From Skills to Entrepreneurshipat the

Dayalbagh Educational Institute (DEI)Prem Kalra

Director, DEI

1915Foundation

of R.E.I

Middle School

High School

1917

1920

Women’s Training College

• Technical College• Leather Working• Prem Vidyalaya

1930 1947

IntermediateSchool

1922

Engineering College for

Boys

DEIestablished

Innovative Education

Policy

1950 1973 1975

Prem Vidyalaya under DEI BoardPh.D

Program

DEI granted Deemed

University status

1981 1984 1995

Distance Education

Programs &Women’s

Polytechnic

• Technology Park QNCS

• MoU’s with national & international universities

57 Study Centers with

EDUSAT Network

201020092004

• NAAC ‘A’- Grade• No.1 in vocational

education (NVEQF) • Merger of REI Inter-

College with DEI

Centre for Consciousness

studies

• Sigma Six Q• Community college • EVIC• Vocational Degree • REZ to SEZ linkages

2013 20142012

NovelInitiativesVISION 2031

100 Years of Education in Dayalbagh

Consciousness Studies

Core Courses

Solar Energy

Green Campus

Skill-centric Education

Digital India (I C T)

Business Clinic

Healthcare & Rural Development

Memoranda of Understanding

Student Distinctions

Accolades to Faculty Members

Achievements

Books Authored

Research Publications

Collaborative Research Projects

Consultancy Services & Industry Linkages

Community Outreach with ICT

Indian Centre of Excellence in Rock Art Science

Agile Manufacturing

REZ-SEZ

“By Students – For Students” Enterprises

Emer

ging

Initi

ative

s Bio-inspired Systems

Solar & Smart Grid

Business Clinic

Centre of Excellence in Textiles

Quantum Computation, Cognition & Consciousness

A university with potential for excellence

inEntrepreneurial Education

&Consciousness Studies

DEI

School Education

Technical Education

Vocational Education

Distance Education

Online Education

Entrepreneurial Education

University Education

7 dimensions of education@DEI

To tap demographic potential of India’s young population

To create an ecosystem that enables skilling and education of youth

To generate opportunities for self-employment

To propose a strategy for integrating rural outreach with the mainstream

To provide a model connecting Rural Economic Zones to global market through micro, small and medium enterprises

Ob

jecti

ve

s

a) High dropout rates from schools

b) Wide gender disparities: for every 100 boys in sec education, only 81 girls enrolled

c) Decline in attendance rates in rural primary schools

d) Unemployment shows an increasing trend; this year, it is expected to rise to 3.8%

e) Skill training is provided to only 10% of the total work force in the country; 48% of employers have difficulty in filling vacancies.

f) Large number of trained and educated women are unemployed.

g) Providing linkages from Class V onwards i.e. Class VI to VII among the various tracks of education

h) Employability of Class V pass outs, youth over the age of 18 and many women is limited to the informal sector, or to very low-paid jobs and their entire lives pass without any value addition.

Challenges

Needs of the hour To introduce skill-based activities as part of the curriculum from primary levels To relate the type of education with the requirements of industry To build an effective skill-delivery framework To exploit skill-based education fully by provision of multiple entries and multiple

exits, with multiple lateral transitions between vocational and knowledge-based (conventional) education systems.

To build a mechanism wherein an individual’s skill and experience can be used as a launching pad for entrepreneurship

Certificate Courses: for students who are interested in enhancing their skills and getting self-employed after Class VIII

Modular Courses: short duration (< 9 weeks) courses for updating, upgrading and development of complementary and supplementary skills

Community College: Short duration, focused and modular courses with emphasis on hands-on training

Diploma Courses: entry is either after Class 10 or after Class 12 Bachelor of Vocation (B.VOC.): offered in (1) Apparel Manufacturing and (2) Food

Processing & Preservation Continuing Education Programme

Some pathways to skill development & enhancement at DEI

Pathways for progression of education

GROWTH OPPORTUNITIES FOR MALE & FEMALE (M&F) in DEI

PARA-MEDICAL COURSES

FACULTY OF ALTERNATIVE SYSTEMS OF MEDICINE A Y U H AAyurveda Yoga Unani Homoeopathy Acupressure

TECHNOLOGY PARKS Quantum-Nano Centre Solar Grid, Wind-Mill, Biogas

Advanced Certificate/ Double Module

1 semesterSkill component-18/24 credits

General education-12/12 credits

Diploma/4-Module2 semesters

Skill component-36/48 creditsGeneral education-24/24 credits

Advanced Diploma/8-Module4 semesters

Skill component-72 /96 creditsGeneral education-48 /48 credits

Certificate/Module 3 months

Skill component-9/12 creditsGeneral education-6/6 credits

Entry

Exit

Exit

Exit

NVEQ

F Level-5(Conventional Education)

NVEQ

F Level-6

Inter-linkages between the community college and university systems

CREDIT-BASED MODULE COURSES

8 W

16 W

32 W

64 W

¼ Yr.

Exit½ Yr.

1 Yr.

2 Yr.

Avenues for enhancing knowledge and upgrading skills after Class 10

Technical Education after Class X

1-year Certificate Course VC Level 2

1-year Diploma

II Year

III Year (after IIIrd year student is eligible for Lateral Entry to II Year

B.Tech)

Modular CoursesOne Modular course Certificate course

(12 credits) + 6 credits of Gen.Education

Diploma - 4 modular courses in a stream (48 credits) + 24 credits of Gen.

Education.

Technical Education After Class XII

DiplomaIst Year

IInd YearAfter II

Year can become eligible

for Lateral Entry in

II year B.Tech.

Diploma IIIrd Year

Community College

One Year Program

me

Degree(Conventiona

l)

UG

PG

PhD

Degree(Vocational)

I Year(Can exit

with Diploma)

II Year(Can exit

withAdv. Diploma

)

III YearB. Voc. Degree

Masters/ PG

One Year Certificate

CoursesVC Level 2

Avenues after Class 12

Various avenues to and from B. VOC.

University

Education

School

Education

Vocational

Education

Technical

Education

Linkages between School, Vocational, Technical & University Education

streams at DEI

Model for vertical and horizontal progression among vocational, technical and general education

in DEI

Lateral connectivity through linkages between school, vocational, technical and conventional education

Linkages across its different Faculties from SHTEM (Science, Humanities, Technology, Education and Management)

Allows a skilled workman to return to education and enhance his skills and knowledge, and continuously improve his capability and competitiveness

Takes entrepreneurship to rural areas; creates opportunities for growth by utilizing traditional knowledge, locational, climatic and other advantages

Laboratories, workshops and testing facilities can be extended on cost basis; equipment can be rented out

Micro-finance schemes can be rolled out to support start-ups

The Entrepreneurship Virtual Incubation Cell (EVIC) is a valuable resource

From skills to entrepreneurship at DEI

The DEI Education Policy includes and emphasizes cooperative entrepreneurial education with multiple linkages, ranging from household to international industry sector through a SEZ-NDBMS* framework for growth and development of MSME’s (Micro, Small and Medium Enterprises) in the country

*SEZ-NDBMS: Special Economic Zone-Satellite Nodal Points/ Districts (ND Points) - Satellite Big Villages (B-points) - Satellite Medium Villages (M-points) - Satellite Small villages (S-points)

A proposal for early stage intervention through

‘Open-ended tinkering labs’ to foster

creativity and innovative entrepreneurial acumen

in Secondary level students

Discovery Labs

Pre-NVEQF Levels (-2, -1 and 0)for Class VI to Class VIII

Objectives

To provide young students with space stocked with a wide variety of tools and resources to :

explore, innovate, experiment, create and discover themselves in a vibrant and open-ended atmosphere.

inculcate idea sharing, resource sharing and combine it with their own inspiration and explorations.

Individual Skill development for better employment opportunities

Social - Developing skilled labour force for economic growth. Integrating the younger generation at the work place and in society. Preventing social marginalization

Economic growth at individual level, social level and in the business.

3-fold benefits

University/ Community

College System of Education

NVEQF Framewo

rk

Why Discovery Labs ?Discovery Labs will provide play-way opportunities to young learners to discover their true talents and individual passion and pursue these alongside their main studies.

Young students from all backgrounds will share the same fun- filled learning experience through well-structured tinkering activities, leading to multiple skill generation.

Through structured and play-way learning, creativity, confidence and competence will be inculcated. This will motivate and inspire the young learners and boost their self-esteem, enhancing their academic performance.

Discovery LabsStage-1: Open-ended, supervised learning for discovering natural

talents and aptitude

Class VI onwards..

Discovery Labs

Fostering creativity and skills through structured and

supervised tinkering activities

Mechanics, Robotics and ProgrammingDisassembly of old electronic toys and household gadgets, identifying the functions of different parts and creating new toys from the working parts. Small projects through educational electronics kits. Basic programming logic.

Arts, Crafts, Sewing, Drawing and PaintingExperiment with colors and waste materials to create small products.How to make papier-mache and hand-made paper from old waste papers.

Gardening, Nursery, Manure & CompostingOpen-to-sky labs which are:Seasonal FloralGardenVeggie Garden

Purposeful Smart Connected

Teaching environmental

awareness, bio-diversity, caring

and usefulness

Decision-making, planning, sharing of ideas and resources

Connecting with nature and with each

other.

Open Music LabsOpen Music Labs give an opportunity to youngsters to find their own rhythms. Indian, western, fusion music (Vocal & Instrumental). Music Workshops - making of instruments and and the science behind it.

Class VI (Level -2)

Discovery Stage

Class VII (Level -1) Class VIII (Level 0)

Repair of small kitchen appliances

Repair of small electronic appliances: cell phone, computers, printers

Wooden Toys Weaving

Tailoring & Sewing Dress designing

Herbal & floral expert Agri- & Dairy Farming

Pottery Stuffed toys

Basic food processing Food preservation and processing

Basic Web designing ICT practices for accountancy and office procedures

Discovery LabsStage-2: Structured Learning framework serving as pre-NVEQF

apprenticeship for girls

Class VI (Level -2)

Discovery Stage

Class VII (Level -1) Class VIII (Level 0)

Measurement, drawing & basic carpentry

Furniture and wooden toys

Repair of household appliances

Electrician

Automobile repair Four wheelers

Herbal & floral expert Agri - & Dairy Farming

Pump repair Refrigerator repair

Basic food processing Food preservation and processing

Basic Web designing ICT practices for accountancy and office procedures

Discovery LabsStage-2: Structured Learning framework serving as pre-

NVEQF apprenticeship for boys

Sigma Six approach for achieving excellence through

quality, values, innovation and creativity

Outline of the framework• Strengthening rural zones by creation of village clusters• Fostering economic relationships within these clusters for cooperative progress,

growth and self-sustainability• Exchanging folk skills and practices• Identifying natural- and skill-based resources in rural zones and creating

Community Garages (workshops) to promote activities around these resources.• Value–addition by making the end-user an integral part of innovation• Connecting these zones to urban economies• Providing opportunities for life-long learning and skill acquisition

1.Generation & use of Renewable (solar) Energy

4. Air-quality monitoring

2. Water-quality monitoring 5. Agriculture & Dairy

3. Education & Healthcare 6. Values education & Women’s empowerment

AmritsarSkills: 3D PrintingProtyping & ICT

Murar (Bihar)Agriculture

Skills: Agro-processing

Dayalbagh Educational

Institute

Rajaborari (tribal belt, MP)

Skills: Bamboo plantation, furniture and accessories, medicinal plants

MTVpuram (Tamil Nadu)Skills: Palm weaving,

agriculture, terracotta

Exch

ange

of

trad

ition

al p

racti

ces

and

skill

s fo

r val

ue

addi

tion.

Dis

sem

inati

on o

f tec

hnic

al s

kills

for c

onne

ctivi

ty a

nd

acce

ssib

ility

to in

form

ation

DEI

’s I

nn

ova

tio

n C

orr

ido

r

Thank You