1. From Skills to Entrepreneurship at the Dayalbagh Educational Institute (DEI)
Prem Kalra
Director, DEI

2. 1915
Foundation of
R.E.I
Middle
School
High
1917
1920

3. Women’s Training College
Technical College
Leather Working
Prem Vidyalaya
1930
1947
Intermediate
School
1922

4. DEI 1950 1973 1975 Innovative Education Policy established
Engineering College for Boys
DEI
established
Innovative Education Policy
1950
1973
1975

5. 1981 1984 1995 DEI granted Deemed University status
Prem Vidyalaya under DEI Board
Ph.D Program
DEI
granted Deemed University status
1981
1984
1995

6. 2010 2009 2004 57 Study Centers with EDUSAT Network
Distance Education Programs &
Women’s Polytechnic
Technology Park QNCS
MoU’s with national & international universities
57 Study Centers with EDUSAT Network
2010
2009
2004

7. Centre for Consciousness studies
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
2014
2012

8. 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
Agriculture Operations
Bamboo technology
Agri – Dairy
Food Processing & Preservation
Textile Designing
Biodiversity & Plantation
Sigma Six Q
Entrepreneurial Eduation
DEI Swacchata Mission
Novel Initiatives
VISION 2031

9. Achievements Student Distinctions Accolades to Faculty Members
Books Authored
Research Publications
Collaborative Research Projects
Memoranda of Understanding
Consultancy Services & Industry Linkages

10. Emerging Initiatives Bio-inspired Systems Agile Manufacturing
Quantum Computation, Cognition & Consciousness
Emerging Initiatives
Centre of Excellence in Textiles
Solar & Smart Grid
“By Students – For Students” Enterprises
Indian Centre of Excellence in Rock Art Science
Community Outreach with ICT
Business Clinic
REZ-SEZ

11. Entrepreneurial Education Consciousness Studies
DEI
A university with
potential for excellence in
Entrepreneurial Education
&
Consciousness Studies

12. 7 dimensions of education@DEI Entrepreneurial Education
University Education
School Education
Online Education
Distance Education
Technical Education
Vocational Education

13. Objectives 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
Objectives

14. Challenges High dropout rates from schools
Wide gender disparities: for every 100 boys in sec education, only 81 girls enrolled
Decline in attendance rates in rural primary schools
Unemployment shows an increasing trend; this year, it is expected to rise to 3.8%
Skill training is provided to only 10% of the total work force in the country; 48% of employers have difficulty in filling vacancies.
Large number of trained and educated women are unemployed.
Providing linkages from Class V onwards i.e. Class VI to VII among the various tracks of education
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.

15. Some pathways to skill development & enhancement at DEI
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
Some pathways to skill development & enhancement at DEI
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

16. Pathways for progression of education

19. Para-Medical Courses GROWTH OPPORTUNITIES FOR MALE & FEMALE (M&F)
in DEI
Para-Medical Courses
Faculty of Alternative Systems of Medicine
A Y U H A
Ayurveda Yoga Unani Homoeopathy Acupressure
Technology Parks
Quantum-Nano Centre
Solar Grid, Wind-Mill, Biogas

20. CREDIT-BASED MODULE COURSES
Advanced Certificate/ Double Module
1 semester
Skill component-18/24 credits
General education-12/12 credits
Diploma/4-Module
2 semesters
Skill component-36/48 credits
General education-24/24 credits
Advanced Diploma/8-Module
4 semesters
Skill component-72 /96 credits
General education-48 /48 credits
Certificate/Module
3 months
Skill component-9/12 credits
General education-6/6 credits
Entry
Exit
(Conventional Education)
NVEQF Level-5
NVEQF Level-6
¼ Yr.
8 W
Exit
16 W
½ Yr.
32 W
1 Yr.
64 W
2 Yr.
Inter-linkages between the community college and university systems

21. 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 Courses
One Modular course Certificate course (12 credits) + 6 credits of Gen.Education
Diploma modular courses in a stream (48 credits) + 24 credits of Gen. Education.

22. Avenues after Class 12 Technical Education After Class XII
Diploma
Ist Year
IInd Year
After II Year can become eligible for Lateral Entry in II year B.Tech.
Diploma IIIrd Year
Community College
One Year Programme
Degree
(Conventional) UG PG
PhD
(Vocational)
I Year
(Can exit with Diploma)
II Year
(Can exit with
Adv. Diploma )
B. Voc. Degree
III Year
Masters/ PG
One Year Certificate Courses
VC Level 2

23. Various avenues to and from B. VOC.

24. School, Vocational, Technical & University Education streams at DEI
Linkages between
School, Vocational, Technical & University Education streams at DEI
University
Education
School
Vocational
Technical

25. Model for vertical and horizontal progression among vocational, technical and general education in DEI

26. From skills to entrepreneurship at 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

27. 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)

28. ‘Open-ended tinkering labs’
A proposal for early stage intervention through
‘Open-ended tinkering labs’
to foster
creativity and innovative
entrepreneurial acumen in
Secondary level students

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

30. 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.

31. 3-fold benefits
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.

32. University/ Community College System of Education
NVEQF Framework
Discovery Labs

33. 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.

34. Discovery Labs Stage-1: Open-ended, supervised learning for discovering natural talents and aptitude
Mechanics, Robotics and Programming
Disassembly 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.
Class VI onwards..
Discovery Labs
Fostering creativity and
skills through
structured and supervised
tinkering activities
Arts, Crafts, Sewing, Drawing and Painting
Experiment 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 & Composting
Open-to-sky labs
which are:
Seasonal Floral
Garden
Veggie 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 Labs
Open 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.

35. Discovery Labs Stage-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)
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

36. Discovery Labs Stage-2: Structured Learning framework serving as pre-NVEQF apprenticeship for boys
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

38. Outline of the framework
Sigma Six approach for achieving excellence through quality, values, innovation and creativity
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
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

40. Initiatives for the upliftment of Rural and Tribal Belt
with special focus on women
Initiatives for the upliftment of Rural and Tribal Belt
With Special Focus on Women
Initiatives for the upliftment of Rural and Tribal Belt
With Special Focus on Women
Initiatives for the upliftment of Rural and Tribal Belt
with special focus on women
Initiatives for the upliftment of Rural and Tribal Belt
with special focus on women
Initiatives for the upliftment of Rural and Tribal Belt
with special focus on women
AAM Garages (Automotive & Multi-skill Garages)
ATMA (Apparel & Toy Making Association)
(Agriculture & Dairy Nano Processing of Multi-Products)
ADyNaM
AAM Garages (Automotive & Multi-skill Garages)
ATMA (Apparel & Toy Making Association)
(Agriculture & Dairy Nano Processing of Multi-Products)
ADyNaM
AAM Garages (Automotive & Multi-skill Garages)
ATMA (Apparel & Toy Making Association)
(Agriculture & Dairy Nano Processing of Multi-Products)
ADyNaM
AAM Garages (Automotive & Multi-skill Garages)
ATMA (Apparel & Toy Making Association)
(Agriculture & Dairy Nano Processing of Multi-Products)
ADyNaM
AAM Garages (Automotive & Multi-skill Garages)
ATMA (Apparel & Toy Making Association)
(Agriculture & Dairy Nano Processing of Multi-Products)
ADyNaM
AAM Garages (Automotive & Multi-skill Garages)
ATMA (Apparel & Toy Making Association)
(Agriculture & Dairy Nano Processing of Multi-Products)
ADyNaM

41. DEI’s Innovation Corridor
Amritsar
Skills: 3D Printing
Protyping & 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
Exchange of traditional practices and skills for value addition.
Dissemination of technical skills for connectivity and accessibility to information
DEI’s Innovation Corridor

42. Thank You