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

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

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

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

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

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

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

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

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

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

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

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

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

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.

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

Pathways for progression of education

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

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

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

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

Various avenues to and from B. VOC.

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

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

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

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)

‘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

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.

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.

University/ Community College System of Education NVEQF Framework Discovery Labs

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 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.

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

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

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

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

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

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