The AMR APARD eLearning Project was launched by the Andhra Pradesh Academy of Rural Development (APARD) to provide capacity building and training to over 2.61 lakh elected panchayat representatives and 50,000 rural development officials across Andhra Pradesh. The project developed innovative e-learning solutions like Computer Based Tutorials, a virtual classroom, interactive TV programs, e-books and other online tools to overcome challenges like the large numbers to be trained, their wide geographical distribution, and inability to leave work for long training programs. Some key achievements include educating over 5 lakh MGNREGA workers and winning awards for efforts towards gender sensitivity and best-maintained government website. The project has proven scal
The document discusses SIIRD (Students Initiative for Integrated Rural Development), a project started by IIT Roorkee students to promote development in rural areas. It summarizes SIIRD's work in the village of Charba, including initiatives in ICT awareness and training, primary school education, healthcare access, and improving employability. SIIRD conducted surveys to identify skill gaps, partnered with local industries, and plans to offer short-term, demand-driven training courses to enhance residents' job skills and make them more employable.
Skill mission summary document with progress updateNavinBhatia
National Skill Mission proposes a partnership between Centum Learning Limited and National Skill Development Corporation to address India's need to skill its youth. The proposed joint venture, WorkSkills India Ltd, would skill 115 lakh rural and semi-urban youth over 10 years in sectors like retail, telecom, automotive, and healthcare. It would use a hub-and-spoke model with franchisees for decentralized training delivery across 11 states and 382 districts, while maintaining quality standards. The goal is to provide employment opportunities and address issues of unemployment and social unrest among India's youth.
The Union Cabinet has approved Mission Karmayogi to enhance the skills and competencies of civil servants. The program aims to make civil servants more creative, collaborative, and technology-enabled to ensure efficient public service delivery. It will shift from a rules-based approach to one focused on roles and competencies. Civil servants will have opportunities for continuous learning and skills development through an online platform. The program involves six pillars including a competency framework, digital learning platform, and monitoring system, and will cost Rs. 510.86 crore over five years to cover 46 lakh central government employees.
Astric Solutions provides ICT training, capacity building, and skill development. It has a vision to train the workforce of Bihar by 2025. The organization focuses on areas like web development, mobile apps, software solutions, and teacher training. It has a team of engineers and experts who developed courses in fields like programming, networking, and electronics. Astric Solutions trains unemployed youth to make them employable and support entrepreneurship in Bihar through market-driven courses. It uses ICT tools and blended learning to empower communities and facilitate learning.
Building india 2022-_a_human_resource_super_powerAbhishek Tanna
This document discusses building India as a human resource superpower by 2022 through skill development initiatives. It notes that India has a large working age population that can provide a demographic dividend if harnessed through proper skill training. The document outlines India's vision of developing a 700 million strong, globally employable workforce by 2022 comprising university graduates and vocationally skilled workers. It discusses partnerships between government, industry and training institutions to map skill needs, conduct community outreach, provide vocational training, industry certification and placement assistance. The document advocates for developing 21st century skills and industry-relevant higher education to bridge skills gaps and make the workforce employable. It presents India's readiness to achieve its human resource superpower goals through systematic
The document provides an overview of the CSR activities of the GTL Foundation, which is the CSR arm of the Global Group telecom company. It details several projects across areas like education, disability, health, and community support. Key initiatives include mobile computer labs to provide IT education in rural schools, scholarships for underprivileged students, computer training centers for visually impaired people, and health camps for rural communities. The Foundation has received several awards and recognitions for its CSR work.
1) The document discusses India's growing skills gap problem as its population reaches working age. Only 10-17% of graduates are currently employable, which will severely limit economic growth.
2) It introduces the India Skills Report 2014, a joint initiative between CII, PeopleStrong, and Wheebox to assess 100,000 students' skills across India and survey corporations' hiring needs.
3) The report aims to provide insight into the current talent landscape and skills levels to help stakeholders address the skills gap problem through informed partnerships between education and industry.
Skill Development Advisors is a certified company that provides business consulting and skill development services. It aims to address skill gaps in India by researching government schemes, analyzing demographics, and developing standardized training modules. It works with training partners to improve their facilities, trainers, assessments, and placements. As a skill consultant, it validates training partners, generates awareness of opportunities, and helps create an ecosystem for skill development and entrepreneurship in India. Its goal is to increase awareness and effective implementation of government skill and startup programs.
The document discusses SIIRD (Students Initiative for Integrated Rural Development), a project started by IIT Roorkee students to promote development in rural areas. It summarizes SIIRD's work in the village of Charba, including initiatives in ICT awareness and training, primary school education, healthcare access, and improving employability. SIIRD conducted surveys to identify skill gaps, partnered with local industries, and plans to offer short-term, demand-driven training courses to enhance residents' job skills and make them more employable.
Skill mission summary document with progress updateNavinBhatia
National Skill Mission proposes a partnership between Centum Learning Limited and National Skill Development Corporation to address India's need to skill its youth. The proposed joint venture, WorkSkills India Ltd, would skill 115 lakh rural and semi-urban youth over 10 years in sectors like retail, telecom, automotive, and healthcare. It would use a hub-and-spoke model with franchisees for decentralized training delivery across 11 states and 382 districts, while maintaining quality standards. The goal is to provide employment opportunities and address issues of unemployment and social unrest among India's youth.
The Union Cabinet has approved Mission Karmayogi to enhance the skills and competencies of civil servants. The program aims to make civil servants more creative, collaborative, and technology-enabled to ensure efficient public service delivery. It will shift from a rules-based approach to one focused on roles and competencies. Civil servants will have opportunities for continuous learning and skills development through an online platform. The program involves six pillars including a competency framework, digital learning platform, and monitoring system, and will cost Rs. 510.86 crore over five years to cover 46 lakh central government employees.
Astric Solutions provides ICT training, capacity building, and skill development. It has a vision to train the workforce of Bihar by 2025. The organization focuses on areas like web development, mobile apps, software solutions, and teacher training. It has a team of engineers and experts who developed courses in fields like programming, networking, and electronics. Astric Solutions trains unemployed youth to make them employable and support entrepreneurship in Bihar through market-driven courses. It uses ICT tools and blended learning to empower communities and facilitate learning.
Building india 2022-_a_human_resource_super_powerAbhishek Tanna
This document discusses building India as a human resource superpower by 2022 through skill development initiatives. It notes that India has a large working age population that can provide a demographic dividend if harnessed through proper skill training. The document outlines India's vision of developing a 700 million strong, globally employable workforce by 2022 comprising university graduates and vocationally skilled workers. It discusses partnerships between government, industry and training institutions to map skill needs, conduct community outreach, provide vocational training, industry certification and placement assistance. The document advocates for developing 21st century skills and industry-relevant higher education to bridge skills gaps and make the workforce employable. It presents India's readiness to achieve its human resource superpower goals through systematic
The document provides an overview of the CSR activities of the GTL Foundation, which is the CSR arm of the Global Group telecom company. It details several projects across areas like education, disability, health, and community support. Key initiatives include mobile computer labs to provide IT education in rural schools, scholarships for underprivileged students, computer training centers for visually impaired people, and health camps for rural communities. The Foundation has received several awards and recognitions for its CSR work.
1) The document discusses India's growing skills gap problem as its population reaches working age. Only 10-17% of graduates are currently employable, which will severely limit economic growth.
2) It introduces the India Skills Report 2014, a joint initiative between CII, PeopleStrong, and Wheebox to assess 100,000 students' skills across India and survey corporations' hiring needs.
3) The report aims to provide insight into the current talent landscape and skills levels to help stakeholders address the skills gap problem through informed partnerships between education and industry.
Skill Development Advisors is a certified company that provides business consulting and skill development services. It aims to address skill gaps in India by researching government schemes, analyzing demographics, and developing standardized training modules. It works with training partners to improve their facilities, trainers, assessments, and placements. As a skill consultant, it validates training partners, generates awareness of opportunities, and helps create an ecosystem for skill development and entrepreneurship in India. Its goal is to increase awareness and effective implementation of government skill and startup programs.
The document discusses India's Skill India initiative. It notes that the current education system does not provide employable skills, and many workers have outdated skills, while 75% of new jobs will require skills. The government is emphasizing vocational education and training to upgrade skills. It provides an overview of the components of India's skill development ecosystem, including the National Skill Development Agency, Sector Skill Councils, and the National Skill Development Corporation, which aims to skill 500 million workers by 2022. The Pradhan Mantri Kaushal Vikas Yojana scheme aims to provide industry-relevant training to 24 lakh youth, with financial rewards upon completion.
Copy of proceedings of the stars forum 7th annual conference 2016STARS Forum
This document provides a summary of the proceedings from the 7th Annual National Conference of Skills Training For Advancement in Rural Societies (STARS) Forum. The conference was held from December 10-12, 2016 in Dharamshala, Himachal Pradesh, India and had 21 speakers and 91 participants from 44 organizations across 15 Indian states. The objective of the conference was to create and enhance livelihood opportunities for vulnerable populations by sharing experiences. Key topics included challenges in forming enterprises, skills development innovations, traditional and emerging occupations, farm and renewable energy opportunities, and leveraging technology for skills development at scale. The conference facilitated networking and exploring collaboration between organizations conducting livelihood training and promotion activities across India.
The document outlines various skill development schemes and initiatives in India targeted at different groups. It provides details on 26 schemes that aim to provide vocational training, develop entrepreneurial skills, and improve employability for school dropouts, women, rural and urban poor, minority and tribal youth, those in left wing extremist areas, and persons with disabilities. The schemes are implemented by various government agencies and aim to boost self-employment and reduce unemployment across these disadvantaged groups in India.
Copy of proceedings of stars forum 10th annual national conferenceSTARS Forum
The document summarizes key discussions from the 10th Annual National Conference of the STARS Forum, which focused on reimagining rural skills development in India. Some of the main points discussed included:
1) The need to rethink current rural skills training approaches to focus on livelihoods and emerging sectors like sustainable agriculture rather than just employment.
2) Engaging rural youth is challenging due to weak education, a lack of soft/business skills training, and the need for localized, accessible programs.
3) Fueling rural entrepreneurship requires addressing high failure rates through improved training, packaging, marketing support and decentralizing industries.
Experts from the education sector share their take on the union budget 2022 23Sanskriti University
Union finance minister Nirmala Sitharaman made some major announcements for the education sector in the Union Budget 2022-23. The budget emphasised the importance of agricultural education as well as urban planning. The main focus, however, was on bridging the learning gap created by the pandemic.
Vibrant Gujarat Summit on Skill Ecosystem sector designVibrant Gujarat
Skill development has become vital for sustainable economic growth, especially for countries giving ways to emerging opportunitiesWith the emergence of technologies and innovations in different parts of the world, it has become imperative for the governments to prioritize skill development to compete globally.Stake holders of the skill development industries from the trainees to the eminent policy makers of the sector spoke volumes about the popularity of not only the conference but the underlying concern for an evolving skill development sector.
The document summarizes the proceedings of the STAR Forum conference on skills training for rural societies held on January 3rd and 4th, 2011 in Pune, India. Over the two days, several speakers from NGOs, educational institutions, and the banking sector presented on existing vocational training models and opportunities in rural areas. Topics included improving training relevance to job markets, developing entrepreneurship skills, increasing access to training in remote villages, and challenges around scaling programs. The conference provided a platform for organizations to share best practices and innovative approaches to skills development for rural and underserved populations in India.
Technical and vocational education programs play an important role in developing skilled workers and improving productivity in India. These programs provide education and training at various levels, from skills training for semi-skilled workers to post-secondary education to become technicians. The objectives include upgrading learners' qualifications, providing industry training opportunities, and offering employment-focused programs. Suggestions to improve the system include increasing private sector participation, providing training for vocational teachers, and utilizing distance education methods like radio and internet to expand access to vocational courses. While vocational education has benefits like cost-effectiveness and flexibility, it also faces challenges like high dropout rates, lack of qualified teachers, and employer preferences for strong academic skills.
The document summarizes the proceedings of the 3rd Annual Conference of Skills Training Advancement in Rural Societies (STARs FORUM) held in Pune, India on December 3-4, 2012. The conference provided a platform for organizations engaged in skills training to share their experiences and discuss challenges. Topics included livelihood opportunities in agriculture, self-help groups, and technology for livelihood generation.
Aaliya comes from an impoverished family in Srinagar, Jammu & Kashmir and had to drop out of her education. She learned about a free vocational training program called BASE run by DB Tech that provides job skills training and placement assistance. She enrolled in a 3-month hospitality course. The training helped her gain both technical skills and soft skills, restoring her self-confidence. She is now employed with Mobineers as a team leader, earning Rs. 4,500 per month. The training opened up new opportunities and helped her support her family.
B-ABLE is a skill development organization that aims to provide training to 1 million learners across India by 2020 to build their lifelong employability. It offers a variety of short-term vocational courses through its own training centers and partnerships. B-ABLE is funded by government agencies and partners with companies for content, certification, and placements. It has innovative projects like training rural youth as opticians and domestic help to address local needs and promote self-employment. B-ABLE is part of the BASIX Group which works to improve livelihoods through financial inclusion and other services.
The document provides information about the IEC Group, including its history, leadership, geographic locations, growth plans, and academic programs. IEC Group was founded in 1981 and has since expanded to include multiple campuses across India offering a variety of technical, medical, and business degree programs. The group has ambitious expansion targets, with plans to invest over $100 million to construct new facilities and increase total student enrollment to over 35,000 by 2022.
This document proposes a plan to boost skillsets and employability of youth in India by addressing issues of illiteracy and lack of skills. Key points:
- Many graduates in India lack skills and are unemployed despite a growing workforce needing skills training.
- The plan involves unemployed graduates and professionals providing vocational and language training to illiterate rural people over 3 months to boost literacy and skills.
- Benefits include increasing literacy, providing employment and skills to more people, and connecting workers to jobs. However, it requires significant funding support, volunteers, and ongoing commitment to implement successfully.
Satish Kumar Vishwakarma is seeking a job opportunity and has provided his resume highlighting his education and work experience. He has an MBA from G.H. Raisoni School of Business Management and has worked as an Assistant Administrative Officer and Senior Associate. He is skilled in meeting objectives, problem solving, and communication. He has participated in various workshops, conferences, and extracurricular activities during his education.
AN OVERVIEW ON THE CORPORATE SOCIAL RESPONSIBILTY INITIATIVES BY Mphasis LIMITEDVARUN KESAVAN
Mphasis is an IT services company based in India that provides various outsourcing services. It has undertaken several corporate social responsibility initiatives focused on education, livelihoods, and inclusion. These include programs to improve English learning outcomes using technology, skills training programs, digital literacy training for artisans, and advocacy for accessibility and persons with disabilities. Mphasis partners with organizations to implement these initiatives and aims to positively impact thousands of lives through technology-led social programs.
Sagar Group of Institutions operates several educational institutions in Madhya Pradesh, including Sagar Institute of Science and Technology (SISTec), Sagar Institute of Pharmacy and Technology (SIPTec), and Sagar Institute of Science, Technology and Engineering (SISTec-E). The institutions offer courses in engineering, pharmacy, and management. They have well-equipped labs and facilities, place an emphasis on training and placements, and their students have achieved success in various competitions and received scholarships. Contact information is provided for representatives who can provide more details about programs and admissions.
The document discusses recent activities and trends in the education sector in India. It notes that major players in the sector are increasingly collaborating with the government and each other. Companies are working with the government on projects involving ICT implementation to improve e-learning. Educational institutions are also partnering with other organizations to expand their opportunities. The report covers opportunities for public-private partnerships and collaborating with foreign players. It discusses trends like revisions to business school curriculum, government initiatives to improve education nationally, and changes to education loans.
Chapter kick off presentation russia 2013[1]Alex Belin
The document summarizes an IIBA Chapter Kick Off meeting. It introduces the IIBA leadership in attendance and discusses the IIBA's vision, goals, membership benefits, the Business Analysis Body of Knowledge, certification programs, chapter framework, and support for starting new chapters.
The document discusses India's Skill India initiative. It notes that the current education system does not provide employable skills, and many workers have outdated skills, while 75% of new jobs will require skills. The government is emphasizing vocational education and training to upgrade skills. It provides an overview of the components of India's skill development ecosystem, including the National Skill Development Agency, Sector Skill Councils, and the National Skill Development Corporation, which aims to skill 500 million workers by 2022. The Pradhan Mantri Kaushal Vikas Yojana scheme aims to provide industry-relevant training to 24 lakh youth, with financial rewards upon completion.
Copy of proceedings of the stars forum 7th annual conference 2016STARS Forum
This document provides a summary of the proceedings from the 7th Annual National Conference of Skills Training For Advancement in Rural Societies (STARS) Forum. The conference was held from December 10-12, 2016 in Dharamshala, Himachal Pradesh, India and had 21 speakers and 91 participants from 44 organizations across 15 Indian states. The objective of the conference was to create and enhance livelihood opportunities for vulnerable populations by sharing experiences. Key topics included challenges in forming enterprises, skills development innovations, traditional and emerging occupations, farm and renewable energy opportunities, and leveraging technology for skills development at scale. The conference facilitated networking and exploring collaboration between organizations conducting livelihood training and promotion activities across India.
The document outlines various skill development schemes and initiatives in India targeted at different groups. It provides details on 26 schemes that aim to provide vocational training, develop entrepreneurial skills, and improve employability for school dropouts, women, rural and urban poor, minority and tribal youth, those in left wing extremist areas, and persons with disabilities. The schemes are implemented by various government agencies and aim to boost self-employment and reduce unemployment across these disadvantaged groups in India.
Copy of proceedings of stars forum 10th annual national conferenceSTARS Forum
The document summarizes key discussions from the 10th Annual National Conference of the STARS Forum, which focused on reimagining rural skills development in India. Some of the main points discussed included:
1) The need to rethink current rural skills training approaches to focus on livelihoods and emerging sectors like sustainable agriculture rather than just employment.
2) Engaging rural youth is challenging due to weak education, a lack of soft/business skills training, and the need for localized, accessible programs.
3) Fueling rural entrepreneurship requires addressing high failure rates through improved training, packaging, marketing support and decentralizing industries.
Experts from the education sector share their take on the union budget 2022 23Sanskriti University
Union finance minister Nirmala Sitharaman made some major announcements for the education sector in the Union Budget 2022-23. The budget emphasised the importance of agricultural education as well as urban planning. The main focus, however, was on bridging the learning gap created by the pandemic.
Vibrant Gujarat Summit on Skill Ecosystem sector designVibrant Gujarat
Skill development has become vital for sustainable economic growth, especially for countries giving ways to emerging opportunitiesWith the emergence of technologies and innovations in different parts of the world, it has become imperative for the governments to prioritize skill development to compete globally.Stake holders of the skill development industries from the trainees to the eminent policy makers of the sector spoke volumes about the popularity of not only the conference but the underlying concern for an evolving skill development sector.
The document summarizes the proceedings of the STAR Forum conference on skills training for rural societies held on January 3rd and 4th, 2011 in Pune, India. Over the two days, several speakers from NGOs, educational institutions, and the banking sector presented on existing vocational training models and opportunities in rural areas. Topics included improving training relevance to job markets, developing entrepreneurship skills, increasing access to training in remote villages, and challenges around scaling programs. The conference provided a platform for organizations to share best practices and innovative approaches to skills development for rural and underserved populations in India.
Technical and vocational education programs play an important role in developing skilled workers and improving productivity in India. These programs provide education and training at various levels, from skills training for semi-skilled workers to post-secondary education to become technicians. The objectives include upgrading learners' qualifications, providing industry training opportunities, and offering employment-focused programs. Suggestions to improve the system include increasing private sector participation, providing training for vocational teachers, and utilizing distance education methods like radio and internet to expand access to vocational courses. While vocational education has benefits like cost-effectiveness and flexibility, it also faces challenges like high dropout rates, lack of qualified teachers, and employer preferences for strong academic skills.
The document summarizes the proceedings of the 3rd Annual Conference of Skills Training Advancement in Rural Societies (STARs FORUM) held in Pune, India on December 3-4, 2012. The conference provided a platform for organizations engaged in skills training to share their experiences and discuss challenges. Topics included livelihood opportunities in agriculture, self-help groups, and technology for livelihood generation.
Aaliya comes from an impoverished family in Srinagar, Jammu & Kashmir and had to drop out of her education. She learned about a free vocational training program called BASE run by DB Tech that provides job skills training and placement assistance. She enrolled in a 3-month hospitality course. The training helped her gain both technical skills and soft skills, restoring her self-confidence. She is now employed with Mobineers as a team leader, earning Rs. 4,500 per month. The training opened up new opportunities and helped her support her family.
B-ABLE is a skill development organization that aims to provide training to 1 million learners across India by 2020 to build their lifelong employability. It offers a variety of short-term vocational courses through its own training centers and partnerships. B-ABLE is funded by government agencies and partners with companies for content, certification, and placements. It has innovative projects like training rural youth as opticians and domestic help to address local needs and promote self-employment. B-ABLE is part of the BASIX Group which works to improve livelihoods through financial inclusion and other services.
The document provides information about the IEC Group, including its history, leadership, geographic locations, growth plans, and academic programs. IEC Group was founded in 1981 and has since expanded to include multiple campuses across India offering a variety of technical, medical, and business degree programs. The group has ambitious expansion targets, with plans to invest over $100 million to construct new facilities and increase total student enrollment to over 35,000 by 2022.
This document proposes a plan to boost skillsets and employability of youth in India by addressing issues of illiteracy and lack of skills. Key points:
- Many graduates in India lack skills and are unemployed despite a growing workforce needing skills training.
- The plan involves unemployed graduates and professionals providing vocational and language training to illiterate rural people over 3 months to boost literacy and skills.
- Benefits include increasing literacy, providing employment and skills to more people, and connecting workers to jobs. However, it requires significant funding support, volunteers, and ongoing commitment to implement successfully.
Satish Kumar Vishwakarma is seeking a job opportunity and has provided his resume highlighting his education and work experience. He has an MBA from G.H. Raisoni School of Business Management and has worked as an Assistant Administrative Officer and Senior Associate. He is skilled in meeting objectives, problem solving, and communication. He has participated in various workshops, conferences, and extracurricular activities during his education.
AN OVERVIEW ON THE CORPORATE SOCIAL RESPONSIBILTY INITIATIVES BY Mphasis LIMITEDVARUN KESAVAN
Mphasis is an IT services company based in India that provides various outsourcing services. It has undertaken several corporate social responsibility initiatives focused on education, livelihoods, and inclusion. These include programs to improve English learning outcomes using technology, skills training programs, digital literacy training for artisans, and advocacy for accessibility and persons with disabilities. Mphasis partners with organizations to implement these initiatives and aims to positively impact thousands of lives through technology-led social programs.
Sagar Group of Institutions operates several educational institutions in Madhya Pradesh, including Sagar Institute of Science and Technology (SISTec), Sagar Institute of Pharmacy and Technology (SIPTec), and Sagar Institute of Science, Technology and Engineering (SISTec-E). The institutions offer courses in engineering, pharmacy, and management. They have well-equipped labs and facilities, place an emphasis on training and placements, and their students have achieved success in various competitions and received scholarships. Contact information is provided for representatives who can provide more details about programs and admissions.
The document discusses recent activities and trends in the education sector in India. It notes that major players in the sector are increasingly collaborating with the government and each other. Companies are working with the government on projects involving ICT implementation to improve e-learning. Educational institutions are also partnering with other organizations to expand their opportunities. The report covers opportunities for public-private partnerships and collaborating with foreign players. It discusses trends like revisions to business school curriculum, government initiatives to improve education nationally, and changes to education loans.
Chapter kick off presentation russia 2013[1]Alex Belin
The document summarizes an IIBA Chapter Kick Off meeting. It introduces the IIBA leadership in attendance and discusses the IIBA's vision, goals, membership benefits, the Business Analysis Body of Knowledge, certification programs, chapter framework, and support for starting new chapters.
This document discusses breaking mental barriers, increasing maturity, and working together from both an economical and sociological point of view. It also addresses improving communication skills, confidence, and exchanging ideas while considering the economical point of view and building confidence and understanding.
The Andhra Pradesh Academy of Rural Development (APARD) has been working relentlessly for over 54 years in building capacities for sustainable development of the rural poor. APARD is an apex training institute in AP for capacity building of rural development officers and panchayat raj officials. We also consistently focus on research that helps us offer high quality consulting services in rural development.
Brand advocates are individuals who independently promote and defend a brand through their own credibility. They provide unsolicited praise and suggestions to improve the brand, forgive occasional dips in quality, and help expand the brand's reach through referrals, glowing testimonials shared on social media, and feedback to inspire better products. Doppelganger brands refer to defamatory images and stories about a brand circulated online by consumers and activists to damage its reputation in a way that is easy to produce and spread in the modern digital environment.
Kabul is the author's hometown, known for its Afghani traditional foods like Qabili Palaw, Manto, and Ashak. It offers hospitality through restaurants, hotels, and traditional guest houses serving meals along with dry fruits, fresh fruits, and vegetables. The city also has shopping malls, traditional clothes, music, dance, and historical remnants as well as places to visit.
This project provides e-learning solutions to train over 2.6 lakh elected panchayat representatives and 50,000 rural development officials in Andhra Pradesh. It was launched to address challenges in traditionally training such a large, geographically dispersed group with limited trainers. Solutions include computer-based tutorials, a virtual classroom, interactive TV, e-books and more. The project aims to provide lifelong, self-paced learning opportunities. It has trained over 5 lakh MGNREGA workers and produced tutorials on rural development topics. Evaluations found it effective and it has won several awards for its initiatives and website. Key challenges in implementation included lack of subject experts and getting permissions, but these were overcome through collaboration.
La Unión Europea ha propuesto un nuevo paquete de sanciones contra Rusia que incluye un embargo al petróleo ruso. El embargo se aplicaría gradualmente durante seis meses para el petróleo crudo y ocho meses para los productos refinados. El objetivo es aumentar la presión económica sobre Rusia para que ponga fin a su invasión de Ucrania.
Riddle of the Red Bible - Exciting First 6 Chaptersktjae
Courtney Nivots, a 5-year-old half English-half Filipino girl, has trouble sleeping and is fixated on the clock in her bedroom. She talks to the clock, which is her only friend, and tells it she has a plan for that night. Her mother Mazel comes in to try to get her to sleep, mentioning Courtney's father who died before she was born. Courtney wonders if she will ever get to meet her father. Mazel comforts her but Courtney remains awake, eager to enact her mysterious plan with the clock.
Guia practica para el calculo de instalaciones electricas harper enriquezRicardo Ortega
Este documento presenta una guía para el cálculo de instalaciones eléctricas. Explica que las instalaciones eléctricas han evolucionado a lo largo de los años debido a cambios en equipos, materiales, procedimientos y metodologías. La guía se basa en las normas técnicas mexicanas e incluye conceptos de los Estados Unidos. Cada capítulo contiene ilustraciones y ejemplos para ayudar a técnicos, electricistas e ingenieros a resolver problemas reales de instalaciones eléctricas residencial
Este documento describe los pasos para configurar una nueva red inalámbrica. Explica que primero se debe instalar el hardware como el enrutador y las tarjetas de red inalámbricas. Luego se configura el enrutador con la contraseña de red, el canal y la seguridad. Finalmente, se conectan los dispositivos a la red y se comprueba que todo funciona correctamente.
The document provides a methodology for learning that involves first writing one's own information about a topic, then getting additional information from related books, notes, and the subject teacher. It advises to understand the information gathered, think carefully about the topic, compare the information and ideas from different sources, and criticize the topic by discussing it with others to identify positive and negative aspects. The document concludes by mentioning a superior college in Pakpattan and saying goodbye.
The document provides a methodology for learning that involves first writing one's own information about a topic, then getting additional information from related books, notes, and discussions with teachers. It advises to understand the information gathered, think carefully about the topic, compare one's own information to other sources, and criticize the topic by discussing it with others to identify positive and negative aspects. The document concludes by mentioning a superior college in Pakpattan and saying goodbye.
Вредные советы непослушным заказчикам и поставщикам.info_naiz
Автор Григорий Остер. Издано при поддержке Общероссийской общественной организации "Деловая Россия", Национальной ассоциации институтов закупок и торгового портала Fabrikant.ru
The project introduces instructional computing technology in 206 schools across 2 taluks in Gadchiroli district, Maharashtra. Computer labs and audio-visual labs are set up to provide computer education from classes 1-12. A VSAT studio broadcasts lessons to 36 schools, allowing expert teachers to instruct students remotely. The project aims to improve education quality and access for students in the remote, tribal region impacted by naxalite activities. It has achieved greater student participation and improved learning outcomes. The project also uses the platform to deliver e-governance services, health programs, and other community initiatives across the district. It serves as a scalable and replicable model for enhancing education through technology.
Experience sharing by Shri Korath Mathew on e-Learning, Director, Akshaya Ce...cscspv1
The document summarizes Akshaya, Kerala's ambitious e-literacy program. It details Akshaya's mission to bridge the digital divide through a network of over 2000 e-centers across Kerala, 80% of which are in rural areas. The centers provide various e-learning programs and government services to over 1.5 million households. Key services mentioned include e-literacy training, IGNOU courses, Intel Learn programs, and enrollment in health insurance schemes. The centers have trained over 35 lakh individuals and helped deliver various state e-governance initiatives.
The quarterly report summarizes activities of the Alif Ailaan project in District Jamshoro from April to June 2015. Key activities included:
- Organizing exposure visits for media journalists to project areas which resulted in media coverage of the project.
- Conducting UC Parent Ittehad meetings to mobilize communities around demanding education rights.
- Holding meetings with Village Organizations and School Management Committees to discuss enrollment drives and issues in local schools.
- Collecting and analyzing enrollment data which showed an increase in enrollment, especially of girls, in target union councils compared to previous years.
The report concludes that community mobilization activities were effective in raising awareness about education rights and increasing
This document summarizes a two-day sensitization workshop held in Gujarat, India to gather input on designing the Shaala Darpan Mission Mode Project (MMP) aimed at improving school management services through technology. Over 100 participants from Gujarat and Tamil Nadu education departments attended presentations on proposed digitization of school records and group work to develop implementation plans. The workshop also shared best practices from other Indian states and gathered feedback to help finalize the Request for Proposal for the first phase of the Shaala Darpan MMP.
The document discusses SIIRD's initiatives to promote rural development and employability in Charba village. It provides an overview of SIIRD, which was founded to coordinate efforts between different stakeholders involved in rural development. Some of SIIRD's initiatives discussed include an ICT initiative to spread awareness and provide training on computers and the internet, an e-health initiative to connect villagers to doctors via teleconferencing, and a primary school ICT education initiative. It also discusses plans to conduct skills training programs to improve employability of unemployed or underemployed villagers based on the needs of local industries.
This document describes a skills development initiative in Orissa, India that provided IT and soft skills training to 62,000 unemployed youth across 30 districts. The training aimed to enhance the employability of trainees and create a pool of skilled human resources. It overcame challenges such as lack of awareness and connectivity in rural areas through outreach, additional centers, and online monitoring. The initiative demonstrates an innovative and scalable model for skills development that can benefit other states.
The document summarizes a skills development initiative in Orissa, India that provided IT and soft skills training to unemployed youth. The program trained 62,000 individuals across Orissa's 30 districts to improve their employability. Trainees received certification upon completion in basic IT skills like operating systems, MS Office, and computer fundamentals, as well as soft skills like communication, teamwork, and interview skills. The goal was to equip youth with in-demand technical and vocational skills to access employment opportunities and overcome barriers like the digital divide. The program aimed to create a large, skilled workforce in Orissa while empowering unemployed individuals through training.
The document summarizes a skills development initiative in Orissa, India that provided IT and soft skills training to unemployed youth. The program trained 62,000 individuals across Orissa's 30 districts to improve their employability. Trainees received certification upon completion in basic IT skills like operating systems, MS Office, and computer fundamentals, as well as soft skills like communication, teamwork, and interview skills. The goal was to equip youth with in-demand technical and vocational skills to access employment opportunities and overcome barriers like the digital divide. The program aimed to create a large, skilled workforce in Orissa while empowering unemployed individuals through training.
Lalit Kumar has over 11 years of experience in skill training, education, health, and livelihood projects to promote socioeconomic development in villages. He currently works as a regional CSR anchor for IL&FS, implementing education, skill development, and health initiatives in Jharkhand. Previously he has worked with NGOs on women's empowerment, health, livelihood, and education projects across 11 districts of Jharkhand. He has successfully trained and placed over 1500 youths in various skills and helped improve education and health services for over 100,000 villagers.
Edulever - Consulting for CSR, Education, Skill Development Chetan Kapoor
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The document summarizes the Vocational Education and Training for Accelerated Promotion of Employment (VETAPE) project between June 2011 to June 2012. The project aimed to provide vocational skills training, functional literacy, and employment services to 720 disadvantaged youth and women in Puntland, Somalia to increase sustainable employment opportunities. Key activities included selecting and training beneficiaries in various vocational skills, strengthening the capacity of training providers, and facilitating employment placement. Challenges included low motivation among beneficiaries and inadequate training facilities. Plans for the next six months included completing ongoing activities, monitoring, evaluation, and planning for sustainability.
vocational education in India and challengesmp poonia
This document discusses skills development for rural youth in India. It notes that over 3 billion people worldwide live in rural villages, with 92% of the world's villages located in developing countries like India. India faces major challenges in developing skills and employment opportunities for its large rural youth population, as only 2% have formal vocational training compared to other countries where the percentage is much higher. There is a need to increase access to skills development programs and improve employability for marginalized communities. The document outlines India's policies and initiatives to address this, including the goal of training 500 million people by 2022 through public and private partnerships.
Nagendra Singhal has nearly 16 years of experience managing large IT projects and businesses in India. He has successfully led e-governance initiatives worth approximately $1000 crore involving numerous government departments in Uttar Pradesh. These initiatives focused on connecting remote populations with government services and developing IT systems for both rural and urban areas. Mr. Singhal has also held leadership roles with other organizations, where he was responsible for winning contracts and implementing e-governance projects across multiple states in India.
Nagendra Singhal has over 16 years of experience managing large IT projects and businesses. He has successfully implemented numerous e-governance projects across various departments in Uttar Pradesh worth over 1000 crores. Currently, he is the State Head of CSC e-Governance Services Ltd in Uttar Pradesh and Uttarakhand, leading a team of over 1500 professionals. Previously, he has held leadership roles managing e-governance divisions and teams of over 1000 people for various organizations.
The document proposes a solution to increase employment opportunities for rural youth in India by establishing community centers that provide computer literacy training, conduct workshops on various skills, and maintain databases connecting youth to job opportunities in both government and private sectors. The centers would be monitored by government, public and non-governmental organizations. This integrated approach aims to equip rural youth with in-demand skills and place them in jobs, thereby boosting rural development and making villages more self-sufficient.
Skill Mission Summary Document With Progress UpdateNavinBhatia
National Skill Mission proposes a partnership between Centum Learning Limited and National Skill Development Corporation to address India's need to skill its youth. The proposed joint venture, WorkSkills India Ltd, would skill 115 lakh rural and semi-urban youth over 10 years in sectors like retail, telecom, automotive, and healthcare. It would use a hub-and-spoke model with franchisees for decentralized training delivery across 11 states and 382 districts, while maintaining quality standards. The goal is to provide employment opportunities and address issues of unemployment and social unrest among India's youth.
The document discusses India's Skill India program, which aims to train 500 million people in various skills by 2020. It was launched in 2015 to address India's need to develop skills among its large youth population and growing workforce. The objectives are to create opportunities for youth development and expand sectors for skills training. Key features include an emphasis on skills for employment, training programs aligned with international standards, and certifying skills attainment. The program aims to make skills training more standardized, need-based, and accessible across rural and urban areas.
Ashoka University to improve governance in the state and driving a mass impact on ground. Running since 2016, the programme provides a platform to 25 young individuals each year, to work closely with the Chief Minister's Office for bringing transparency, accountability and efficiency in public service delivery in the state. The CMGGAs are recruited through a competitive process with the selection ratio of -1:100. The associates are trained and oriented about government functioning and structure through a 15 day boot camp at Ashoka University and are then posted across 22 districts to work in tandem with the district administration for a period of one year.
This document provides details about Ankur Agarwal who is applying for the position of Senior Project Consultant. It includes his contact information, educational qualifications including an MBA and B.Tech, and over 9 years of total experience. It also outlines his areas of expertise in areas like project management, process improvement, and governance projects for various state governments in India. Recent projects he has worked on involve automation of food distribution systems and developing skill development programs.
The document provides information about a summer training report submitted as partial fulfillment for a degree in business administration. It includes sections on the company profile of Manikaran Power Limited, objectives of the study, research methodology, data collection and analysis, findings, suggestions and conclusions. The report examines the performance appraisal system implemented at Manikaran Power Limited through primary data collection using questionnaires from 50 employees. It analyzes the data and provides interpretations to understand employee satisfaction with the appraisal system and its effectiveness in individual development.
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1. Insights into integrating generative AI.
2. Understanding how this integration enhances test automation within the UiPath platform
3. Practical demonstrations
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Test Automation with generative AI and Open AI.
UiPath integration with generative AI
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1. Details of Programme /Project/Initiative:
Brief Description:
AMR APARD is the apex training institute for building the capacities of Rural Development Officials and
Panchayat Raj Elected Representatives in the State of Andhra Pradesh. The institute caters to the
capacity building and training requirements of around 2.61 Lac Elected Representatives of Panchayat Raj
Institutions and about 50 thousand officials from Panchayat Raj, Rural Development and other
development departments. The e-learning project was initiated as a part of implementation of Capacity
Building and Training Programmes under BRGF and MGNREGS sponsored by Ministry of Panchayat Raj
and Ministry of Rural Development, Government of India. The project aims to equip the Panchayat Raj
Elected Representatives and Functionaries associated with implementation of MGNREGS, with the
Knowledge and Skills required for effective management of these Institutions and for improved service
delivery under various flagship programmes aimed at improving the quality of life in rural areas.
Organizing training for such a large number is a challenging task and since the target group changes for
every 5 years with the conduct of fresh elections to PRIs, the demand for Capacity Building is recurrent.
The main problems and concerns that pose a challenge to capacity building are: • Number and quality of
good trainers; • Wide geographical distribution of target group • Functionaries cannot leave their
workplaces for long time to attend training programmes • Requirement of large scale funding through
traditional training method Therefore, in order to provide formal and informal training to large number of
development functionaries and Elected Representatives, APARD has launched this innovative project
provide interactive and experiential learning at the learners‟ doorstep by leveraging ICT and e-learning
solutions like Computer Based Tutorials, Virtual Classroom facility, Interactive Satellite TV Programmes, e
magazines, e books, Help Lines, Wikis, SMS alerts, social networking tools, etc.
Why was the project started:
AMR-A.P. Academy of Rural Development is presently catering to the training needs of around 2.61 lakh
elected representatives of Panchayat Raj Institutions and 50,000 officials of PR&RD Department. Among
the Elected Representatives a majority are from the SCs, STs and women who are elected for the first
time. All the elected persons hold office only for (5) years and are replaced largely by a new set of people.
Therefore the number of elected representatives be trained and oriented is very large and the demand for
Capacity Building is recurrent. The issues of capacity building of the PR functionaries are: 1. knowledge
enhancement 2. Skill up-gradation 3. Attitudinal change 4. Problem solving techniques 5. Practical
2. solution seeking 6. Learning from best practices. The main problems and concerns that pose a challenge
to Capacity building are: 7. Number and quality of good trainers; 8. Barriers to access and entitlements; 9.
Overly prescriptive, supply-driven nature of training 10. Target audience (learners) widely scattered
across the Mandals and Gram Panchayats. 11. Functionaries cannot leave their workplaces for long time
to attend training programs 12. Requirement of large scale funding to reach these target groups through
traditional training methods Therefore in order to provide formal and informal training to large number of
development functionaries and Elected Representatives, AMR_APARD has planned to provide interactive
and experiential learning at the doorstep using Information and Communication Technology by
developing certain e learning solutions through e learning project.
Objective: The objective of this project is to provide a life long learning opportunity and self paced
learning opportunities to various learners at their own work and at the time convenient to them. The
national training policy 2012 of Government of India envisages “Training for all”. The present e learning
project complies with the national vision and it aims to make the learning a life long even and helps the
grassroots level functionaries to keep abreast of the latest developments in the field of Rural
Development and other allied sectors. With National e governance plan in place, the mission mode
project being implemented by Ministry of Panchayat Raj, Govt of India envisages fibre to Panchayat by
2020. The e learning project initiated by APARD would go a long way down the time and help the rural
elected representatives to acquire the knowledge required for day to day administration for effective
delivery of services under various sectors.
Target Group: Elected Representatives of Panchayat Raj Institutions and Officials functionaries of
Panchayat Raj,Rural Development Departments,Bharat Nirman Volunteers(BNVs)
Geographical Reach within India: Yes
Geographical Reach outside India: Yes
Date From which the Project became Operational: 1-6-2010
Is the Project still operational?: Yes
List 5 Innovations of programme/project/initiative:
Computer Based Tutorials: AMR APARD Realizing that reaching such large numbers and enhancing the
quality of training delivery in traditional face to face approach is a gigantic task; APARD had launched its
e learning initiative. The e-learning initiative offers a host of solutions which facilitate the learners to
receive training content at their own place with minimal cost. Computer Based Tutorials (CBT) are one of
such products and during the last one year APARD had developed CBTs for over 30 Hrs. CBTs on
MGNREGS Programme, Decentralized District Planning Panchayat Raj Administration, Watershed
3. Development, Integrated District Planning etc.. are now available for various target groups. Educating
provides 5 lakh MGNREGS workers through CBTs. MGNREGS programme assures 100 days of work to
unskilled labour who willingly come forward to do unskilled work in rural areas. The MGNREGS act
provides various entitlements and rights to the wage seekers. More than 1 crore rural families have been
issued job cards under MGNREGS scheme and majorities of them is not aware of their rights and
entitlements moreover, the people who implement the programme at grass root levels connecting more
than 5 lakhs also need to be trained on various aspects of the programme . In order create awareness
among the MGNREGS programme among the key functionaries like programme officers, additional
programme officers ,technical assistants, engineering consultants, field assistants and mates, APARD
has developed CBTs on various aspects of MGNREGS including calculation of daily wages,
measurements, utility values of the structuring. The CBTs developed by APARD were distributed to
DWMA and DWMA‟s in through have circulated widely among various target groups. These CBT‟s have
made the task of taking unif orm message to the entire 5 lakh target group. 2. APARD Knowledge
Commons: APARD‟s Knowledge Commons provides a platform for instant access to highly interactive
and interesting Computer
List 5 achievements of the programme/project/initiative:
1. APARD has won UNFPA furred Laadli Media Awards 2011-2012 for its efforts towards gender
sensitive campaigns on Mana TV. The APARD‟s e-learning project has won Special Mention by JURY „e-
India‟ 2011 award under Best ICT Enabled Skills Development Initiative of the Year in the competitions
held during Dec-2011
2. Educating 5 lakh MGNREGS workers through CBTs, Andhra Pradesh is one of the few states which is
implementing the MGNREGS programme in true spirit and providing livelihood opportunities to huge
number of wage seekers. Government has recruited around 1200 Engineering consultants and 4000
Technical Assistants, to look after the execution of the programme at grass roots level. With the massive
recruitment of these technical personnel, a training need arose in the state to equip the personnel with the
skills related to various inputs on construction of water harvesting/SMC structures like Farm Ponds,
Earthern Bunds, Sunken Pits, Rock fill Dams, Check Dams, Gully Plugging etc.,. APARD had produced
CBTs to make the engineering subject easy even for lay men and all these CBTs were made available to
various target groups for easy understanding of the subject.
3. APARD‟s website has won the Third Prize from the Public Relations Society of India, Hyderabad,
during Feb 2011 and the Sthanika Palana Magazine has also won Special Jury award. • One of the films
“Meeru Alochinchandi” produced and telecast on this channel has won prestigious Nandi Award from
Government of A.P under socially relevant category. The film portrays the role of Panchayat Raj
4. Institution in the Welfare of Persons with Disabilities.
4. Ministry of Rural Development Govt of india have chosen APARD‟s website as the best and well
maintained website among all SIRD‟s in the country during 2012 the award was presented during the
national colloquium of of Lab to Land held at jaipur on 5th august 2012. Ministry of Panchyati Raj and
Ministry of Rural Development, Government.
List 5 Key challenges faced while implementing the project/programme/initiative and how they
were overcome:
1. There were not many companies which can produce e learning content in the subjects related to Rural
Development. Although, technologically these companies are well placed, the availability of the subject
matter experts and instructional designers within the company was very low. APARD had short listed 14
companies after following a rigorous process. A committee comprising scientific officers from NIC,
National Institute of Rural Development, MANAGE etc was constituted to set the standards for production
of CBTs and other e learning content and negotiated with the companies. With the studious efforts of this
committee, the companies are now able to produce excellent CBTs.
2. For establishing virtual class room facility, obtaining necessary permissions from NIC became a major
problem. Later, after a lot of correspondence, NIC has realized that this project deserves encouragement,
such permissions and ultimately virtual class room facility came in to being. This virtual class room is
connected in 3 ways 1) Through ISDN line to all SIRDs in the country, 2) Through Rail Tel Lease Line to
all ETCs 3) Through NIC network to all Districts.
3. Adoption of a suitable LMS for making available the training content has became another problem
which was then overcome by adopting open source systems to avoid financial burden on the Institute.
4. Since the concept of e learning in the field of Rural Development Capacity Building and Training is
completely new, the institute has put its best efforts to identify the best e learning companies in the
country through open tender process and succeeded in due course of time. Initially, a lot of resistance
came from among the own faculty and many of them were sceptical about the success of the e learning
project. After a series of orientation workshops, the faculty was fully convinced and became a part of a
winning team.
5. Change Management: Initially, lot of resistance came from among the own faculty and many of them
List 5 points on how the Project/Programme/Initiative can serve as a model that can be replicated
or adapted by others?
1. The application designed in such a way that can be replicated by any organization involved in
massive training programmes with in a stipulated time frame optimally utilizing the available
resources
5. 2. The LMS-Knowledge commons application is generic; viz without changing the code it can be
implemented on massive magnitude
3. Minister of Rural Development and Minister of Panchayat Raj, (Govt. of India) recognized as
Key Institute by for preparation of e-learning modules and also advised all other states to follow
APARD model. The effectiveness on e-learning depends upon how interactive it is, and its ability
to retain interest on a particular theme /topic
4. Efforts have been made to upload these e-learning modules on our website for easy access to
one and all, so that any one can download them from anywhere on the globe for its usage. Lot of
care has been taken to provide this vital training material in different formats like text, images,
power points and video clippings, films with multimedia effects and so on
5. Keeping in view the rural audience as major focus the operational part is kept very simple. The
commands are all icon based for better navigation and learning
List 5 points to elaborate on the scalability of the programme/project/initiative?
1. Since the e-learning model is a tested one and is being in operation at APARD for the last two years,
there is no doubt that, it can be rolled out in similar Institutions at cost effective and flexible manner.
2. The application is developed on an open-source platform, so its scalability on any platform.
3. APARD would be too glad to share this model to any Institute/Agency which would like to utilize the
existing application
4. Since the e-learning model is a tested one and is being in operation at APARD for quite some, it can be
rolled out to similar Institutions in a cost effective and flexible way
5. This application can be tailor-made-to a particular Institution/situation to cater local needs with slight
modifications/alternations wherever required.
6. AMR APARD eLearning Project
Programme/Project innovative
1. Computer Based Tutorials:
About AMR-APARD:
The Andhra Pradesh Academy of Rural Development (APARD) has been working relentlessly for
over 58 years in building capacities for sustainable development of the rural poor. APARD is an
apex training institute in AP for capacity building of rural development officers and panchayat raj
officials. We also consistently focus on research that helps us offer high quality consulting
services in rural development.
The academy also has a consistent focus on research and innovation in rural development, it
undertakes need-driven research and evaluation studies as part of its own operations strategy
and also for other organizations and agencies working in the field rural development.
With in-depth understanding of rural conditions, problems and opportunities, and its extensive
experience working with rural communities, APARD also provide high quality
development consulting and project management services in rural development to
government and leading national and international clients.
With an aim to generate efficient and high quality manpower working towards the cause of rural
development, APARD has now forayed into education services by offering
comprehensive educational courses in Rural development.
APARD Computer Based Tutorials (CBTs)
1. Integrated district planning
2. Scheduled grama panchayati Sarpanch training
3. Agro Techniques for dry land crops
4. Sarpanch training CBT – 1
5. Grama sabha (english) CBT -1 & 2
6. CNRM watershed management – telugu vision labs 1
7. IDP VOL 2 8
8. Plan Plus 4
9. IWMP 1
10. Integrated District Planning Disc 1 - 8
11. Plan Plus Disc 1 - 2
12. Integrated District Planning Disc 1 - 3
13. Integrated Watershed Management Disc 1
14. Mandal Praja Parishad President's Training Disc 1
15. Visual Docemnt on RC Puram Disc 1
16. e-Panchayat Disc 1
17. Visual Docemnt on Hazipalli - telugu Disc 1
18. Visual Docemnt on Hazipalli - english Disc 1
19. Grama Sabha Campaign Disc 1
20. Visual Docemnt on Gangadevipalli Disc 1
21. Development of powers- Rural water supply Disc 1
22. CSE & E CBT 3-3-2010 Disc 1
23. Film on PMES Disc 1
7. Capacity Building Services:
A time tested multi-pronged approach is being adopted by APARD for several years, to reach the
huge target of 2.61 Lakh elected representatives. Training is imparted through both Direct Mode
and through Cascading modes.
Distance Mode of Training through centrally located studio (located at Hyderabad) using Ku band
Satellite transmission facility is being adopted to reach Village Level Functionaries of various
departments. This approach helps us cover huge groups of targeted participants and also
reduces costs.
Direct Training Programs are arranged for all key functionaries at APARD, 5 Extension Training
Centres and at district levels. Direct training is imparted for a period of 3 to 6 days at APARD and
ETCs.
Cascading Mode of Training is adopted for bigger groups like Ward Members and other grass
root level functionaries. A system of identifying suitable trainers, who can handle training sessions
are selected from NGOs, Retired Officials, former members of Mandal Parishad Presidents and
other Panchayat Raj staff. These Trainers are subjected to rigorous training at APARD in using
Participatory methodologies for training the elected representatives. Cascading Mode of training
is imparted for a period of 2 to 3 days at mandal head quarters, where batches of 35-40
functionaries are organised.
2. APARD Knowledge Commons:
APARD‟s Knowledge Commons provides a platform for instant
access to highly interactive and interesting Computer Based Tutorials, e books, presentations,
research papers and a host of other valuable educative resources on virtually all aspects of Rural
Development and Panchayat Raj Administration. Knowledge Commons offers a self-paced, on-
demand, high-quality training environment designed to meet the individual training needs of all
the users. This e-learning solution ensures the learning process easy, highly interesting and
reaches large number of users.
Some of the advantages claimed for Knowledge Commons systems are:
1. Sharing of valuable organizational information throughout the academy hierarchy.
2. Can avoid re-inventing reducing redundant work.
3. Reduces training time for new employees
4. Retention of Intellectual Property after the employee leaves if such knowledge can be
codified.
5. Self-Paced Learning
3. Panchayati Raj Comprehensive Help Line:
8. Offers access to information, advice or service via Telephone and Web.Our goal is to create a
platform that we can use to set up a unique way to collect and visualize information for
monitoring. The core platform is designed so that it can be customized for different locales and
needs. The beta version platform an open source application is made available as a continuous
handholding support to offer solutions to the problems that occur in day to day administration of
Panchayat Raj Institutions. It is also being used to disseminate information related to various rural
development programmes. It also helps as a tool for internal monitoring or visualization purposes.
This is a comprehensive helpline can reach in several ways such as asking information of Gos
of Panchayat Raj,want to know about Gram panchayat and genral body activities, Annual report
etc..,file complaint and sending /calling for queries/request to know about the Panchayat Raj
Acts.by Telephone and Web.
4. APARD Wiki :
Wikis provide opportunities for trainees to collaborate with other
Peers, share what they have learned, and become a centralized
online resource as educators. This technology tool is ideal and
used for project-based learning, cross curricular projects in
teams, and thematic units. One advantage of Wikis in
collaborative projects is that they are online. Participants can
demonstrate their Knowledge by providing information which fits
within specific parameters on the Wiki. Wiki can be used as
Online Resources for training use. A list of websites that provided appropriate information related
to subject content is provided by the developer for trainee use during the year. Wiki is also used
to store files, images, videos,News Letters,Publications and other information in a special access
controlled area of the Wiki. Apard Wiki is collaborative with digital e-learing environment of Apard
activities like Grama Sabha,sakshar bharath and also with Learning Management System(LMS)
5. APARD BULK SMS:
APARD has recently embarked on a community empowerment
initiative,Viz,, KEYCAP (Link) which requires continuous contact with large number of village
level volunteers called Bharat Nirman Volunteers. For this APARD has commenced a Bulk SMS
Service to send frequent updates to these Volunteers. Bulk sms system has many advantages
over the free sms services offered by various services providers whose services are limited and
unsecure. We canreach our vast target group of over 2000 Bharat Nirman Volunteers in lab to
land programme at a time and by march2012 We can reach our vast target group of over 10,000
Bharat Nirman Volunteers in lab to land programme at a time
Since Lab to Land envisages an effective communication strategy to create awareness among
the BNV‟s, this system bulk sms facility is greatly helping the APARD to reach the large numbers
at comparatively lower prices.
9. 6. APARD You Tube Channel:
APARD website carries a link to the You Tube channel in
which all the video lessons/documentary films developed by APARD are made available. Content
on various subjects related to rural development is made available for public 935 training videos
are uploaded on to you tube and Daily Update will be done.
7. Social Networking:
AMR-APARD Facebook AMR-APARD Twitter
APARD has been making the best use of social networking site like Facebook, and twitter to
create a social group of rural development functionaries to share their job experiences and
knowledge for effective functioning and for adopting good governance practices. A link to these
social networking sites is provided on the home page of APARD website. Daily updates are
available on Facebook and Twitter with all activities donein Rural Development of Andhra
Pradesh.
8. Distance Education Programme Information Monitoring System:
APARD telecasts its distance education programmes through
SAPNET MANA TV (Ku Band Transmission) to consolidate the learning of various functionaries
including elected representatives. With the help of Department of IT & C, APARD had established
1097 Receive Only Terminals(RoT) in the Office of the Mandal Parishad. This is a two way audio
and one way video interactive system which enables the participants who are present at RoT
station to interact with subject matter experts in the TV Studio through a live phone-in
programme. This system is a very effective tool in reaching large number of trainees at one go
and ensures quality delivery of training content. In order to monitor the training attendance at
various RoT Points, APARD has developed an MIS application and it helps regular monitoring of
the training delivery. This seeks to develop a knowledge and understanding of rural policy making
10. and management approaches to gross roots community,developmentand capacity building , with
skills to design and implement sustainable projects with effective tools and methods.
9. Sthanika Palana e magazine:
It is a 64 page multi - colour Telugu Monthly Magazine. The
focus of the magazine is to enhance the knowledge base of the elected representatives and
official functionaries working with the PRIs. The magazine features the topics related to
Panchayat Raj, Financial Management, RD Programs, Disaster Management, Environment, Land
and Poor, Women and Child welfare, Social Equity and Empowerment, Natural Resource
Management and many such subjects. It also carries certain articles of general interest like short
stories, cartoons etc. APARD Sthanika Palana monthly e Magazine in e book format is made
available on APARD website for public viewing. The Circulation of the hard copy of the magazine
is 27,000 copies every month and it Reaches all the Sarpanches, MPPs, ZP Chairpersons,
CEOs, District Collectors, HODs, Principal Secretaries, Hon‟ble Ministers , CMO, MPsMLAs,
MLCs , District Level Officers
10. Video Conference:
In order to reach large number participants especially from the
grassroots level, APARD has leveraged the ICT tools and established video conference facility with
state of the art digital teaching equipment. Through this video conference facility APARD has
established virtual connectivity with all the 22 District Head Quarters and 5 Extension Training
Centres.
The video conference facility is made available in 3 types 1) ISDN (connected to all SIRDs
across the country) 2) Special Lease line to ETCs through Rail Tel 3) BSNL Lease Line to all district
head quarters. APARD faculty regularly conducts training sessions through this facility and interact
with various participants. This system not only helps in the training delivery but also helps as a
management tool to review and monitor the training delivery at District and Sub Distirct levels with the
Chief Executive Officers of Zilla Parishads and District Panchayat Officers.