dL_January_2016L

4 January 2016 / digitalLEARNING
School Ranking
22 Ranking Methodology
Interview
16 Making Higher Education Available
24X7
18 Integrating Technology to the
Curriculum
19 Enriching Students with Aesthetic
Values
................................................................
Industry Speak
20 Why Do Educational Institutions
Need Mobile Apps?
08
EduTech Redeﬁning
Learning Landscape
08 COVER STORY
School Ranking - Zone-wise
25
North Zone
83
Central Zone
112
East Zone
25
North Zone
83
Central Zone
96
West Zone
96
West Zone
112
East Zone
VOLUME 12 ISSUE 01 JANUARY 2016
67 South
Zone

EDITOR-IN-CHIEF: Dr Ravi Gupta
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7digitalLEARNING / January 2016
When the founder of an emerging start-up introduced me about her latest venture which
she told was born out of her frustration when she couldn’t find information about the
number of college counselors at a local high school - a basic indicator of student support,
I resonated with her passionate belief in the power of education and giving parents high
value information and perspective about their local schools.
While she elaborated about the perils of information gathering amidst the American
Schooling ecosystem, it clicked to me as to why not initiate a data driven ranking
framework in India as another first from the house of Elets Technomedia.
At digitalLEARNING we have been ranking Indian Schools for the past couple of years
based on a plethora of heuristics, evaluating the self-declaration forms, doing secondary
research and corroborating the claims from all possible dimensions.
This time we thought of graduating towards an entirely data driven framework with no
control or influence from any quarter. The deeper recesses of this framework are elaborated
in the inner pages.
Just before Diwali, when we pushed India’s most pervasive Social Perception Ranking
Survey spanning 73 eduDESTINATIONS across the length and breadth of the country
duly involving the shortlisted schools, I had no idea that thousands of parents from across
the country would be handed over a communication from the School of their children for
ranking them on a host of parameters.
Transparency is honored, if it is earnestly attempted. The digitalLEARNING School
Ranking 2015 Survey is a glaring example of the same. The School Progressiveness Index
which got created on the basis of this social perception survey and a stringent analysis of
objective parameters of Online Presence & Social Footprints, has resulted in an elaborate
list of India’s Best Schools for the year 2015.
These schools have been ranked within their very educational ecosystems so as to provide
a level playing field to all contenders. The concept of Multiplicity of ranking has been
introduced with the explicit realization that not every school can be at the same level of
excellence on every single parameter. So you shall find a variance in ranking of school
across the various parameters.
In months to come digitalLEARNING shall endeavor towards furthering this exercise
by incorporating more facts, analysis and research on schools to create one of the
most pervasive index on Indian Schools.
The forthcoming World Education Summit at Dubai and School Leadership Summit
at New Delhi would witness an elaborate commentary and conversation on the same.
Towards Data-Driven
School Ranking Framework
based on a plethora of heuristics, evaluating the self-declaration forms, doing secondary
This time we thought of graduating towards an entirely data driven framework with no
control or influence from any quarter. The deeper recesses of this framework are elaborated
Just before Diwali, when we pushed India’s most pervasive Social Perception Ranking
Survey spanning 73 eduDESTINATIONS across the length and breadth of the country
duly involving the shortlisted schools, I had no idea that thousands of parents from across
the country would be handed over a communication from the School of their children for
Transparency is honored, if it is earnestly attempted. The digitalLEARNING School
Ranking 2015 Survey is a glaring example of the same. The School Progressiveness Index
which got created on the basis of this social perception survey and a stringent analysis of
objective parameters of Online Presence & Social Footprints, has resulted in an elaborate
These schools have been ranked within their very educational ecosystems so as to provide
a level playing field to all contenders. The concept of Multiplicity of ranking has been
introduced with the explicit realization that not every school can be at the same level of
excellence on every single parameter. So you shall find a variance in ranking of school
In months to come digitalLEARNING shall endeavor towards furthering this exercise
by incorporating more facts, analysis and research on schools to create one of the
The forthcoming World Education Summit at Dubai and School Leadership Summit
at New Delhi would witness an elaborate commentary and conversation on the same.
Dr Ravi Gupta
Editor-in-Chief
Ravi.Gupta@elets.in
EDITORIAL

COVER
STORY
E
ducational institutions are
now taking the burden to
advance the culture of inno-
vation, foster environments
that accelerate learning and
creativity and to create the conditions
for innovations to happen. Technolo-
gies are becoming affirmatively accepted
by the education sector to add value to
learning experiences.
According to education experts,
major developments in education tech-
nology and technological trends will
help shape teaching and learning in
the near future. A little bit of future-
gazing suggests that emerging technol-
ogies that will impact education over
the course of the next five years would
be: cloud computing, mobile learning,
elearning, learning analytics, MOOCs,
virtual and remote laboratories, and
tablet computing, etc.
Transforming Traditional Learning
In this ever-changing dynamics of tech-
nological transformations, nothing seems
constant.The one guaranteed constant in
educational technology is change, as also
elsewhere, and the pace of that change is
definitely accelerating.Technology trends
in both higher education and K-12 class-
rooms continue to evolve and transform
In this fast-paced world,
technology is impacting every
sphere, and education is no
exception. There have been major
developments in the sphere
of education technology and
technological trends are reshaping
the teaching and learning. Besides,
some technologies have emerged
in the recent times that will
impact education over the course
of the next few years. Aamir H
Kaki of Elets News Network
(ENN) shares insights on how
technology is transforming the
learning experience, emerging
technological trends and
innovative solutions in education,
potential challenges of technology
and much more
traditional learning environments.
The advent of technology over the
decade has and would continue to play
a key role in changing the face of edu-
cation in India. As Ujjwal Singh, Vice
President, Product – K12, Pearson In-
dia, puts it, “Education providers in the
country are beginning to understand
the significance of measurable progress
in a student’s life as opposed to learn-
ing that is confined to the four walls of a
classroom.Technology is one of the most
important tools in learning that will help
Indian education progressively reach its
peak. However, growing availability of
technologies and educational apps re-
EduTech Redefining
Learning Landscape

digitallearning.eletsonline.com
quire teachers to be trained to make use
of such technology integration.”
“Technology enables the dissemina-
tion of information beyond geographical
barriers and gives students access to the
same learning opportunities. This also
makes technology one of the greatest
equalisers, as it promotes inclusivity by
providing education to all whenever and
wherever. It is one of the key factors in
extending learning beyond classroom
hours,” he adds.
On the integration and adoption of
technology in learning, Nirav Khamb-
hati, CEO – Tata ClassEdge states, “To-
day, more and more schools seem to be
adopting experiential learning as op-
posed to just textbook-centric teaching.
By using a blend of traditional teaching
methods, exploratory activities, proj-
ects and interactive technology, schools
can bring in more engagement in class-
rooms. Some students do use laptops and
tablets at home. But we are not sure if
they use them creatively for educational
purposes. What we need is a structured
approach on how to integrate technol-
ogy in the teaching-learning process.”
The technology is surely redefining
the future of education. Today’s society
shows the ever-growing computer-cen-
tric lifestyle, which includes the rapid
influx of computers in the modern class-
room. As Rishi Khemka, Founder and
CEO, MindBox, says, “The Information
and Communications Technologies (ICT)
in education provide opportunities to stu-
dents to mainly build their capacity on
ICT skills and make them learn through
computer-aided learning process.”
He further says, “MOOC is gaining a
firm foothold in education around the
world. More than two-thirds of respon-
dents from academia say that their insti-
tutions offer online courses. Computing,
Communications and Storage anywhere
facility, and the ability to create interface
with digital technology, data and the
web anywhere, anytime on any device is
the key to ACCESS to ALL.”
With the change in scenario in educa-
tion, classrooms - be it in a school or col-
lege - are slowly transitioning to a more
modern approach that uses technology
to deliver education in a more impactful
and effective manner. Manikandan R,
Director – Mobility, Education & Health-
care, HP, points out, “The introduction
of technology in the education system
has not only aided the students but also
the faculty, and as a result overall effi-
ciency of the system has improved. With
Distance and
online learning
using technology not
only impart quality
education to all
despite the varying
geographies, but also
enable students to
work at a pace and
in a subject area that
facilitates comfortable
learning environment.
In the Indian context,
this model is
extremely important
as it is a great way
of transforming the
education space, since
it puts students at the
center of learning
Technology enables
the dissemination of
information beyond
geographical barriers
and provides students
access to the same learning opportunities.
This also makes technology one of the greatest
equalisers as it promotes inclusivity by
providing education to all whenever wherever
and. It is one of the key factors in extending
learning beyond the classroom hours
UJJWAL SINGH
Vice President
Product – K12, Pearson India

COVER
STORY
the introduction of technology, students
have started taking more interest in the
curriculum.”
“Use of technology in education is
one of those methods that has helped im-
prove the quality of education in India.
The face of education is somehow shifted
partly from books to ebooks. From books
and study material to the method of
teaching — everything is tending to go
virtual with the help of latest technolo-
gies. Technology is not only changing
the face of education, but also altering
the way the education is provided, mak-
ing it faster and easier to grab,” adds
Manikandan.
Innovative Technological Trends
Creative and innovative technological
educational solutions are becoming in-
creasingly significant for the develop-
ment of the 21st century knowledge
society. They contribute to economic
prosperity as well as to social and indi-
vidual well-being and are essential fac-
tors for a more competitive and dynamic
economy. Technology in education is
seen as central in fostering creative and
innovative skills.
The use of blended learning models in
schools has been on the rise, especially in
the recent past. Ujjwal Singh points out,
“Blended learning models that combine
technology with classroom instructions
help teachers experiment with a variety
of educational models. This technology
allows students to network effectively,
enables personalised learning and is an
excellent platform to display their ability
to innovate and collaborate.”
He states, “Distance and online learn-
ing using technology not only imparts
quality education to all despite the vary-
ing geographical background, but also
enable students to work at a pace and in
a subject area that suits them in a com-
fortable learning environment. In the
Indian context, this model is extremely
important as it is a great way of trans-
forming the education space, since it
puts students at the center of learning.”
With technology pervading every
sphere and field, education is no longer
lagging in accepting the transformation-
al change. As Nirav Khambhati, CEO –
Tata ClassEdge puts it, “With technology
moving into all aspects of our lives and
children becoming more tech-savvy, the
education system isn’t far behind in in-
tegrating technology in teaching-learn-
ing practices. Schools are realising that
digitisation of teaching methods gives
an experiential edge to the students. ICT
in schools in India started with digital
classrooms that comprise digital boards,
projectors and multimedia animations.”
“Tata ClassEdge was one among the
first to introduce cloud technology and
usage analytics in this space. Soon, we
are going to witness more innovations in
the personalisation of learning, through
adaptive logic and intelligent tutoring.
But this is just the beginning. What the
future holds for technology in education
is far more than what we can all imagine
at this point in time,” he adds.
Advancements in technology is
bringing societal changes and impact-
ing education, growth and development
of India. Rishi Khemka says, “We are
entering a time of momentous societal
shifts brought in by advancements in
technology. These changes will impact
the education, growth and development
of our country. Inventions previously
seen only in science fiction, such as arti-
ficial intelligence, connected devices and
3D printing, will enable us to connect
and invent in ways we never have before.
Modern tools of creativity like design
lab (3D printer), creativity lab (STEAM),
smart devices and digital cameras, on-
line resources, like social media, blogs,
virtual classrooms, video conference
and podcasts, and latest infrastructure
like ICT lab, wirefree internet, intranet,
smart boards, interactive projectors col-
lectively, all such advances will lead to
profound changes in the way courses
are taught and learned.”
Digitisation of the education indus-
try will be the most disruptive trend the
sector has witnessed after the invention
of paper. Manikandan further says, “At
HP, we believe that every student should
have access to a high quality education,
at any time and from anywhere, and the
access should be combined with true
learning, meaningful learning, social
and economic outcomes result – for stu-
dents, for schools and for communities.
Innovative Solutions - The Road
to Future
Innovative solutions in the learning
space is transforming the education sec-
tor and creating a road for the future.
Organisations are bringing out solutions
that are not only easing the learning, but
By using a blend of
traditional teaching
methods, exploratory
activities, projects and
interactive technology,
schools can bring in more engagement in
classrooms. Some students do use laptops
and tablets at home, but we are not sure
if they use them creatively for educational
purposes. What we need is a structured
approach on how to integrate technology
NIRAV KHAMBHATI
CEO – Tata ClassEdge

COVER
STORY
also changing the overall experience of
imparting and acquiring education.
Ujjwal Singh states, “We, at Pearson,
have always had a learner-centric ap-
proach. In line with this, we introduced
MyPedia, an innovative integrated learn-
ing solution that focuses on improving
conceptual understanding of students.
It is based on 5i learning process and in-
tends to actively engage students in the
learning process, help develop their criti-
cal thinking skills, stronger understand-
ing of concepts and create meaningful
learning experiences.”
He elaborates, “MyPedia allows stu-
dents to learn in a more comprehen-
sive manner, and reason abstractly and
quantitatively by integrating learning
across subjects. Its unique features help
students understand different learning
layers, where each layer comprises the
skills and concepts that a student needs
to learn in a particular grade. This really
helps students to break away from com-
partmentalisation of subjects. It com-
bines the best in curriculum and con-
tent, digital and technology, assessment
framework and training.”
Organisations in learning space are
introducing solutions to inspire learn-
ers as well as teachers. Nirav Khamb-
hati informs about initiatives at Tata
ClassEdge, “This year, we are introduc-
ing Tata ClassEdge Cosmos, an ecosys-
tem of solutions developed over the last
five years based on our core philosophy
— INSPIRED SCHOOLING. We haveTata
ClassEdge LX, our flagship classroom
solution based on our proprietary mul-
tiple learning experiences framework
to engage varied learners. We have in-
troduced ‘Thinking About Values’, the
values and life skills curriculum for stu-
dents to start questioning what is right
and wrong from an early age. Then we
have PlanEdge for automated academic
planning, and standardised assessment
management through TestEdge. Our
new app for parents, ClassEdge School
Connect, enables easy communication,
simplified transactions and enhanced
parent involvement in the child’s educa-
tion. ClassEdge After School is a tablet/
web based solution, which personalises
learning at home. The ecosystem aims
to create a complete solution for Indian
schooling, enabling inspired teaching
and learning.
Almost 40
per cent of
the skilled
workforce is not
employable as the
acquired education
and training are of
substandard quality.
With 93 per cent of
work available in
the informal sector,
a good number of
even well-educated
youth in India are
either unemployed,
underemployed,
seeking
employment,
between jobs,
or coping with
insecure work
arrangements

He further adds, “Tata ClassEdge Cos-
mos provides end-to-end support for ac-
ademic needs and simplified and conve-
nient school administration to schools.
It enables teachers to create engaged
and effective classrooms and saves their
time spent on administrative and repeti-
tive tasks. The student has an access to
diverse experiences leading to enhanced
understanding of concepts, personalised
learning, while allowing for the devel-
opment of a discerning mind through
critical thinking. For the parent, Tata
ClassEdge Cosmos allows for greater in-
volvement in student’s education and
increased connect with schools.”
Education technology is empowering
the students and making them ready
for the future. Informing about Mind-
Box’s initiatives, Rishi Khemka, says,
“As educators, we empower students to
ideate, explore, lead, think and collabo-
rate. MindBox is an initiative that aims
to empower students with 21st century
skills. We develop creativity and life skills
of students by an output method of ex-
pression using Visual Communication as
Language, Design Thinking and STEAM
as a subject. The delivery happens using
‘technology as a tool’ inside the school’s
campus through project/design-based
learning methodology for Class I-XII stu-
dents. MindBox provides kits, industry
expert sessions, worksheet and software,
along with qualified faculty to conduct
these sessions and a four-way assess-
ment system for schools and students.”
Opportunities blossom when every-
one is empowered to control their own
educational experience. The educational
experience is much richer when the con-
tent is personalised to the needs of the
student. Manikandan R says, “HP be-
lieves in the value of the Hybrid Learn-
ing model, combining the best of digital
printing with electronic content, to op-
timise learning outcomes. Print contin-
ues to deliver intrinsic educational value
that facilitates true learning with deep
engagement, and high levels of compre-
hension and retention. Along with elec-
tronic channels for mobile consumption
and student feedback and analytics, we
can get the most out of technology, and
being given the opportunity to do so not
only makes things easier, it also makes
them greater. At HP, we don’t just hand
out gadgets; we provide the support and
training necessary to turn a device into
an instrument of change.”
Making Students Industry-ready
Though technological advancements
are taking place, we live in a country
wherein education is perceived as the
primary means of climbing the social
and economic ladder. Our education
system is still largely centered on knowl-
edge as a finished product and learning
as memorising things that are enshrined
in the textbooks. The present-day work-
place, on the other hand, is evolving at
a very fast pace. Our teaching methods
still focus on testing knowledge at the
completion of every level as opposed to
teaching skills that are vital to deal with
a volatile working environment.
Ujjwal Singh says, “Apart from the
basic aptitude to perform a specific job,
workers are expected to have technical
skills, communication skills, soft skills
and a basic understanding of IT for the
current high-paced workplace. If edu-
cational institutions take the effort to
impart these skills to students over and
above their domain knowledge, we will
be able to produce employable talented
workforce to meet the growing needs of
the industry.”
He suggests a few ways in which tech-
nological interventions can help make
youth industry-ready for future:
l Incorporating digital capabilities
meaningfully into the learning pro-
cess gives students new opportunities
to learn and attain skills required for
the present-day work environment.
Technology also grants immediate
access to vast amounts of quality in-
formation and developing valuable
research skills. Integrating technolo-
gy in teaching and learning through-
out the process, focusing on problems
unique to our educational context, is
imperative to plugging the existent
talent gap.
l Technology allows for personalised
learning, a way of teaching that
caters to students’ individual needs.
Keeping in mind, the different paces
and levels of ability helps channel
the students towards the right choice
of employment based on their inter-
ests. This in turn will enrich their ex-
perience in a future workforce.
l Another effective approach to tackle
the problem of lacking job-readiness
among Indian students is an effective
partnership between the industry
and academia. Technology provides
the platform for teachers and indus-
MOOC is gaining a firm
foothold in education
around the world.
More than two-thirds
of respondents from
academia say that their institutions offer
online courses. Computing, Communications
and Storage everywhere – the ability to
interface with digital technology, data and
the web anywhere, anytime on any device is
the key for ACCESS to ALL
RISHI KHEMKA
Founder and CEO, Mindbox

COVER
STORY
try experts to collaborate and share
their ideas and resources online.
l Providing training in high-demand
job skills to those who have limited
exposure levels in Tier II and III cit-
ies will help create far more job-ready
employees.
India is coping with the skills gap and
a significant number of even well-edu-
cated youth in the country are unem-
ployed. Manikandan observes, “Youth
unemployment is a major challenge
in India. Young job seekers constitute
49 per cent of the total unemployed in
India. And, even as literacy and educa-
tional levels are increasing, an estimat-
ed 89 per cent of young people lack any
kind of vocational training and among
the rest, about half have received it
through hereditary practices. Accord-
ing to NASSCOM, almost 40 per cent
of the skilled workforce is not employ-
able because the acquired education
and training are of substandard quality.
With 93 per cent of the available work
provided by the informal sector, a sig-
nificant number of even well-educated
youth in India are either unemployed,
underemployed, seeking employment
or between jobs, or coping with insecure
work arrangements.”
Hesuggests,“Itiscriticalfortheeduca-
tional institutions to impart 21st century
skills, such as innovation, collaboration
and critical thinking, to Indian students
to make them more employable.”
Potential Challenges
Even though the technology has
changed the way students learn, there
are some security issues which are be-
ing addressed by new pieces of educa-
tion technology tools. Ujjwal Singh
submits, “Technology makes the
teaching-learning process very easy
and interesting, but there are potential
security risks involved. Emerging ICT
applications must have security policies
and mechanisms that support authen-
tication, authorisation, confidential-
ity and accountability. Online learning
providers and practitioners must con-
sider security as top priority. Children
must be made aware of the nature of
threats that exist online and given clear
guidelines about the parameters in
which they can operate online.”
He suggests few ways to ensure chil-
dren’s security online, which are:
l Children should be given restricted
access to technology;
l Software should be designed in a way
that allows joint access with parental
or teacher supervision;
l Parental guidance and supervision
is another way to ensure children
are secure while using technological
tools; and
l It is also important to check the rate
of dependency among children on
technology. There should be clear
communication that it is a means to
an end, not the end in itself.
Though technology has lots of ben-
efits and offering support to ease the
learning process, it has some challenges,
too. Says Manikandan, “Digital tech-
nologies are everywhere and they are
impacting what, where, how and why
students learn, and who they learn from.
Many schools are using digital technolo-
gies like the internet, laptops and tablets
to quickly, easily and cost-effectively
connect students with the huge range
of digital services and resources. How-
ever, the many benefits of learning with
digital technologies are accompanied by
some challenges and potential risks for
students as well as schools. These ‘digital
challenges’ are real and present a dilem-
ma to schools seeking to use digital tech-
nology to enhance student learning.”
To overcome these challenges, he
suggests, “There are technical solutions
available like Mobile Device Manage-
ment, commonly called MDM. If de-
ployed, MDMs can provide good amount
of safety to the extent of enforcing secu-
rity policies and/or making the device
work in kiosk mode. Such technical solu-
tions have a role, but must be balanced
with strategies that promote:
l Development of skills and knowledge
for safe and responsible use of digital
technology;
l Opportunities for students to be in-
volved in decisions about the man-
agement of digital technology at the
school;
l Development of a pro-social culture
of digital technology use; and
l Cooperation of the whole community in
preventing and responding to incidents.
The ultimate goal is to ensure the online
safety of all students. We cannot sidestep
our obligation to make technology a tool
our kids can use safely and responsibly.
Digital technologies
are everywhere and
they are impacting
what, where, how and
why students learn
and who they learn from. Many schools
are using digital technologies like the
internet, laptops and tablets to quickly,
easily and cost-effectively connect
students with the huge range of digital
services and resources
MANIKANDAN R
Director – Mobility, Education
& Healthcare, HP

INTERVIEW
Bharat Lal Meena has initiated ICT projects in Karnataka PowerTransmission Corporation Ltd
(KPTCL) - a Government of Karnataka undertaking, during his previous assignment as Managing
Director, and set a trend for other States to emulate in power sector. Now as the Additional Chief
Secretary, Department of Education (Higher Education), Government of Karnataka, he is on a new
mission, making ICT an efficient tool for learning, governance and academic activities. He shares with
T Radhakrishna of Elets News Network (ENN) about the Department’s mandate, initiatives,
action plans, challenges in implementing ICT and more
‘Making Higher Education
Available 24x7’
Could you tell us about how you
have maximised the use of current
facilities at Department? What
were the challenges you faced in
managing them?
In the absence of systems and processes,
monitoring is a challenge. Data sharing
is another. There was low priority for
collating and updating data. Cyber
security and information overload
are some other concerns. Going
forward, the Department is seeing a
massive ICT implementation to bring
in digitisation in higher education.
While office automation is one aspect
Describe the Department’s
mandate and its objectives. Who
are your key stakeholders?
The mandate is to make quality
education affordable and accessible
to all sections of students. The
department deals with higher
education i.e., college, universities
and technical education. Its objectives
are: Development of undergraduate
and postgraduate education;
Increasing access to higher education;
Development of infrastructure in
Government colleges; and, Maintaining
high standards of education in colleges.
The key stakeholders are students,
faculty, administration, parents and
people in general.
What systems and processes have
you used to ensure the effective
running of the Department’s
functions? In which functions, do
you use ICT and how?
The history of implementation of
ICT in universities/colleges was poor
till mid-2015. Basic computing was
available in each office or institution,
but office automation did not exist.
The day-to-day functions of higher
education were not connected in
realtime IT environment. However, the
potential for using ICT in the higher
education is enormous. ICT is very
useful tool for learning, governance
and academic activities.
of it, there are a host of student-
centric initiatives. After I had joined
the department about 10 months
ago (in February 2015), I studied the
situation and focused on how and
where to use ICT in higher education
to bring in productivity, accountability
and transparency in the day-to-day
functions. As part of this, I travelled to
all the universities and held meetings
with officers concerned and later called
for presentations on best practices in
higher education from all. Data sharing
must be linked with critical areas like
approval, renewal, grants, etc. Finally,
Bharat Lal Meena, Additional Chief Secretary,
Department of Education (Higher Education), Government of Karnataka

we came out with a roadmap for ICT
initiatives after elaborate discussions
with internal stakeholders.
Explain your 100-point ICT plan for
Department improvement.
The department has prepared a
roadmap for ICT initiatives to facilitate
ease of administration and academic
reach for students in universities and
colleges. The programme aims to
provide end-to-end digital solution
from admission to completion of
education, covering all functions of
the department and its stakeholders.
The 100-point table is nothing but an
action plan for each requirement of the
department’s functions. Of them, 15
ICT initiatives and solutions are related
to administration; 22 exclusively for
universities; six exclusively for colleges;
15 for colleges and polytechnics; 12 for
universities and colleges; and 30 for
universities, colleges and polytechnics.
The action plan has mapped the
entire functions of key stakeholders –
students, faculty and administration,
and feedback mechanism to
parents (of students).
Under administration, we are
deploying modules such as Online
Admission for Students; Education
Management Information System
with Dashboard; HRM System;
e-Administration System; e-Library
Networking and Synergy, Accreditation
Monitoring, etc. For Smart Student
Support System, we shall implement
modules such as Online Scholarship
Management System; e-Attendance;
Online Class Monitoring and Matrix;
e-feedback system by students about
teacher, etc. Under academic initiatives,
conversion of classrooms into Smart
Classes, Tele-education, Campus Wi-
fi, Online Affiliation System, Teachers
Biometric Attendance, Setting up
of well-equipped studios in each
University, Question Banks (10 years
old) are taken up.
What is the status on ICT initiatives?
Give details about its timelines.
We have tested ICT initiatives on
a pilot basis with the support of
National Informatics Centre (NIC)
and adopted most of the initiatives in
a holistic manner. All the initiatives
are interconnected. Software is freely
available to all institutions. The
Department has set March 15, 2016
as deadline for achieving 50 per cent
implementation of ICT initiatives and
June 1, 2016 for completing 100 per
cent implementation.
On November 6, 2015, the
department launched ‘Jnana Sangama’
(convergence of knowledge), an ICT-
enabled programme in the presence
of TB Jayachandra, Minister of Law,
Parliamentary Affairs and Higher
Education and Vice Chancellors of
Universities. It is aimed at digitisation
of higher education institutions
in the State. This ICT initiative is
the ‘Smart Karnataka Education
Yardstick’ (Smart-KEY), designed
for digitising most of the teaching
materials in public and private domain
throughout the State.
Through Jnana Sangama, the higher
education system in Karnataka - 50
Universities, 2992 undergraduate and
postgraduate colleges, 305 polytechnic
colleges, and 207 engineering colleges
– will get a major boost.
Highlight student-centric
initiatives.
Major thrust will be given to make the
processes of entire pre and post-exam
and admission, online. The department
will introduce online application and
admission process for undergraduate
and postgraduate courses. Digital
attendance registration, inter-
university information highway and
online affiliation process are on the
anvil. While some of these are partially
implemented this year, the department
is looking at full-scale implementation
from the next academic year. The
department will make the entire
admission process online, including
the application process. The students
do not have to go from college to
college to buy application forms. They
can apply once online and seats will be
allotted based on merit, like Common
Entrance Test (CET) admissions. The
Department has tried this out in
2015 for polytechnic courses and in
some government degree colleges.
This will be implemented across
all government-aided and unaided
institutions for undergraduate and
postgraduate courses.
Not every student can secure
admission in top colleges. However, on
this account alone, students should
not miss out on quality education. This
is the principle with which e-content
sharing is being implemented. To
begin with, 22 top colleges have
been selected to record their lectures
and share teaching aids with other
institutions. The content shared by
colleges is available on a central server
that can be accessed by other colleges
and students. The department has
signed MoUs with private universities
for sharing e-content, including video
classes. Today, we have 2 TB size of
videos of e-content.
Do you have any suggestions
to Ministry of Human Resource
Development (MHRD)?
There is a need for synergy of data
exchange of different portals such
as AISHE, UGC, AICTE, NAAC,
NBA, DISE, MCA, etc. ICT initiatives
in higher education need to be
encouraged. Scalable and robust ERP-
type ICT solutions could be developed
and made available to all states by
MHRD, based on Karnataka model.
Quarterly national level workshops in
different regions be held for sharing
best practices and case studies be
undertaken and sponsored. Financial
support be extended for reforms-linked
activities and annual awards and
incentives to innovative initiatives in
states should be taken up.
The Department has
set March 15, 2016 as
deadline for achieving 50
per cent implementation
of ICT initiatives and
June 1, 2016 for
completing 100 per cent
implementation

Rita Kaul, Director, The Millennium School, is a special educator
and psychologist with 23 years of experience. She shares with Elets
News Network (ENN) about the challenges in education, qualities
of a best school, role of parents in school, unique proposition of The
Millennium School and more
IntegratingTechnology
to the Curriculum
What makes your school sets apart
from others?
The Millennium Schools across the
country are based on developmental
milestones and not on the chronological
age of the students. Our curriculum,
calledThe Millennium Learning System,
is based on Piaget’s longitudinal and
cross-sectional study of children across
the world. The Millennium Learning
System (MLS) is an age appropriate
learning system that caters to the
psychological, emotional and cognitive
needsof thelearner.Ithasdifferentlevels,
based on developmental milestones and
age appropriate pedagogy.
Every tangible for MLS has been
developed at the R&D Division, with a
focused outcome in mind. This outcome
is clearly understood through our vision
for every child who enters the system.
Age appropriate, psychologically-
mapped and pedagogically apt tangibles
are used at every level of the MLS. Some
of these are the books, the assessment
system and the lesson plans.
Positive parents involvement has
a significant impact on student
education. Do you agree? If
yes, how?
To have positive and educated parents as
What do you see as the
main challenges for school
education today?
Today, the greatest challenge is to
balance the information and knowledge
we provide in school, with the harmony
in life. Gone are the days when teachers
would force the children to mug up
and vomit out during examination.
Thus, the first and foremost challenge
is to train the teachers in a way that
they can think of various strategies
to engage the students in class. There
is need to change the methodology of
assessment and let the students enquire
and discover the facts.
According to you, what are the
qualities that defines a best school?
Being the head of a school, I interact
with young parents of a nursery child
as well as with a parent who is seeking
admission of a child in grade XI. Their
expectations vary from one stage to
another. To sum up, basically a parent
looks at the quality of academics i.e., the
kind of curriculum adopted, physical
school environment that is quality
infrastructure and the psychological
environment that is the attitude of all
the stakeholders inside the school. A best
school will certainly practice cultural
values, have democratic approach, and
engagequalifiedandpassionateteachers
who are well-versed in integrating
technology to the curriculum. The
environment in a quality school is
student-centric. Parents as partners and
freedom to students for research will
also add on to the quality of school.
partners is like having a mirror in front
of us. Parents are our ambassadors. If
they speak respectfully of our schools
and are involved in certain decision-
making stages, they have an ownership
like a family member has in a family.
The student feels confident when school
and parents work together. When
these parents believe in the system,
they talk about it and give the schools
an honest feedback and thus create
opportunities for the schools to correct
the course when they are perceived in a
negative manner.
How technology is transforming
the school education landscape?
Technology has become an intrinsic
part of education and an important tool
for teachers. Integrating technology
into the classroom is definitely a great
way to reach diversity in learning
styles. It gives students the chance
to interact with classmates more, by
encouraging collaboration.
With technology, the teacher
becomes the encourager, adviser and
coach. Students can have access to
digital textbooks that are constantly
updated and often more vivid, helpful,
and creative. Technological tools,
like Fliplearn, help to communicate
and enhance knowledge, and play a
vital role in bringing the stakeholders
closer and sharing of information.
Technology also facilitated learning for
the differently abled.
Integrating technology
into the classroom is
definitely a great way
to reach diversity in
learning styles
For full interview: log on to
http://digitallearning.eletsonline.com/
Rita Kaul
Director, The Millennium School
INTERVIEW

digitallearning.eletsonline.comINTERVIEW
Dr Satyabrata Minaketan, Chairman, ODM Educational Group shares with Elets News Network
(ENN) about the challenges in school education, qualities of a best school, parents involvement in child
education, role of technology in education, ODM’s unique proposition and more
Enriching Students with
Aesthetic Values
in nurturing students by imparting
rich spiritual values (not specific to any
religion) as well as ensuring a tech-
based education system with modern
and advanced teaching aids used by
leading schools across globe.
Positive parents involvement has
a significant impact on student
education. Do you agree? If
yes, how?
It has been noticed that parents’
culture and lifestyle impacts the
grooming of a child to a great extent.
The way we behave at home, lead
a lifestyle - our child learns from us
and starts to act accordingly. We, at
ODM, have clearly understood this
aspect. Whatever we teach a child
in school not only in academics but
also in other aspects, if that training
is supplemented at home, then that
doesn’t lead to a complete development
What do you see as the
main challenges for school
education today?
Today, the biggest challenge in the
domainof schooleducationisthedearth
of quality teaching methodologies and
curriculum. The school education in
our country has actually gone through
very few changes to catch up with the
dynamics of the changing economy. I
believe that school education should lay
the foundation among the students to
nurture future leaders. For this, schools
today have to go through radical
changes in terms of their teaching
pedagogy and curriculum planning.
According to you, what are
the qualities that defines a
best school?
A best school is the one that truly
prepares all its students for the future.
An ideal school brings out the best out
of every child. A child might be good
at academics, sports, dance or music.
A school will be best in real sense if it
helps students recognise their latent
talents and helps them excel in the
same. This approach needs a dynamic
curriculum planning, active parental
involvement and an excellent growth
environment provided by the school
along with provisions for excellent
training and exposure.
What makes your school sets
apart from others?
Since the foundation of school, my
team and I have relentlessly been
focussing on providing a unique
pattern of education - on enriching
students with aesthetic values and
overall grooming through modern
global teaching pedagogy. We believe
in a child. Hence, we think positive
parents’ involvement has a significant
impact on students. We have seen that
parents who are concerned about their
child’s development and cooperate
with school by supplementing on the
coaching provided to the students have
witnessed their child acing domains
with flying colours.
Use of technology has become an
integral component of education.
In your opinion, how technology
is transforming the school
education landscape?
It is undoubtedly true that school
education is transforming with the aid
of technology. The advent of smart
classes, tab-based learning and other
teaching aids have not only taken
the education to next level among
students but also have improved
teachers’ efficiency exponentially. The
smart classes have made learning fun
and the visual and audio aids made
understanding and memorising of facts
easier for students.
We are one of the few schools in
eastern zone to introduce tab-based
learning for senior secondary students
this academic session. Through tabs,
they can go through recorded e-classes
of some of the best teachers in the
state which help them understand
the concepts at any time of the day or
year. The new ERP software for schools
have made the process of maintaining
records, student profiling and
examination conduction a lot easier
and the efficiency of the staffs in school
increases exponentially.
Dr Satyabrata Minaketan
Chairman, ODM Educational Group

INDUSTRY SPEAK
Gaurav Mundra, Co-Founder & CEO and Madhup Bansal, Co-founder & COO, myly share with
Elets News Network (ENN) about the need of mobile apps in educational institutions, myly’s unique
proposition, benefits for educators, students & parents and more
Why Do Educational
Institutions Need Mobile Apps?
First, myly is completely FREE
for educational institutions, stu-
dents and parents. We guarantee
our customers that the current
offering will remain free for life.
We will introduce various op-
tional value-added services that
customers may use at a small fee.
Second, myly is useful for all
types of educational institutions:
schools, colleges, universities,
tuition classes, coaching centres
and hobby classes.
Third, myly is transaction-enabled. It is
designed to allow payments via net bank-
ing, credit/debit card and mobile wallets.
Fourth, myly is extremely easy to setup
and use. Our typical turn-around from
sign-up to go live, including training, is
only two days.
Please share the vision and mission
behind myly?
myly was born out of the common frustra-
tion of co-founders Gaurav Mundra and
Madhup Bansal, about not getting timely
information from their kids’ schools. The
conventional means of communication
like diary and circulars are grossly inef-
ficient in this digital age. Even SMS and
email leave too much to be desired. This
is why Gaurav and Madhup left their full-
time engagements and started myly.
Their vision is to have myly in hands of
every educator, student and parent across
schools, colleges, universities, tuition class-
es, coaching centres and hobby classes.
myly’smissionistoconnect,engageand
facilitate learning over a seamless mobile
platform.
How is myly benefiting educators,
students and parents?
For educators and institutions:
 Saves communication cost and staff
What is the need for mobile apps in
educational institutions?
Althougheducationleadstotechnologyim-
provement, but the implementation of tech-
nology for improvement of education deliv-
ery has been in a sorry state till now. Most
of the educational institutes are still using
age-old methods, even in this digital age.
Educational institutions need to adopt
mobile app solutions not just to look smart
but to actually act smart. Mobile apps lead
to better, cheaper and faster communication
and transaction enablement. Mobile apps
enable customised and personalised learn-
ing, content delivery, assessment and feed-
back, improving quality of learning, etc.
Which type of educational institutes
can use a mobile app?
Any and all types of institutes can and must
use mobile apps – schools, colleges, univer-
sities, tuition classes, coaching centres and
hobbyclasses.Thereisnorestrictionof min-
imum number of students to adopt an app.
What are the key features that
educational institutions must look for
in a mobile app?
There is no limit to features you can have in a
mobileapp.Tobeginwith,anyappmusthave:
 Bi-directional messaging between
educators and students/parents;
 Ability to share homework, circulars
and exam schedules;
 Attendance notification of student’s
absence;
 Ability to create events’ and holi-
days’ calendar;
 Gallery for sharing images and videos;
 Fees payment via multiple online
channels.
With several players in institute-home
communication space, what is unique
about myly?
time by up to 90 per cent;
 Improved brand image and higher
brand visibility;
 Share messages, documents, images
and videos;
 Complete audit trail on what was com-
municated, and when;
 Comprehensive data repository is cre-
ated on a secure cloud;
 Accessible anytime, from anywhere;
 Saves paper, helps the environment.
For students and parents, myly app al-
lows to:
 Get all communication even when
they are absent;
 Access all information in one single
repository;
 Access images and videos shared by
institute;
 Apply for leave from the app;
 Make fees payments via net banking,
credit/debit card and mobile wallets;
 Get advance information about events
and register for them.
Overall, it increases the participation of
all stakeholders in the student’s learning
improving outcomes.
Visit: www.mylyapp.com
Gaurav Mundra
Co-Founder & CEO, myly
Madhup Bansal
Co-founder & COO, myly

Connect | Engage | Learn
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RANKING METHODOLOGY
How we Ranked
them?
I
n the extremely crowded and
emerging education market of
India, performers of various hues
are differentiating themselves in
myriad ways of which ranking remains
a dominant facet.
Most of the prevalent ranking frame-
works focus on a linear standalone po-
sition in a hierarchy or scale, which at
times doesn’t reflect the eclectic diversity
across educational ecosystems in varied
geographies.
Mapping and Communicating the
wide variegated range of institutional
parameters and foci again is a daunting
task whereby a one-size-fit-all approach
just doesn’t fit the bill.
Having been into the segment for
quite a while observing the develop-
ments of India’s Education System, we
at digitalLEARNING thought of expand-
ing this quest for ranking India’s Best
Schools across the country.
A new differentiated approach based
on the parameters of:
l Stakeholder perception indexing us-
ing social communication tools;
l Online and social analytics driven
parameters; and
l Segmenting the business of ranking
to the granularity of cities, chris-
tened as eduDESTINATIONS has
been attempted.
A select list of schools were thereby
shortlisted from these 73 eduDESTINA-
TIONS based on secondary editorial re-
search and ranking nominations. This
created a cogent sample to base social
perception ranking on.
Perception-based Social Indexing
The entire attempt of finding out the
Best Schools of India for the year 2015
was therefore based on a set of five per-
ception based parameters namely:
l Goodwill, Legacy & Reputation
l Academic Ecosystem & Outcomes
S.No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
City
Indore
Dhanbad
Gwalior
Muzaffarpur
Bokaro
Bhagalpur
Bhopal
Bilaspur
Jamshedpur
Patna
Ranchi
Guwahati
Cuttack
Bhubaneswar
Asansol
Darjeeling
Kolkata
Chandigarh
Ludhiana
Noida
West Delhi
South Delhi
Central Delhi
Kanpur
Gurgaon
Allahabad
East Delhi
Lucknow
North Delhi
Agra
Ambala
Amritsar
Dehradun
Faridabad
Ghaziabad
Haridwar
Hisar
Jalandhar
Jammu
Meerut
State
Madhya Pradesh
Jharkhand
Madhya Pradesh
Bihar
Jharkhand
Bihar
Madhya Pradesh
Chhattisgarh
Jharkhand
Bihar
Jharkhand
Assam
Odisha
Odisha
West Bengal
West Bengal
West Bengal
UT
Punjab
Uttar Pradesh
Delhi
Delhi
Delhi
Uttar Pradesh
Haryana
Uttar Pradesh
Delhi
Uttar Pradesh
Delhi
Uttar Pradesh
Haryana
Punjab
Uttarakhand
Haryana
Uttar Pradesh
Uttarakhand
Haryana
Punjab
Jammu & Kashmir
Uttar Pradesh
Zone
Central
Central
Central
Central
Central
Central
Central
Central
Central
Central
Central
East
East
East
East
East
East
North
North
North
North
North
North
North
North
North
North
North
North
North
North
North
North
North
North
North
North
North
North
North

RANKING METHODOLOGY
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
Mussoorie
Nainital
Panchkula
Patiala
Shimla
Sonipat
Varanasi
Hyderabad
Bengaluru
Kochi
Chennai
Vijayawada
Calicut
Coimbatore
Mysore
Trivandrum
Vellore
Visakhapatnam
Jaipur
North Mumbai
South Mumbai
West Mumbai
Ajmer
East Mumbai
Alwar
Ahmedabad
Kota
Nagpur
Nasik
Pune
Surat
Udaipur
Vadodara
Uttarakhand
uttarakhand
Haryana
Punjab
Himachal Pradesh
Haryana
Uttar Pradesh
Telangana
Karnataka
Kerala
Tamil Nadu
Andhra Pradesh
Kerala
Tamil Nadu
Karnataka
Kerala
Tamil Nadu
Andhra Pradesh
Rajasthan
Maharashtra
Maharashtra
Maharashtra
Rajasthan
Maharashtra
Rajasthan
Gujarat
Rajasthan
Maharashtra
Maharashtra
Maharashtra
Gujarat
Rajasthan
Gujarat
North
North
North
North
North
North
North
South
South
South
South
South
South
South
South
South
South
South
West
West
West
West
West
West
West
West
West
West
West
West
West
West
West
l Future-ready Academic Infrastruc-
ture
l Enrichment of Learning Experience
l Career Advancement
An elaborate social survey was there-
by configured on the basis of aforesaid
parameters.The shortlisted schools were
communicated to approach the wards of
their students so that they can rate and
rank them on these parameters.
This was perhaps one of the most un-
precedented attempts whereby the ser-
vice providers invited there service seek-
ers to rank their performance on an open
platform where they had no control or
influence over the outcomes. You would,
therefore, find a significant variance of
participation across eduDESTINATIONS
on this count. There are cities where
schools couldn’t decipher the intent of
the same and thereby missed the boat.
Online Presence & Social Media
Footprints
In this age of online and social engage-
ment, there are quite a number of ana-
lytics tools which present key insights
about the online presence and social
footprints indices which reveal a lot
about the progressiveness of the brand
concerned.
For measuring the online presence of
the shortlisted schools, we made use of
the Domain Authority metric from moz.
com. Domain Authority is a score (on a
100-point scale) developed by Moz that
predicts how well a website will rank on
search engines. To determine Domain
Authority, moz employs machine learn-
ing against Google’s algorithm to best
model how search engine results are gen-
erated. Over 40 signals are included in
this calculation. This ensures that a web-
site’s domain authority can be used as a
competitive metric against other sites.
The online presence of all schools has
to be computed on the basis of domain
authority metric of moz.
Facebook has become the most ubiq-
uitous means of stakeholder engage-
ment. The number of facebook likes on
the school page is the simplest metric to
compute the social engagement being
pursued. This has become the basis of
Social Footprints ranking.
End Note
Every school is unique with a differen-
tiated set of foci depending on the view
of the management about the end out-
comes of learning. The Best Schools
of India 2015 is an earnest attempt to
unravel the best aspects of each of the
participating schools.
digitalLEARNING would build upon
this view and approach and shall pres-
ent further ranking indices on a dif-
ferent set of parameters in times to
come. This elaborate inclusive rank-
ing framework shall give an overview
to all the stakeholders about the vivid
elements of school education in the
country.
An elaborate
social survey was
configured on the
basis of aforesaid
parameters. The
shortlisted schools
were communicated
to approach the
wards of their
students so that
they can rate and
rank them on these
parameters

PROGRESSIVE INDEX
S
mart Education is an integral part of the entire precept of Smart Habitations. As a part of digitalLEARNING School
Perception Survey, the chosen eduDESTINATIONS were subjected to a social poll. Some of the eduDESTINATIONS per-
formed overwhelmingly well in this social poll, while others kept guessing about the intent of the same and couldn’t open
up their tally.The extent of participation in the aforesaid social poll has somewhat a co-relation to the overall progressive-
ness of the concerned eduDESTINATION.
Based on the Social Perception Survey, following is the Progressiveness Index of eduDESTINATIONs of the country.
eduDESTINATION
Progressive Index
eduDESTINATION
Chandigarh
Hyderabad
Jaipur
Ludhiana
North Mumbai
Noida
West Delhi
South Delhi
Bengaluru
Central Delhi
South Mumbai
Kanpur
Vadodara
Indore
West Mumbai
Gurgaon
Allahabad
Kochi
East Delhi
Chennai
Guwahati
Lucknow
North Delhi
Cuttack
Dhanbad
Ajmer
Ahmedabad
Vijayawada
Gwalior
Muzaffarpur
East Mumbai
Bhubaneswar
Alwar
Bokaro
STATE
UT
Telangana
Rajasthan
Punjab
Maharashtra
Uttar Pradesh
Delhi
Delhi
Karnataka
Delhi
Maharashtra
Uttar Pradesh
Gujarat
Madhya Pradesh
Maharashtra
Haryana
Uttar Pradesh
Kerala
Delhi
Tamil Nadu
Assam
Uttar Pradesh
Delhi
Odisha
Jharkhand
Rajasthan
Gujarat
Andhra Pradesh
Madhya Pradesh
Bihar
Maharashtra
Odisha
Rajasthan
Jharkhand
ZONE
North
South
West
North
West
North
North
North
South
North
West
North
West
Central
West
North
North
South
North
South
East
North
North
East
Central
West
West
South
Central
Central
West
East
West
Central
PROGRESSIVENESS INDEX
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
25
26
27
28
29
29
30
30
31

dL_January_2016L

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