Monday, December 17, 2012

ICT in Education: Need of the Hour

Information and Communication Technology (ICT) is basically an umbrella term that encompasses all communication technologies such as internet, wireless networks, cell phones, satellite communications, digital television etc. that provide access to information. During the past few decades, ICT has provided society with a vast array of new communication capabilities and has fundamentally changed the way we live now. We find a world of difference in the practices and procedures of various fields such as medicine, tourism, banking, business, engineering, etc. as they operate now in comparison to how they operated two decades ago. In contrast, the impact of ICT on education in India, however, has been far less and slow.
The most fundamental cause seems to have been the deep-seated belief that teaching is an art or at best an imperfect science with no role of technology in the design or delivery of instruction. But now times have changed and the paradigm of education and learning has changed from art or science to technology-mediated instruction and learning. ICT can, therefore, be perceived as a big change agent for education.
In order to use technology to help achieve the goals of education in a better and more effective way, one has to be first of all clear about what our expectations are from the education system, what and how do we want our students to learn and what type of individuals our classrooms should produce - rote learners or those with an analytical mind having an in-depth understanding of the subject?
India has the third largest system of education in the world, next only to USA and China, with more than 500 universities and around 30000 colleges. To introduce ICT-enabled education in such a large system one needs to have high quality multi-media enriched content in different disciplines for various courses including its multilingual conversion, capacity building of teachers and students in ICT skills and state-of-the-art infrastructure along with networking and internet connectivity via Virtual Private Network (VPN) / broadband connectivity for disseminating the content and affordable access devices so that it reaches the doorsteps of the learners. The ongoing National Mission on Education through ICT (NMEICT) is a major initiative of the Govt. of India in this direction with an aim to leverage the potential of ICT in providing high quality personalized and interactive content, free of cost, to all the learners.
ICT, if used creatively, can make a big difference in the way teachers teach and students learn and can help students acquire 21st century skills like digital literacy, innovative thinking, creativity, sound reasoning and effective communication. ICT can help in enhancing the quality of education through blended learning by supplementing the traditional talk and chalk method of teaching. ICT-enabled education can also be a solution to the growing demands for enrolments in higher education in India and thus help increase the gross enrolment ratio (GER) which at present is very low ( about 12%) as compared to the world average of 23%. In case of open and distance education (ODE) system where “Anyone, Anywhere and Anytime”, that is, 3A’s is the main philosophy, ICT- enabled education can do wonders that no one can imagine and help pave way for the creation of virtual universities in the long run. ICT can also significantly contribute in efficiently managing the governance in the universities and colleges.
The content is the basic element of ICT-enabled learning or e-learning which must be blended with suitable technological tools using appropriate pedagogies, to generate e-content. E-content which is highly interactive and multimedia enriched can play an important role in the knowledge gained by the learner through self learning and assessment. In this Information Age, the tremendous growth of knowledge in different disciplines is posing a great challenge for researchers. Here too ICT tools can provide great assistance in the form of searchable electronic databases.
The development and increasing use of ICT in education is however likely to be accompanied with a bitter contradiction–the digital divide which refers to the digital gap between people with effective access to ICT and those with limited or no access at all. This gap includes the imbalances in physical access to ICT (whether at home, college, work place or cyber cafĂ©) and the resources and skills needed effectively to use the full capabilities of ICT. Major factors contributing to this digital divide include quality and cost of physical infrastructure, lack of knowledge about full capabilities of ICT and lack of availability of high quality content uniformly across the country. One can transform this digital divide into a digital opportunity by giving top priority to the development of ICT and telecommunication infrastructure (computers with internet access and broadband connectivity) in order to provide universal and affordable access to information to people and institutions in all geographical areas of the country.
To promote computer literacy and build capacity in ICT skills, ICT courses should be integrated to curricula from the school level itself. Computer literacy classes in public libraries can also be used as a means of promoting and propagating ICT awareness. Since most of the time our computing facilities remain underutilized (about 30% of their potential), efforts should be encouraged to harness the full potential of our computing resources with the help of shared resources and innovative technologies. This could obviate the problem of physical access and connectivity.
ICT in education is the need of the hour. It has the potential to provide solution to many of the challenges higher education faces today. The common fear that ICT shall replace a teacher is totally unfounded. Realization now seems to be slowly dawning on the teaching community that ICT is primarily to empower them and not to replace them. ICT is, therefore, not to be feared but to be embraced so as to empower our future generations by providing them high quality ICT- enabled education.

Uniform Accounting Standards for Educational Institutions

The Indian education industry is poised for growth. Indian education sector is one of the fastest developing and a primary sector of the country. India becomes the youngest country, potential growth and development is on the shoulder of youngsters and that’s why the sector carries more importance for the country. Nowadays, the sector is changing rapidly with more private players including foreign universities, entering the field. This sector is going to achieve its peak as the idea of business via education catches up. The government is also taking many measures to improve the quality of education in India, in this regard; recently Ministry of Human Resource Development [MHRD] has proposed uniform accounting standards for educational institutes from 2013 to ensure more accountability in financial resources maintained by them.
An accounting system that presents a true and correct picture of the state of affairs of an educational institution is a necessary requirement for transparency and accountability and enables less intrusive but more effective regulation of the education sector besides assisting in prevention of malpractices that presently plague the sector. Previously, the education was considered as a not for profit activity, and due to that, accounting and financial reporting practices followed by non-governmental educational institutions have been oriented towards meeting the needs of the governing bodies running the educational institutions.
However, in recent years, with increase in government aid to educational institutions particularly in the form of concessions and incentives, increased fees charged from the students and increased donations by certain donor agencies, greater need is being felt for accountability of the of the financial resources used by the educational institutions. Moreover, the present system of accounting and financial reporting followed by educational institution does not meet the accountability concerns of the donors, including government and other stakeholders such as members/ beneficiaries, governing board, management staff, volunteers and general public as educational institutions in India follow not only diverse accounting practices but also different basis of accounting. Due to these factors, the financial statements of various educational institutions are incomparable. A need is, therefore, being felt for improved accountability of the financial resources used by the educational institution. A sound accounting and financial reporting framework acts as an important ingredient for promoting accountability and for development of Education Sector.
To overcome this limitation, HRD Ministry had given the responsibility to prepare the report on common accounting standards for educational institutions to one of the prime body of accounting, Institute of Chartered Accountants of India [ICAI].
After detailed study and review, on 18th January, 2012, the report on Implementation of Accounting Standards in Educational Institutions of Department of Higher Education, Ministry of HRD was presented to Kapil Sibal, Union Minister for HRD by CA. G Ramaswamy, President, ICAI and CA. Jaydeep N Shah, Vice- President, ICAI. The report has been brought out by a working group consisting of members from ICAI and those nominated by the Ministry of HRD for the purpose and representatives from the school and university sector besides experts in accounting.
The Group has recommended that all educational institutions should be mandated to apply accrual basis of accounting; Accounting Standards issued by the ICAI should be made mandatory to educational institutions; Fund based accounting may be introduced for Earmarked / Designated Funds; All educational institutions should follow a common format for presentation of its general purpose financial statements to ensure proper accountability, financial discipline, end-use of funds and to meet the needs of stakeholders. The accounting standards should enable the society, the student and the citizen:-
I. to define transparently the revenue earned through various sources – tuition fees and other charges, income from consultancy or from intellectual property owned by the institution (for higher educational institutions) etc;
II. to recognize segment reporting of accounts (each school under the same institution being considered as a separate segment for accounting purposes);
III. to recognize costs and revenue separately for UG and PG programmes and for research and teaching activities;
IV. to define relevant financial ratios derived from accounts for inter se comparison on research to total expenditure, income from fees to total income, salary expenditure to total expenditure etc). These ratios could enable greater understanding of funding needs especially in respect of government funding.
V. to identify if surpluses are being generated and the manner in which the surpluses are utilized or invested;
VI. to disclose related party transactions;
The Ministry of HRD would be organizing consultations with higher educational institutions and schools on the recommendations of ICAI Committee. The accounting standards would be made applicable to all Central Educational Institutions, universities under the regulatory ambit of UGC or receiving grants from UGC, technical institutions under regulatory ambit of AICTE, teacher education institutions under the regulatory ambit of NCTE and schools affiliated to CBSE. The Ministry in coordination with ICAI will organise capacity building programme to train the staff of educational institutions.
Ministry of HRD has also announced to make these reports available online through which analysis will become possible for investments coming to the institutes, the donations received, expenditure incurred and under which head. The HRD Ministry has given principle approval to the report which will now be put in public domain to elicit views from private players and then placed before the Central Advisory Board of Education for final approval. If the report approves, it will lead good governance and transparency and disclosure relating to income, expenditure of the educational institutes.

Saturday, December 15, 2012

Urgent Practical Examination Notice to BCA D-I & BCA D-II

As per telephonic information provided by the Principal , A.S.College,Deoghar ,Practical examination for BCA D-I ,Session 2011-12 & BCA D-II, Session 2011-12 will be conducted from 17th December'2012. Students are directed to attend examinations punctually with admit cards .For further support or guidance , they may speak to their course teachers.

Note :PHYSICS (S/G) Practical Examination for both BCA D-I & BCA D-II Will be from 10 A.M. till it ends on 17-12-2012
1st sitting (10 A.M. to 1P.M.)
2nd sitting (2P.M. to 5P.M.)
Date & Days
BCA D-I
BCA D-II
SUBJECT
Paper
Marks
SUBJECT
Paper
Marks
17.12.2012
(Monday)
PHYSICS
S/G
25 Marks
PHYSICS
S/G
25 Marks
18.12.2012
(Tuesday)
Introduction to computer science & IT
1 b
(H)
50 Marks
C++
5 b
(H)
50 Marks
OPERATING System
2b
(H)
50 Marks
Data Base Management
6b
(H)
50 Marks
19.12.2012
(Wednesday)
C& Data Structure
3b
(H)
50 Marks
Networking & Data Communication
7b
(H)
50 Marks
System Analysis & Design
4b
(H)
50 Marks
E-Commerce & Application
8b
(H)
50 Marks

Thursday, December 13, 2012

Strategic Human Resource Planning BBA D-III

1. Introduction

A comprehensive Human Resource Strategy plays a vital role in the achievement of an organisation's overall strategic objectives and visibly illustrates that the human resources function fully understands and supports the direction in which the organisation is moving. A comprehensive HR Strategy will also support other specific strategic objectives undertaken by the marketing, financial, operational and technology departments.

In essence, an HR strategy should aim to capture "the people element" of what an organisation is hoping to achieve in the medium to long term, ensuring that:-

  • it has the right people in place
  • it has the right mix of skills
  • employees display the right attitudes and behaviours, and
  • employees are developed in the right way.

If, as is sometimes the case, organisation strategies and plans have been developed without any human resource input, the justification for the HR strategy may be more about teasing out the implicit people factors which are inherent in the plans, rather than simply summarising their explicit "people" content.

An HR strategy will add value to the organisation if it:

  • articulates more clearly some of the common themes which lie behind the achievement of other plans and strategies, which have not been fully identified before; and
  • identifies fundamental underlying issues which must be addressed by any organisation or business if its people are to be motivated, committed and operate effectively.

The first of these areas will entail a careful consideration of existing or developing plans and strategies to identify and draw attention to common themes and implications, which have not been made explicit previously.

The second area should be about identifying which of these plans and strategies are so fundamental that there must be clear plans to address them before the organisation can achieve on any of its goals. These are likely to include:

  • workforce planning issues
  • succession planning
  • workforce skills plans
  • employment equity plans
  • black economic empowerment initiatives

  • motivation and fair treatment issues

  • pay levels designed to recruit, retain and motivate people
  • the co-ordination of approaches to pay and grading across the organisation to create alignment and potential unequal pay claims
  • a grading and remuneration system which is seen as fair and giving proper reward for contributions made
  • wider employment issues which impact on staff recruitment, retention, motivation etc.
  • a consistent performance management framework which is designed to meet the needs of all sectors of the organisation including its people

  • career development frameworks which look at development within the organisation at equipping employees with "employability" so that they can cope with increasingly frequent changes in employer and employment patterns

  • policies and frameworks to ensure that people development issues are addressed systematically : competence frameworks, self-managed learning etc.

The HR strategy will need to show that careful planning of the people issues will make it substantially easier for the organisation to achieve its wider strategic and operational goals.

In addition, the HR strategy can add value is by ensuring that, in all its other plans, the organisation takes account of and plans for changes in the wider environment, which are likely to have a major impact on the organisation, such as:

  • changes in the overall employment market - demographic or remuneration levels
  • cultural changes which will impact on future employment patterns
  • changes in the employee relations climate
  • changes in the legal framework surrounding employment
  • HR and employment practice being developed in other organisations, such as new flexible work practices.

Finding the right opportunity to present a case for developing an HR Strategy is critical to ensuring that there will be support for the initiative, and that its initial value will be recognised by the organisation.

Giving a strong practical slant to the proposed strategy may help gain acceptance for the idea, such as focusing on good management practice. It is also important to build "early or quick wins" into any new strategy.

Other opportunities may present the ideal moment to encourage the development of an HR Strategy:-


  • a major new internal initiative could present the right opportunity to push for an accompanying HR strategy, such as a restructuring exercise, a corporate acquisition, joint venture or merger exercise.
  • a new externally generated initiative could similarly generate the right climate for a new HR strategy - e.g. Black economic empowerment initiatives.
  • In some instances, even negative news may provide the "right moment", for example, recent industrial action or employee dissatisfaction expressed through a climate survey.

2. Making the HR Strategy integral to the organisation


The human resources practitioner should ensure that the HR Strategy is integrated with broader organisational objectives. Above all, it should ensure that the rest of the organisation accepts the Strategy. To achieve this objective, practitioners should:-


  • consult all stakeholders on the nature of the strategy;
  • cultivate and develop allies and supporters of the strategy through the consultation process;
  • focus on the benefits which are being derived from the strategy through talking to and persuading others, and by marketing the benefits of the strategy with concrete examples of how it has helped;

  • check that there is real commitment to the strategy at all levels of the organisation;

  • give regular feedback on the implementation of the plan through employee newsletters, exhibitions etc;

  • where possible, build into the strategy quantifiable outcomes which can be easily monitored and evaluated, so that it is possible to show the effect;

  • make the strategy part of the induction process - especially for senior managers.

3. A strategic human resource planning model


There is no single approach to developing a Human Resources Strategy. The specific approach will vary from one organisation to another. Even so, an excellent approach towards an HR Strategic Management System is evident in the model presented below. This approach identifies six specific steps in developing an HR Strategy:-

  1. Setting the strategic direction
  2. Designing the Human Resource Management System
  3. Planning the total workforce
  4. Generating the required human resources
  5. Investing in human resource development and performance
  6. Assessing and sustaining organisational competence and performance





Source: A Strategic Human Resource Management System for the 21st Century. Naval Personnel Task Force, September 2000

The six broad interconnected components of this system consist of three planning steps and three execution steps.

The top three components represent the need for planning. Organizations must determine their strategic direction and the outcomes they seek. This is usually accomplished with some form of strategic planning. Classic strategic planning is a formal, top-down, staff-driven process. When done well, it is workable at a time when external change occurs at a more measured pace.

However as the pace and magnitude of change increases, the approach to strategic planning changes substantially:

  • First, the planning process is more agile; changes in plans are much more frequent and are often driven by events rather than made on a predetermined time schedule.
  • Second, the planning process is more proactive. Successful organizations no longer simply respond to changes in their environment, they proactively shape their environment to maximize their own effectiveness.
  • Third, the planning process is no longer exclusively top-down; input into the process comes from many different organizational levels and segments. This creates more employee ownership of the plan and capitalises on the fact that often the most valuable business intelligence can come from employees who are at the bottom of the organizational hierarchy.
  • Lastly, the strategic planning process less reactive and more driven by line leadership.

Once strategic planning is under way, a process must be undertaken by the organization to design and align its HRM policies and practices to provide for organizational success. The remaining step in planning is to determine the quality and quantity of human resources the organization needs for its total force.

The rest of the HR strategic system exists for and is guided by these plans, policies, and practices. These execution components contain mechanisms that generate the correct skill sets, invest in staff development and performance, and productively employ them in the organisation. The last component provides a means to assess and sustain the competence and performance of the organization and the people in it with regard to outcomes that the organization seeks.
4. Analysis
Using the process model discussed earlier, the specific components of the HR Strategic Plan are discussed in greater detail below.
4.1 Setting the strategic direction



This process focuses on aligning human resource policies to support the accomplishment of the Company's mission, vision, goals and strategies. The business' goals sit at the heart of any HR strategy and in order to align business and HR you need to answer one key question, "Can your organisation's internal capability deliver the organisation’s business goals?"

Many organisations cite their people as their primary source of competitive advantage. Successful companies continuously identify and adopt innovative human resource management policies and practices to sustain that advantage. More importantly, they structure work and design training, performance management, pay, and reward policies to help members of the organization succeed in achieving desired organizational outcomes. In other words, they integrate and align HRM policies and practices to reinforce employee behaviors that can best realize the leaders' strategic intent. In the most successful companies, the set of policies and practices that collectively make up a company's HRM system is the critical management tool for communicating and reinforcing the leaders' strategic intent.


Recommended actions:-



  • Conduct an external environmental scan and evaluate its impact on the organisation
  • Identify the organisation's vision, mission and guiding principles
  • Identify the mission's outcomes and strategic goals
  • Consult all relevant stakeholders
  • Evaluate the impact of legislation on the organisation

4.2 Designing the Human Resource Management System



This stage focuses on the selection, design and alignment of HRM plans, policies and practices. Various options may be open to the organisation such as drawing on industry best practices.

Emerging HRM policies and practices range from outsourcing certain non-core functions, adopting flexible work practices (telework, work from home) and the increased use of information technology. Not every industry trend may be appropriate for a specific organisation. In addition, it is essential that a cost-benefit analysis of implementing new HRM policies and practices be undertaken. For example, the costs (monetary and in allocation of resources) of implementing a new job grading system may outweigh the benefit of such an undertaking. There may be more cost-effective alternatives available to the organisation at this point in time.

Particular HRM policies and practices may be necessary to support strategic organisational objectives, such as improving the retention of women in the organisation or promoting diversity, especially the representation of designated groups amongst senior management.

A good approach in selecting the appropriate HRM policies, procedures and practices is to identify the appropriate HRM practices which support the organisation's strategic intent as it relates to recruitment, training, career planning and reward management.

Recommended actions:-

  • Identify appropriate human resource plans, policies and practices needed to support organisational objectives
  • Identify relevant human resource best practices
  • Conduct an employment systems review

4.3 Planning the total workforce



Determining future business requirements, especially those relating to manpower requirements, represents one of the most challenging tasks facing human resource practitioners.

The development of a workforce plan is a critical component of any human resource strategy and one of the expected outcomes of human resource practitioners activities. Despite this, manpower or workforce planning, as well as succession planning, has only recently enjoyed a resurgence in popularity. To some extent this has been prompted by the need to develop employment equity and workplace skills plans and set numerical employment equity targets. The failure of many organisations to develop and implement workforce planning is rather indicative of the lack of strategic planning itself.

Workforce planning is a systematic process of identifying the workforce competencies required to meet the company's strategic goals and for developing the strategies to meet these requirements. It is a methodical process that provides managers with a framework for making human resource decisions based on the organization’s mission, strategic plan, budgetary resources, and a set of desired workforce competencies. Workforce planning is a systematic process that is integrated, methodical, and ongoing. It identifies the human capital required to meet organisational goals, which consists of determining the number and skills of the workers required and where and when they will be needed. Finally workforce planning entails developing the strategies to meet these requirements, which involves identifying actions that must be taken to attract (and retain) the number and types of workers the organisation needs.

A workforce plan can be as simple or as complex as the organisational requires. Workforce planning can be conducted for a department, division or for the organisation as a whole. Whatever the level or approach being adopted, it must nevertheless be integrated with broad-based management strategies.

In addition to workforce planning, ensure that organisational structure and jobs ensure the efficient delivery of services and effective management of the organisation as a whole.

Recommended actions:-

  • Determine the appropriate organisational structure to support the strategic objectives
  • Structure jobs (competencies, tasks and activities) around key activities
  • Develop a workforce plan designed to support the organisations strategic objectives
  • Compile workforce profiles, identifying designated groups, an inventory of current workforce competencies, competencies required in the future and identified gaps in competencies


4.4 Generating the required human resources




This process focuses on recruiting, hiring, classifying, training and assigning employees based on the strategic imperatives of the organisation's workforce plan.

A comprehensive workplace skills plan will identify appropriate training priorities based on the organisations workforce needs now and in the future. New recruitment practices may need to be adopted to increase the representation of designated groups, or securing essential skills in the organisation. A comprehensive "learnership strategy" may assist in developing future workforce needs, identified either in terms of the organisations workforce plan or required in terms of industry black economic empowerment charters.

Recommended actions:-

  • Evaluate recruitment and selection practices in light of the organisation’s strategic objectives
  • Develop and implement a comprehensive workplace skills plan (with a thorough training needs analysis)
  • Implement a learnership strategy
  • Adopt or clarify occupational levels and category classifications


4.5 Investing in human resource development and performance

Traditional approaches to career planning, performance appraisals, reward management and employee development must be re-appraised in light of the vision, characteristics and mission outcomes as reflected in the HRM plans, policies, and practices.
Development responses will aim to increase business skills, the application of business skills (sometimes called competencies) and the behavioural elements - all of which contribute to an organisation's effective performance. In many ways, the Skills Development legislation have required organisations to re-engineer their developmental methods and practices. New concepts such as lifelong learning and recognising prior learning should form an integral component of the process of investing in employees.
Clearly, where a workforce planning exercise reveals that there is little projected growth in the workforce or that promotional or career development opportunities are limited, strategies aimed at employee retention will be very different from organisations which are experiencing considerable growth and expansion.

Investment initiatives for the individual, team and organisation are all geared to achieve high levels of organisational performance. It is important that at an individual level, particularly for senior staff, that they feel their development needs are agreed and that they are provided with the skills to do their jobs. At a team level, it defines the individuals' ability to work flexibly with others and align individual and team skills and activities to business goals - all of which ensures that the organisation is equipped to achieve its goals.

Reward strategies aim to align the performance of the organisation with the way it rewards its people, providing the necessary incentives and motivation to staff. Its components can be a combination of base pay, bonuses, profit sharing, share options, and a range of appropriate benefits, usually based on market or competitor norms and the organisation's ability to pay.

Recommended actions:-


Identify appropriate policies, procedures and practices in respect of

  • Career pathing
  • Performance appraisals
  • Employee development and learning
  • Reward Management (compensation and benefits)
  • Promotions and job assignments
  • Separation

4.6 Assessing and sustaining organisational competence and performance



Finally, few organizations effectively measure how well their different inputs affect performance. In particular, no measures may be in place for quantifying the contribution people make to organizational outcomes or, more important, for estimating how changes in policies and practices, systems, or processes will affect that contribution. Implementing clear quantifiable measures, identifying milestones in the achievement of specific organisational goals, and using concepts such as a "balanced scorecard" will articulate the results of the HR Strategic Plan in measurable terms. Regular evaluation of the plan will also assist in fine-tuning the HR strategic plan itself.
Recommended actions:-

  • Evaluate organisation culture and climate
  • Implement succession planning
  • Evaluate HR strategy using quantifiable measures, e.g. balanced scorecard
  • Revise and adapt HR strategy

5. Conclusion


While HR strategies must be developed to support the achievement of the organisation's objectives, it is a two-way process. HR strategies can themselves be critical inputs in determining the strategic initiatives for the organisation. A fatal error, however, is to develop and implement HR strategies without having regard for the goals and objectives which the organisation has explicitly or implicitly identified. A common mistake is the development of workplace skills plans which are not linked to any strategic goals or objectives or which have no affirmative action components.

Similarly, the isolated identification of affirmative action numerical targets without first conducting a workforce and succession planning exercise is in most instances, simply meaningless.

References:


The approach adopted in this article is substantially based on the SHRM Model developed by the Naval Personnel Task Force, US Department of Navy. The material presented here is in the public domain.

A Strategic Human Resource Management System for the 21st Century. Naval Personnel Task Force, US Department of Navy, September 2000

Developing a Human Resources Strategy A good practice guide. South East Employers, June 1999

The Human Resources Standards Generating Body has developed a specific Unit Standard addressing the development of a Strategic Human Resource Plan, entitled "Contribute input into the human resources management strategic plan".