integrate quality and inclusive education opportunities for all aspiring youth and any one who wish to learn further.➢ Such education should be vertically integrated to provide opportunities for everyone who is competent and aspires to study further.➢ Like the IGNOU slogan: Place no bar, age no bar, time no bar and offer Quality Education to All Independent of Geography. 23
  24. 24. Where the mind is without fear and the head is held high Where knowledge is free Where the world has not been broken up into fragments By narrow domestic walls Where words come out from the depth of truth Where tireless striving stretches its arms towards perfection Where the clear stream of reason has not lost its way Into the dreary desert sand of dead habit Where the mind is led forward by thee Into ever-widening thought and actionInto that heaven of freedom, my Father, let my country awake. - Rabindranath Tagore 24
  25. 25. ACKNOWLEDGEMENTSThe ACIIL Team of Professionals led by Sukant, Rejith, Divya, Vivek and others Former colleagues and friends from IIITM-KThe DEP-SSA Wiki Team at IGNOU led by Divya, Nisha & Vivek Several Faculty and Staff of IGNOU To Vice Chancellor andAcademic Council and Board of IGNOU 25
  26. 26. ACKNOWLEDGEMENTSThe ACIIL Team of Professionals led by Sukant, Rejith, Divya, Vivek and others Former colleagues and friends from IIITM-KThe DEP-SSA Wiki Team at IGNOU led by Divya, Nisha & Vivek Several Faculty and Staff of IGNOU To Vice Chancellor andAcademic Council and Board of IGNOU 26