Right to education violation is incresing in india

Just nine months after the Right to Education Act was implemented in India, promising free and compulsory education to all children in the age group of 6-14, over 10,000 cases of violation have been registered by a child rights body in the capital.

Some children were denied admission to school, some were subjected to corporal punishment by the school authorities and yet others were denied the benefit of the economically weaker section quota for poorer students in Delhi schools.

As per the RTE Act, the DCPCR monitors its implementation in Delhi registered cases which involve violations of at least 15 kinds, like screening tests before admissions corporal punishment, admission denial, mental harassment and others," Kanth told the sources in an interview.The Right of Children to Free and Compulsory Education Act was enforced April 1, 2010. The Act promises free and compulsory education to all children in the age group of 6-14.In one case, 10 girls living in Delhi's Azadpur area were denied admission to a school in Classes 6 to 8 because they could not provide school leaving certificates. The girls were tutored at home.

Nanotechnology is most exciting and wide area of research

Education and learning of Nanotechnology of the future is one of the most exciting and wide area of research which may lead to the greatest technological advances of the 21st century. It is a global phenomenon and an emerging field, that finds its way into a myriad of industrial applications spanning across all areas of science and technology. A form of molecular engineering, it is the technology associated with the creation and scrutiny of minute objects, measuring between 1 to 100 nanometers. Nanotechnology can be defined as the application of science, engineering and technology to develop novel materials and devices in different fields in the nano-range.

'Nano' in Greek means dwarf. Nanometer (nm) is a unit of measurement used to measure very small particles like atoms and molecules. One nanometer is equal to one-billionth (10-9) of a meter. Entirely different from bulk material, nano-materials are 5,000 to 50,000 times smaller than the diameter of a human hair. These light but strong, transparent materials are very active and aggressive in any chemical reaction. Nano-materials can be mixed with strong or weak materials to make them thousand times stronger and more efficient. Carbon and diamond are super examples of nano-materials. The concept of Nanotechnology originated in 1959 and was founded by the American physicist Richard P Feynmam. But the term 'Nanotechnology' was first used in 1974 by Japanese scientist Prof. Norio Taniguchi at the Tokyo Science University. However it was introduced to the world in 1986 by K. Eric Drexler, an American Engineer and the founder of Foresight Nanotech Institute.

Nanotechnology is a unique and special branch of science that essentially combines physics, chemistry, biology , engineering etc. Sometimes known as molecular manufacturing, it deals with the design and manufacture of extremely small electronic circuits and mechanical devices built at the molecular level of matter. The application of Nanotechnology will open new avenues of research in the world of science and engineering in almost every field, from medicine to fabrics. Due to this, the relatively new field is fast emerging as the favorite of all kinds of technological arena.So,learning and Education will be one of the most significant enabling technologies in the future.

Business Analyst Course

Business Analysis is an occupation that promises to offer for the alignment of organizations business objective with the possibilities offered by to Information Technology (IT) for the purpose of improving business process.

Many business analysts have a business environment and have a limited understanding of IT and how computer systems are developed. This may distance them from the IT developers and result in a failure to ensure that there is an integrated view of the business and computer system. Business analysts bring out IT functioning alignment with business process improvement.This Education and Learning will help you To:

* Perform key functions of the business analyst
* Apply a solid business analysis framework
* Evaluate and prioritize the feasibility of various business initiatives
* Quantify appropriate benefits and costs to support a business case
* Plan a detailed requirements development process using best practices
* Deliver the requirements package and support downstream development

Business analysis education and learning Benefits:
Business analysis is a critical process that drives the project life cycle. The business analyst, acting as an intermediary between the business and technical communities, analyzes competing business needs and develops plans to implement the projects that support stakeholder objectives. In this course, you gain foundational knowledge of the role and function of the business analyst. You also learn to apply a clearly defined business analysis framework.
Who Should Attend
Anyone interested in a broad overview of key tasks conducted by a business analyst or needing to know how to effectively analyze business options and outcomes.
The Role of the Business Analyst
* Overview of business analysis
* Key roles and responsibilities
* Business analysis vs. project management: analyzing similarities and distinctions.
The Business Analysis Framework.Analyzing the Business Landscape.Diagnosing the business environment.
Evaluating and selecting an initiative:
Modeling the future vision.Documenting critical project parameters.Preparing the business case Planning the Requirements Development Process.Assessing stakeholder roles and responsibilities. Determining project approach and key assumptions.Developing and Delivering the Detailed Requirements PackageIncorporating the 5-step model.Applying requirements development best practices and standards.
Communicating effectively to relevant stakeholders

IBM cognos 10 for business Analytics

IBM Cognos 10 begins a series of new innovations from IBM Business that will change how your organization makes decisions, allocates resources, anticipates and shapes future outcomes.

IBM Cognos 10 delivers a revolutionary new experience and expands traditional business intelligence (BI) with planning, scenario modeling, real-time monitoring and predictive analytics.Business users can explore all aspects of their business with a limitless BI workspace that supports the way people think and work.Underlying IBM Cognos 10 is a proven technology platform that allows for seamless upgrades and cost-effective scalability for the broadest deployments.With IBM Cognos 10, you and your organization gain the freedom to see more and do more—to make the smarter decisions that drive better business results. Now you can implement BI in your organization easier than ever before. New books, workshops and training programs are available, along with the services and support you need to achieve excellence in your initiative - from building your strategy to using the software. With Cognos 10, we offer more deployment options by expanding our presence on System z, Power Systems, and for the first time, optimized deployment on IBM Compute Cloud.The complete range of analytics capabilities.Cognos 10 helps your organization make smarter decisions, achieve better results, and gain a deeper understanding of trends, opportunities, weaknesses and threats.
The Education and Learning Cognos 10 lets you explore any data, in any combination and over any time period with a broad range of analytics capabilities:
Query and Reporting,Analysis,Scorecarding,Dashboarding,Real-time Monitoring,Statistics,Planning and Budgeting,Extending BI,Collaborative BI

ANALYTICAL TOOLS

Educational and learning Schools need to embrace technology, use it efficiently, and leverage it to measure achievement. In this conclusions paper, you will read why social networking isn’t the enemy, technology need not break the school budget and how to build consensus within the community and school system for using technology. Also addressed is the critical need for school systems to develop a sophisticated, longitudinal data-driven approach to measuring student achievement. Since 1976, SAS has demonstrated its commitment to leading the way for integrating technology into education in order to improve student learning and success throughout the education life cycle. Since the beginning, SAS has been dedicated to teaching and learning, now even more with our OnDemand solutions for academics. In addition, learning SAS offers a range of other options to education – from online curriculum resources that enhance student achievement and teacher effectiveness to on-premise or hosted administrative offerings that supply SAS customers with the accurate and reliable information and analysis they need to make the best data-driven decisions possible.

Manmohan Singh - Universities should groom global leaders

The Prime Minister, Dr Manmohan Singh , on Monday said with India modernizing and playing a larger role in world affairs, the country will need global leaders in education, entrepreneurship, technology and management.

"As India modernizes, grows and plays a larger role in world affairs, we will need an ever-expanding pool of human resources, the quality of which will have to be second to none. We will need global leaders in education, entrepreneurship, technology and management," said Dr Singh.

"We are a nation of young people. We must create systems and opportunities where they will acquire the skills to enable them to excel not just in India, but also increasingly on the global stage," he added, while addressing the 29th Convocation of Sri Sathya Sai Institute of Higher Learning at Puttaparthi University today

Dr Singh said the scientists and technicians have already achieved renown in several areas.

"Our scientists and technicians have already achieved renown in several areas. Information technology, the pharmacological sciences and biotechnology, space and nuclear technology easily come to mind," said Dr Singh.

"If we are to sustain and expand this, it is vitally important that our universities become more prolific in research on a much larger scale. At one level, of course, our university education needs to shape students who will meet the needs of a modern, rapidly growing economy and a fast changing society," he added.

The Prime Minister further said that with India emerging in the forefront of the innovative world, the country needs researchers and inventors, who will create the technologies and systems of the future.

India Is In Need Of Quality Education!!

‘Preparing Next generation Leadership’ held by School Excellence Conclave recently highlighted the need to keep the staff in line with the requirements of the changing environment.

On addressing the inaugural session of the conference, Mr. C.R. Swaminathan, Chairman of Southern Region – Education and Employability Sub Committee of CII, said that the school leadership was among the top priorities in the education reform policy of the government which enhances the future citizens of the country. India will have to look up to its education requirements for the Next generation. There is a huge shortage of talent in sectors which includes hospitality, retail and aviation.

According to a study, he pointed, lack of quality education to the students, holds India from its growth. The methodology of teaching in India has to change and there need to be tests conducted to improve the analytical skills of children.

According to data collected from the District Information System of Education, in five years from 2002 there was a increase of 40% in setting up of primary schools, said Mr. A.Senthil Kumaran, Principal Counsellor of CII Institute of Quality. The student teacher ratio had shown a remarkable improvement between 2004 – 2007 from 39 to 34.

We need to find how the new generations of leaders are adapting to new requirements for the next generation and simultaneously improve the leadership traits among the students.

Sexual harassment in schools on the rise

The alleged rape of a class XI student of Parkwood International School by its director, might have shocked the city. But activists dealing with child and youth issues claim that sexual harassment in schools are alarmingly on the rise.

From posh private schools to dilapidated government ones, children in their early teens are getting molested and even raped while in school, observes child rights activists from the city who are now fighting for children's right to safe education rather than free education. Some of the activists have even asked for implementation of a redressal mechanism for child grievances in all schools in the state to ensure safety of children.

According to activists, the number of students who get molested every year in state schools would be nothing less than a couple of hundred. While the number indicates only the reported cases, most of which come from private schools in urban areas, the government schools in the city and semi-urban localities take the next place in the abuse chart.

When asked about reported cases, the city police officials said that the number of cases reported in the past two years, itself would be an indication to the kind of `abuse traps' the schools have become. "In a recent case, a 10-year-old child was repeatedly molested by her physical education teacher in a private school. While the parents complained at first, they did not want to register a case and hence the teacher could get away with just a dismissal order when he should have been punished for statutory rape," a police official said.

In a more gruesome case, a 14-year-old class IX student who was repeatedly raped by her teacher was forced to deliver a child as the parents were not aware of her pregnancy. The case was reported from a city government school and the only punishment doled out to the accused was a suspension, an activist who dealt with the case said.

"While most students who were molested reported the matter directly to their parents, in many cases the issue was hushed up. There is a great fear among the parents to come out with such cases and the schools punish the teachers by dismissing them. The same teacher would continue in some other school and continue to molest other students," said M Venkat Reddy, director, MV Foundation. Referring to the Parkwood case, he said that even high end schools like international and global ones should be under the government scanner to prevent such instances of harassment.

Due to the rise in cases, an NGO working with child rights, Divya Disha has petitioned the secondary school education department to put in place a redressal mechanism for children where they are allowed to report such cases. "We have asked the state government to introduce a redressal mechanism for students grievances along with the implementation of the Right to Education Act (RTA). We have also requested them to formulate a time-bound framework for starting such redressal mechanisms in schools," said Isidore Phillips, convener, Divya Disha. The NGO has petitioned the principal secretary of school education, Sambashiva Rao on the implementation of sexual harassment combat mechanisms in schools.

Changes to MBA admissions test replace essay with analysis

The Graduate Management Admission Test — the dominant test for MBA entrance, but one that is facing competition — will soon have a new section, designed to test the ability of would-be business students to analyze multiple kinds of information.

The new "integrated reasoning" questions will present test-takers with a spreadsheet, a table, text and other information and then ask either single or multiple questions. While the answers will be multiple choice, there will likely be multiple correct answers, with test-takers asked to list all correct answers. These new questions will replace one of the two GMAT essays and will be reported in a new score, while preserving existing scores for the essay and the verbal-quantitative total. The new section will be added in 2012.

Testing experts see the move as a sign that the Graduate Management Admission Council, an organization of business schools that owns the GMAT, is trying to make the test more focused on MBA entrance and management education, probably as a means to fend off competition from the Educational Testing Service's Graduate Record Examinations. In 2003, ETS lost the contract to manage the GMAT, and in recent years ETS has pushed the GRE as an alternative test that business schools might use, setting up the GMAT-GRE competition as one of the hottest in the world of standardized testing.

The reason that the GMAT was open to a challenge is that it is not a test specific to business schools, but rather features general verbal, quantitative and writing sections. While designed to test someone's ability to succeed in a business program, the test itself doesn't stress economics or accounting or any specific business school skill set — or at least that has been the case until now.

The changes reflected a broad evaluation of the existing test, as well as interviews with business school faculty members. Sarathy said that what the review found was that test-takers generally earned very similar scores on each of the two essays, so having two essays as opposed to one was adding little information. What faculty members wanted was more of a test that resembled the kind of analysis that business school students actually perform, and that new MBAs might do in their jobs.

As an example of the kind of questions that might be on the test, the GMAC said that students might receive a spreadsheet with data on the number of passengers and flights in and out of 21 airports, and then be asked to respond to a series of statements about the data and/or other information with regard to the various airports. Many of the questions may not be factual, but may be about trade-offs raised by certain choices.

The new questions will take 30 minutes and — with the elimination of the essay — will not add to the time of the test (currently 3.5 hours). The changes reflected a "continuous evolution" of the GMAT in an effort to try to better predict which people would succeed in business school.

The relative strength of the GMAT and GRE is the subject of much debate among their partisans. More b-school applicants take the GMAT, but the GRE has made inroads in terms of the number of business schools that will accept the test as an alternative.

Neglect of school education in India

At its simplest level, liberalisation equals the removal of market distortions. Price or supply control by the government can create artificial scarcities and lead to irrational pricing either too high or so low and populist as to be unviable. In the long term, society and consumers inevitably pay the price.

Since the reforms of 1991, India has recognised the logic of liberalisation in business sectors as far apart as telecom and energy. Yet, it is unconscionable that such an approach is deliberately ignored when it comes to a compelling arena: school education. Policy neglect if not policy perversity is leading to a crying paucity of good private schools in India's biggest cities.

Why does school education remain a shaming embodiment of India's shortage economy? There is massive demand; parents have paying capacity; entrepreneurs and service providers are ever willing to fill the gap. However, policy angularities and an over-bureaucratised regulatory system present an overwhelming obstacle. City authorities determine school fees, place ceilings on the size of schools, make it near impossible to change land use to open new schools. All this is happening even in Delhi, India's capital.

As per Delhi Development Authority (DDA) regulations, no new school (nursery-class XII) in the city can extend beyond four acres. That apart, land use norms meant to protect residential areas from encroachment by factories and commercial complexes are being misconstrued. State and city governments routinely use them to prevent the setting up of schools in residential neighbourhoods even if they benefit rather than endanger the local community.

The crux of the issue is the state's encroachment upon the autonomy of private, unaided schools, and its cussed refusal to facilitate remunerative pricing of school education services. The fees issue is the thin end of the wedge. State governments use it to bully and tighten their influence on private schools. These schools are asked to get clearance, and frequently denied clearance, for a fee hike. The matter is painted in vulgar terms: so-called "elite" schools are accused of "profiteering", without any larger "social responsibility".

In its judgement in TMA Pai Foundation vs State of Karnataka (2002), an 11-member bench of the Supreme Court made a perceptive comment: "There is no compulsion on students to attend private schools. The rush for admission is occasioned by the standards maintained in such schools and recognition of the fact that state-run schools do not provide the same standards of education. The state says it has no funds to establish institutions at the same level of excellence as private schools. But by curtailing the income of such private schools, it disables those schools from affording the best facilities because of lack of funds."

How does this happen? Consider an ongoing controversy. Seventy-five per cent of the running expenses of a private school go towards staff salaries, human resource being critical to institutional quality and reputation. In 2008, the Sixth Central Pay Commission submitted its report to the government of India. As a consequence of its acceptance, in 2009 there was a knock-on revision of wages by state governments. As such, government schoolteachers in some states found their salaries going up by 60 per cent.

Obviously private schools were also obliged to increase their salaries. There was both a market and a regulatory principle at work here. As per the Delhi School Education (DSE) Act, 1973, private schools cannot have a lower salary matrix than government schools. The DSE Act is a particularly draconian piece of legislation that requires private schools to seek prior permission for even routine administrative tasks.

Theoretically, the DSE Act is limited to Delhi. Even so, it has become the template being used by a variety of state governments to "fix" private schools. It is increasingly cited by authorities in states such as UP, Punjab, Haryana, Maharashtra and Assam.

In 2009, after the Pay Commission award and its cascading impact, private schools sought to raise fees. In Delhi, the state government allowed private schools to charge Rs 4,500 as a one-time fee and raise regular fees by up to Rs 500 a month. When it came to permission for the annual fee hike in April 2010, however, another controversy was triggered. The only school allowed to cross the Rs 500 barrier and take its fees further was Sanskriti School, run by the Central Civil Services Society!

In Mumbai, ministers and bureaucrats ran a media campaign against private schools and then appointed Kumud Bansal, former secretary in the Union human resource development ministry, as head of a committee to the study the "Fee Structure for Un-Aided Schools". In October 2009, the Bansal panel submitted its report. Citing court judgements and case law, it recommended "private unaided schools should have the autonomy to fix the school fees". It also argued that a "reasonable surplus" of "up to 15 per cent of the total revenue" could be retained by the school for future investment, and that this would not amount to profiteering.

Will Maharashtra accept the Bansal report? In nine months, the state government has not made up its mind. Meanwhile, schools and governments in Delhi and other states are waiting for that big decision in Mumbai. It will set a precedent and leave its mark on the future and viability of private schools across India.

USA seeking for incentives for educational investment in India

The US-India Business Council has expressed support for the Foreign Education Bill pending before the Indian parliament, but said certain financial requirements could deter foreign educational institutions from investing in India.

In a letter to Human Resource Development Minister Kapil Sibal, the trade association representing over 300 leading US firms investing in India said the legislation is a critical step in opening India's higher education system and meeting the goal of 30% Gross Enrollment Ratio in the next ten years.

Importantly, the Bill will help to foster greater knowledge exchange between our two countries, further strengthening the growing Strategic Partnership. Many colleges and universities are ready and willing to invest in India's education system and are eager to partner with Indian schools. It is critical, however, that certain incentives be established to guarantee their participation in such an endeavor.

As the world's largest free-market democracies, the United States and India must be leaders in driving global growth, innovation, and entrepreneurship. To do so, both countries must equip the next generation with the education and skills necessary to compete and win in the 21st Century economy.

Government of Tamil Nadu has signed MoU for NRI support for school infrastructure

Government of Tamil Nadu has opened up a new vista for financing much-needed school education infrastructure in the State through public-private partnerships with domestic and overseas institutions.

As per the MoU, the Foundation will be regularly investing funds in school education infrastructure projects in numerous districts, building on the 35-plus years of experience that it has in this field.

Government schools still have a lot of requirements in terms of infrastructure — additional classrooms, toilet facilities, water facilities, furniture and compound walls.

Anybody can adopt a school for these purposes — that is to provide furniture, computers, lab facilities, library facilities, compound wall, and classroom facilities.

The MoU would be valid for a period of five years. After reviewing the results of the partnership and mutual consent, the MoU could be renewed for a further period of two years at a time.Any company or any individual who wants to enter into an MoU can deal with the CEO.

MBA Oath: Long way to go

After the appointment of one of its strongest advocates Nitin Nohria as Dean of Harvard Business School, the MBA Oath has regained spotlight. The question remains however is whether such an oath is meaningful in a context where the MBA graduate is expected to work purely to achieve higher targets and greater profits with little or no attachment to ethics. With Nitin Nohria’s appointment as dean of Harvard Business School (HBS) came reams of newsprint on the MBA Oath – a ritual conceived by a few Harvard students and given prompt fillip by Nohria.

Nohria holds the view that the MBA Oath needs to be as ritualistic (and hopefully meaningful) a practice like the Hippocratic Oath which doctors take worldwide. In an address to media after becoming the dean. According to him, the oath sought to help those “who have power and privilege in a society to conduct themselves in a way where they exhibit the highest standard of personal conduct… then they will endorse society’s trust and be able to fulfill their responsibilities that come with their positions of power in a way that will benefit society.”

The concept behind ethics in business can actually be traced back to the initial formation of management education in the early 20th century. Business schools have strayed away from their initial intent. The university-based business school of today is a troubled institution, one that has become unmoored from its original purpose and whose contemporary state is in many ways antithetical to the goals of professional education itself.

Today, Oaths are a must in a profession. If doctors take it, then MBAs also should. While there are no foolproof guarantees that people will act ethically, pledges and oaths remind them to aim for the highest professional standards. The oaths serve as a reminder for business school graduates to act with integrity, prudence and transparency.

The MBA Oath concept has attracted more brickbats than bouquets over time. Primary among the arguments is the notion that signatures on such pledges fade as fast as the paper they are signed on as the business manager’s real world and the one at the campus are poles apart. An oath for MBA though might help some but the fundamentals of ethical leadership and business practice cannot be taught by either a business school or using an oath. It may be a good step in the direction. One can get a perfect A+ in an ethics course and take the Oath and still be a super crook and morally corrupt. Knowing ethics and being ethical are two different ball games and either the Oath or an ethics course in a b-school may be a necessary condition but not sufficient.

It is believed that while the global financial crisis gave rise to MBA oaths and pledges, singing on a piece of paper blindly is not going to avert the next financial crisis. The only thing the Oath may do is help nail a person for the problem if caught.

Youngest boy to crack IIT JEE Exam

According to a recent news, 14 year old Sahal Kaushik from Dwarka, New Delhi, has created the history by becoming the youngest ever student to crack the super prestigious IIT-JEE with flying colours.

Kaushik, a student of Vandana International School, has the knack of creating records as he cleared his Class X board exams with 76 per cent marks when he was just 12. Kaushik scored 73 per cent marks in his Class XII board exams.

It was his mother, Ruchi Kaushik, who noted the signs of a genius in her son when he was only two years old. The mother had bid adieu to the medical profession some 12 years ago and focused on teaching her son at home. He recited mathematics tables, solved maths sums with ease and spelt four and five-letter words accurately.

Kaushik also gave tips to those who are preparing for IIT-JEE next year. According to him, studying for six hours, understanding the concepts and taking the test is the key.

Kaushik has kept his options open — he may take admission at IIT Kanpur or may move to the US as research is

what he is focused on.

The Scholarships and Opportunities are Available for Faculty/Staff for Anderson's EMBA Program

In a recent news, The Vice President for Business and Finance, and the Vice President of Health Sciences are sponsoring scholarship opportunities for UNM staff employees and faculty, showed their interested in attending the Anderson School of Management's Executive MBA (EMBA) Program.

The EMBA program is a 25-month, on-campus weekend program for those with at least five years of significant work experience. The program begins once each year in late June. Classes meet every other weekend on Friday afternoons and Saturday mornings. The next class will begin on June 25, 2010.

To be considered for a scholarship, applicants must first meet the admissions criteria for the EMBA program.

UNM staff are eligible to apply for one of two full scholarships which will pay 100 percent of the EMBA program costs (less tuition remission) for the length of the program. UNM faculty and staff are eligible to apply for a partial scholarship which will pay all but $2,000 per semester (after tuition remission) for the length of the EMBA program..

Shaheen Mistri thinks no education system is ideal

Shaheen Mistri, entrepreneur and founder of the Akanksha Foundation as well as the chief executive officer of Teach For India (TFI), one of the six delegates who represented the country at the presidential summit on Entrepreneurship at Washington DC in April thinks no education system is ideal

According to her, there’s too much pressure in our education system, hence suicides happen. Her NGO is taking initiatives, to show that education need not be about rote learning or results oriented. No education system is ideal, but we can look at what’s working and how we can adapt it to the Indian context.

Harvard B-school makes highest earning graduates

In a recent article, it was said that, Harvard Business School gives highest earning graduates and because of this, it is one of the most expensive B-schools in the world.

On an average, MBAs from the top 45 B-schools make around $2.5 million in base pay and bonuses over the course of a 20-year career. But a grad from Harvard, earns approx. $4 million over the span of two decades. Grad from the second top University, i.e, University of Iowa's Tippie College of Business earns even less than half of that. Newly minted MBAs at some top programs, such as Yale, earn high starting salaries but experience only a minimal increase over time. At other schools, such as the University of Connecticut, MBA grads more than double their salaries over the 20-year period.

IITs are opening wider for more students

India's leading institutes for 50 years, and giving admission to only the brightest of students , the Indian Institutes of Technology will finally open their gates more wide. Assigned with the task of reaching out to more Indian students, IIT directors are drawing up plans to set up a virtual university, says a report published in The Times of India.. This decision has been taken as part of the National Mission on Education through ICT (NMEICT) whose details is still needs to be worked out and the plan will take minimum two years to get implemented..



The main purpose of this decision is to make quality education accessible to many more students using modern tools instead of setting up brick-and-mortar campuses. Many industries will be involved in administering the programmes and labs will be created where students can perform experiments. The IITs will take care of the entry, the exit and develop the courses.

An European student awarded AMBA 2009 Student of the Year award

Last year, Lindsey Nefesh-Clarke, graduate of the ESCP Europe Executive MBA programme, was awarded 2009 Student of the Year by the AMBA organised by Association of MBAs (AMBA) and British newspaper The Independent, it aimed to recognise the broad scope and international attitude of today's most outstanding scholars.

Lindsey Nefesh-Clarke graduated from University of Cambridge in 1994, after which she went to New York for Human Rights Watch. She presently lives in France and works for the humanitarian organisation Enfants d'Aise, where she is the director of the Philippines programme, which brings food, shelter, medical care and education to children living in slums. She graduated with the executive MBA from ESCP Europe in June 2009.

Finding ways to provide small loans to help people from extremely poor communities provide for themselves is one of her passions. Lindsey Nefesh-Clarke is also the founder of the Women's Worldwide Web, a not-for-profit online platform that seeks to empower women through small loans to help them establish a livelihood, education, mentoring and networking.

UP and Bihar are the two highest money spending states on education in India.

In a recent news, it was said that Uttar Pradesh and Bihar spend the most on education in Northern India. Unfortunately, still, in these two states, literacy levels in the two states still lie stagnant.

Among these two states, UP spends 3.67% of its GDP in education system modernisation and Bihar doles out as much as 5.7%. Still, the average literacy rates in UP and Bihar continue to stagnate at 56.27% and 47% respectively. Two progressive states of India, Punjab and Haryana, spend 2.23% and 2.05% of their GDP on education respectively whereas Delhi spends 1.17% on education. Still, its literacy rate is 81.67%.

Actually, in our country, total average of GDP spent on education is estimated at 0.7%.

India's school education

India's US$40b education market is experiencing a surge in investment. Capital, both local and international, and innovative legal structures are changing the face of this once-staid sector

The liberalisation of India's industrial policy in 1991 was the catalyst for a wave of investment in IT and infrastructure projects. Rapid economic growth followed, sparking a surge in demand for skilled and educated workers. This, combined with the failure of the public system to provide high quality education and the growing willingness of the burgeoning middle class to spend money on schooling, has transformed India's education sector into an attractive and fast-emerging opportunity for foreign investment.

Despite being fraught with regulatory restrictions, private investors are flocking to play a part in the "education revolution". A recent report by CLSA (Asia-Pacific Markets) estimated that the private education market is worth around US$40 billion. The K-12 segment alone, which includes students from kindergarten to the age of 17, is thought to be worth more than US$20 billion. The market for private colleges (engineering, medical, business, etc.) is valued at US$7 billion while tutoring accounts for a further US$5 billion.

Other areas such as test preparation, pre-schooling and vocational training are worth US$1-2 billion each. Textbooks and stationery, educational CD-ROMs, multimedia content, child skill enhancement, e-learning, teacher training and finishing schools for the IT and the BPO sectors are some of the other significant sectors for foreign investment in education.

Opportunity beckons

The Indian government allocated about US$8.6 billion to education for the current financial year. But considering the significant divide between the minority of students who graduate with a good education and the vast majority who struggle to receive basic elementary schooling, or are deprived of it altogether, private participation is seen as the only way of narrowing the gap. Indeed, it is estimated that the scope for private participation is almost five times the amount spent on education by the government.

CLSA estimates that the total size of India's private education market could reach US$70 billion by 2012, with an 11% increase in the volume and penetration of education and training being offered.
The K-12 segment is the most attractive for private investors. Delhi Public School operates approximately 107 schools, DAV has around 667, Amity University runs several more and Educomp Solutions plans to open 150 K-12 institutions over the next four years. Coaching and tutoring K-12 students outside the range of school education is also big business with around 40% of urban children in grades 9-12 using external tuition facilities.

Opening the doors

Private initiatives in the education sector started in the mid-90s with public-private partnerships set up to provide information and communications technology (ICT) in schools. Under this scheme, various state governments outsourced the supply, installation and maintenance of IT hardware and software, as well as teacher training and IT education, in government or government-aided schools. The central government has been funding this initiative, which follows the build-own-operate-transfer (BOOT) model, under the Sarva Shiksha Abhiyaan and ICT Schools programmes. Private companies such as Educomp Solutions, Everonn Systems, and NIIT were among the first to enter the ICT market, which is expected to be worth around US$1 billion by 2012.

Recently, the central government invited private participation in over 1,000 of its industrial training institutes and offered academic and financial autonomy to private players. Companies such as Tata, Larsen & Toubro, Educomp and Wipro have shown keen interest in participating in this initiative.

Regulatory roadblocks

Education in India is regulated at both central and state government levels. As a result, regulations often differ from state to state. K-12 education is governed by the respective State School Education Act and the Central Board of Secondary Education (CBSE) Rules and Regulations concerning affiliation and/or the rules of any other affiliating body. Under current regulations, only not-for-profit trusts and societies registered under Societies Registration Act, 1860, and companies registered under section 25 of the Companies Act, 1956, qualify to be affiliated with the CBSE and to operate private schools.

While the K-12 segment accounts for the lion's share of India's educational market, weaving through the complex regulatory roadmap to qualify for affiliation poses serious difficulties for investors. The CBSE requires privately-funded schools to be non-proprietary entities without any vested control held by an individual or members of a family. In addition, a school seeking affiliation is expected to have a managing committee controlled by a trust, which should approve budgets, tuition fees and annual charges. Any income accrued cannot be transferred to the trust or school management committee and voluntary donations for gaining school admission are not permitted.
Schools and higher education institutions set up by the trust are entitled to exemptions from income tax, subject to compliance with section 11 of the Income Tax Act, 1961. In order to qualify for tax exemptions, the trust needs to ensure that its predominant activity is to serve the charitable purpose of promoting education as opposed to the pursuit of profit.

Alternative paths

Alternative routes do exist for investors seeking to avoid the web of regulatory barriers that constrain their involvement. Sectors such as pre-schools, private coaching and tutoring, teacher training, the development and provision of multimedia content, educational software development, skill enhancement, IT training and e-learning are prime sectors in which investors can allocate their funds. These areas are attractive because while they relate closely to the profitable K-12 segment, they are largely unregulated. As such, they make attractive propositions for private investors interested in taking advantage of the burgeoning demand for quality education. Companies such as Educomp Solutions, Career Launcher, NIIT, Aptech, and Magic Software, are market leaders in these fields. Educomp recently acquired a large number of educational institutes and service providers across India. It has also formed joint ventures with leading higher education groups, including Raffles Education Singapore, for the establishment of higher education institutions and universities in India and China. Furthermore, it has entered into a multi-million dollar collaboration with Ansal Properties and Infrastructure to set up educational institutions and schools across the country and closed an US$8.5 million deal to acquire Eurokids International, a private provider of pre-school educational services in India. Gaja Capital India, an education-centric fund, has completed the funding of three education services companies in India. NIIT and Aptech, meanwhile, are engaged in the IT training business.

Core Projects and Technology is also focusing heavily on India and is likely to bid to takeover, upgrade and run public schools for specified periods on a public-private partnership basis.

Higher hurdles

While state governments are largely responsible for providing K-12 education in India, the central government is accountable for major policy decisions relating to higher education. It provides grants to the University Grants Commission (UGC) and establishes central universities in the country. The UGC coordinates, determines and maintains standards and the release of grants. Upon the UGC's recommendation, the central government declares the status of an educational institution, which once authorized, is entitled to award degrees.

State governments are responsible for the establishment of state universities and colleges and has the power to approve the establishment of private universities through State Acts. All private universities are expected to conform to the UGC guidelines to ensure that certain minimum standards are maintained.

Amity University in Uttar Pradesh is one of the private universities to open its doors. It was approved by the Uttar Pradesh state legislature on 12 January 2005 under section 2(f) of the University Grants Commission Act.

Not-for-profit and anti-commercialization concepts dominate higher education fee structures. To prevent commercialization and profit-making, institutions are prohibited from claiming returns on investments. This, however, does not pose a hurdle for universities interested in mobilizing resources to replace and upgrade their assets and services. A fixation of fees is required in accordance with the guidelines prescribed by the UGC and other concerned statutory bodies. For this purpose, the UGC may request the relevant information from the private university concerned, as prescribed in the UGC (Returns of Information by Universities) Rules, 1979.

In line with the policy on Fee Fixation in Private Unaided Educational Institutions Imparting Higher and Technical Education, two types of fees are required: tuition fees and development fees. Tuition fees are intended to recover the actual cost of imparting education without becoming a source of profit for the owner of the institution. While earning returns on investment would not be permissible, development fees may provide an element of partial capital cost recovery to the management, serving as a resource for upkeep and replacement.

Legal precedents

In order to be awarded university status by the UGC, institutions must comply with the objectives set forth in the Model Constitution of the Memorandum of Association/Rules, and ensure that no portion of the income accrued is transferred as profit to previous or existing members of the institution. Payments to individuals or service providers in return for any service rendered to the institute are, however, not regulated.

In this context recent court judgments on private universities are relevant. The Supreme Court, in Unnikrishnan JP v State of Andhra Pradesh, introduced a scheme regulating the admission and levy of fees in private unaided educational institutions, particularly those offering professional education. The ruling was later notified in the fee policy.

Subsequently, in the case of Prof Yashpal and Anr v State of Chattisgarh and Ors in 2005, the Supreme Court assailed the Chattisgarh government's legislation and amendments which had been abused by many private universities. It was contended that the state government, simply by issuing notifications in the Gazette, had been establishing universities in an indiscriminate and mechanical manner without taking into account the availability of any infrastructure, teaching facilities or financial resources. Further, it was found that the legislation (Chhattisgarh Niji Kshetra Vishwavidyalaya (Sthapana Aur Viniyaman) Adhiniyam, 2002) had been enacted in a manner which had completely abolished any kind of UGC control over private universities.

The Supreme Court concluded that parliament was responsible for ensuring the maintenance and uniformity of higher education institutions in order to uphold the UGC's authority. Following the judgment, only those private universities that satisfied the UGC's norms were able to continue operating in Chattisgarh.

Professional institutions

Professional and technical education in India is regulated by professional councils such as the All India Council for Technical Education (AICTE). Established under the AICTE Act, 1987, AICTE gives recognition to courses, promotes professional institutions, provides grants to undergraduate programmes, and ensures the coordinated and integrated development of technical education and the maintenance of standards. The AICTE has recently exerted pressure on unrecognized private technical and management institutes to seek its approval or face closure.

A single bench decision of the Delhi High Court in Chartered Financial Analysis Institute and Anr v AICTE illustrates the far-reaching implications this kind of pressure can have on all institutions operating independently of the AICTE. The court found that the Chartered Financial Analyst Institute, a US-based organization, was engaged in imparting technical education and that its charter, though not described as a degree or diploma, was nevertheless descriptive of the candidate attaining an academic standard, entitling him to pursue further courses, and achieve better prospects of employment in the investment banking profession. The AICTE argued that the Chartered Financial Analyst Institute fell within the ambit of its regulation and was therefore obliged to submit to the jurisdiction of the regulatory body. The Delhi High Court upheld the AICTE's view that the Chartered Financial Analyst Institute did qualify as an institution imparting technical education..

This judgment may have emboldened the AICTE to proceed against a number of other establishments that are on its list of unapproved institutions. It holds particular significance since despite not granting degrees and diplomas, the Chartered Financial Analyst Institute was still deemed by the court to be covered under the description of a "technical institute".

Enthusiasm grows for foreign participation

While regulators such as the AICTE continue to exercise influence in the Indian education system, the sector is expected to witness a surge in foreign investment and perhaps a reduction in the number of regulatory roadblocks as a result of the central government's enthusiasm for overseas investors. Foreign direct investment in higher education could help reduce government expenditure and there is a general consensus that education as a whole should be opened for domestic and foreign private participation.

The entry of foreign educational institutions into India will be covered by the new Foreign Education Providers (Regulation for Entry and Operation) Bill. The bill seeks to regulate the entry and operation of foreign education providers, as well as limit the commercialization of higher education. Foreign education providers would be given the status of "deemed universities" allowing them to grant admissions and award degrees, diplomas or certificates.

Operationally, the bill proposes to bring foreign education providers under the administrative umbrella of the UGC, which would eventually regulate the admissions process and fee structures. Since these foreign institutions will have to be incorporated under central or state laws, they will also be subject to the government's policies of reservations. The bill is pending approval from the Indian Parliament but it is unclear if it will be taken by the present government for a vote prior to the general elections in 2009.

Innovative structures unlock profitability

The regulatory restraints on running profitable businesses in the K-12 and higher education sectors have driven Indian lawyers to devise innovative structures that enable private investors to earn returns on their investments. These typically involve the establishment of separate companies to provide a range of services (operations, technology, catering, security, transport, etc.) to the educational institution. The service companies enter into long term contracts with the trust operating the institution. Payments made by the trust to the service companies must be comparative and proportionate to the services rendered by such companies. Furthermore, in order to qualify for tax exemptions, the expenses paid by the trust to the service companies must not exceed what may reasonably be paid for such services under arm's length relationships.
Despite the regulatory constraints, the Indian education sector is on a path of exponential growth. A growing number of private companies are undertaking creatively structured projects in the education business and the level of investor confidence is demonstrated by the recent spate of M&A activity that has taken place.

With more domestic players emerging, the education sector is likely to witness consolidation, but at the same time, increasing foreign participation will drive competition and raise standards. Liberalization will continue to intensify as the government struggles to remedy its poor public education system and provide quality institutions to educate India's masses.

How to Prepare for MBA Entrance Exams

Vince Lombardi once said "Dictionary is the only place that success comes before work. Hard work is the price we must pay for success. I think you can accomplish anything if you're willing to pay the price."

Success in MBA Entrance Exam in India is also no cake walk. You need in-depth knowledge, analytical mind, sharp memory and above all, systematic planning and preparation. Needless to say that the candidates cannot and should not attempt preparation for his MBA Entrance Test overnight. Since the competition is amongst the best available talent from all disciplines, meticulous and long term preparation are required to get admitted to the MBA program. Although the syllabi in the admission/entrance test differ from university to university, there are certain common aspects that appear in most of the entrance test, CAT, XAT, MAT, XLRI, SNAP and MBA Entrance Exams conducted by State Universities in one form or the other. These aspects include tests on quantitative aptitude, reasoning, intelligence, comprehension, case analysis, relationships, word power, synonyms, antonyms, general knowledge/awareness, etc. It is therefore, essential that the candidates start preparing well in advance on all the above aspects. If one can get hold of previous year's papers or at least the pattern, this would go a long way in guiding the candidates to prepare properly for the test.

Here are some tips to prepare on important aspects which are common to most of the MBA entrance examinations in India:

(a) Quantitative Aptitude: A candidate seeking admission to MBA programme is expected to have aptitude for basic and elementary accounting as well as the knack of solving the simple arithmetic problems. This is one of the areas in the admission test which, if properly prepared and practiced, is likely to put the candidate ahead of others, as one can hope to score even 100% marks in this part. There may be several types of questions that may form part of quantitative aptitude test. The first category could be simple arithmetic problems including profit and loss, percentages, ratio, averages, partnership, etc. Such problems involve simple calculations and with a little practice and basic aptitude, can be solved correctly. The second category of questions could involve multiplication or divisions in 5 to 6 figures or decimals. It may be quite time-consuming if the candidates start actually attempting the entire calculations. Since the candidates are required to work against time it is not advisable to waste time on such calculations. With a little practice, the candidates can easily eliminate most of the choices straight away to arrive at the correct answer even without any calculations. This can be achieved if the candidates look at all the choices carefully before actually attempting the calculations. Another category of questions may be directed at testing only the intelligence of the candidate and not his/her ability to calculate. There may be some other questions aimed at testing the common sense of the candidates. The entire area of quantitative aptitude, therefore, needs constant practice to calculate quickly with accuracy. More practice is also essential for the candidates to gain confidence in this part of the test. Even if a candidate does not have the basic aptitude for figure-work, he/she can make up for this deficiency by regular practice and a lot of hard work. It is strongly recommended that the candidates practice and attempt all the questions on quantitative.

(b) Logical Reasoning: Questions on logical reasoning may be of several types and in several forms. These could include a statement on which the candidates are asked to draw correct interference out of the given choices. There could be questions on series of words and figures, arrangement of alphabets, brain teasers or even such questions as only call for drawing logical inferences. Just like quantitative aptitude test, this portion of admission test also needs special and detailed preparations and practice. Most of the questions under this category in fact test the common sense and sense of proportion and reasoning among the candidates and therefore, must be attempted with a cool head. In case of statements, the given statement as well as choices given must be read at least twice before choosing the right answer. In case there are more than three questions on arrangements of alphabets, it is advisable to write down all the alphabets on the rough work sheet. This will facilitate easy and quick attempt of questions on alphabets. Similarly, there could be certain questions on distances traveled in different directions. In such questions it is proper to draw a rough diagram giving distances travelled in various directions to get the correct answer. Constant practice in the questions on reasoning would make the candidates confident to tackle this particular aspect of the test. To do well in this part of the test, the candidates must therefore, practice hard.

(c) Comprehension Test: Comprehension test is aimed at gauging the understanding of English language by the candidates. Usually, a paragraph is given which the candidates are required to go through carefully and then answer the question by choosing the correct answer. To attempt this part speedily and correctly, the candidates must practice reading with a quick speed and understanding the entire passage. Answer to most of the questions are easily located within the passage itself. But there are certain questions, answers to which are not directly available in the given passage. Such questions can only be answered by those candidates who can understand the passage fully. Regular practice would help the candidates to attempt the comprehension test in more effective and appropriate manner. Tests of English language given in every issue of this magazine invariably contain small comprehension passages. Practice of such passages may be of great help to the candidates for preparing this test.

(d) General Awareness: As the name suggests, the test of general awareness aims to judge the general knowledge of the candidates. Basic facts about all aspects of general knowledge like Science, Geography, History, Economics, Polity, etc are essentially required to be known. A good knowledge of all branches of general knowledge is essential which can only be achieved by reading good books. Reading Newspapers regularly will keep you updated in whatever important is happening around the world.

IIT Entrance Exam Tricky and Mind Boggling

Are you aware of the fact that almost 4.75lakhs students appeared for the IIT entrance exam this year. It is very difficult to select the students as the major population scores high marks in the entrance exam.

Institutes have found a new method to assess the students through IIT entrance exam. IIT Institutes is full of intelligent Professors. They draft difficult and tricky paper to assess the intelligence of the students. Professors want to churn the cream out of the lot. They design IIT JEE question paper for only the select few. The rest of the crowd is sure to get disappointed out of this regime.

IIT entrance exam is the most crucial exam for the student. Most students want to get through this test and this is the reason that almost 4.75lakhs students appeared for the test this year. It involves loads of commitment from Institute also. The Professors have to check each and every answer-sheet through computerized answer sheet. This job is time-taking and performed through high concentration.

IIT entrance test is based upon the last year's performances also. If the paper is solved by many at a time; then it is difficult for Professors to choose the eligible candidate for IIT entrance. Professors play safe by drafting quizzical question paper. They are well aware of the mental level of students and draft a tricky and mind-boggling question paper, which can be solved by the select few only. These select few are the future IIT Graduates.

IIT question paper is within the reach of few people only. Even the most intelligent and fastest aspirant can't solve the problem, unless he has that kind of intelligent level. On the contrary, a mediocre student can solve the IIT question-paper through his intelligence and ability to apply the knowledge to solve problem.

Institutions try to grab the most intelligent students to maintain the standard of the Institute and also maintain the Institutes prestige in the process. This can be achieved when the exceptional are chosen from the masses. IIT JEE entrance test is hard and aligned as per the last years' trend and current conditions.

IIT JEE is hard and IIT JEE question papers are harder. Simply mugging-up the concepts is not sufficient.

Executive MBA: The Executive Masters of Business Administration

The Executive MBA (Executive Masters of Business Administration) is an increasingly popular option for business professionals who want to improve their skills and add a degree to their resume.

The Executive MBA is also an increasingly popular option for business schools who realize that offering such a program can bring a great deal of income, prestige and attention to their school.

With typical programs fees ranging from $20,000 - $100,000 (and perhaps even higher depending on the specific program and the demand) it's not a cheap option.

The idea behind the Executive MBA is to provide experienced professionals the opportunity to gain a professional university degree in business without having to quit their job.

In this regard an Executive MBA can provide you with flexibility to continue your education without too much disruption in your professional and private lives.

In addition to looking good on your resume, an Executive MBA can help you gain important insight into current and future trends in the business world, expose you to new contacts who might be relevant to your career and also help you improve upon existing skills or learn new ones that you can apply in your current position.

Increasingly, there are options available for busy, working professionals who want to attain a certain educational level but don't have the time to do so with "traditional" classroom-led programs and might not have the ability to quit their job to pursue it.

The 3 Idiots of the Education System

"I am beginning to suspect all elaborate and special systems of education. They seem to me to be built up on the supposition that every child is a kind of idiot who must be taught to think". ~ Anne Sullivan.

I was conducting a Discover Your True Calling workshop at IIM, Indore last week. I had the afternoon free and decided to see the much acclaimed, high-grossing Bollywood movie - "3 Idiots". I thoroughly enjoyed the movie, largely because it is a complete indictment of our education system. The message was strikingly similar to the theme of my workshop.

The film is about three students who do not really fit into the prestigious engineering college and are considered idiots by their professor. However, the movie clearly shows who the three real idiots are - the educational system, the teachers and the parents. Reflecting on the movie on the flight back to Mumbai, I realized that any real change in education is possible only by transforming these three constituencies.

Idiot #1 - The Education System:

Our current system is performance-oriented rather than mastery-oriented. The emphasis on examinations forces students to learn by rote. They focus on scoring high marks rather than investing the time and energy to understand the subject in depth. A system where true geniuses like Einstein and Ramanujan are considered poor students really needs its head examined. In the movie, this is brilliantly brought out by Aamir Khan playing Rancho - the truly outstanding engineer who goes beyond the book to gain mastery.

Idiot #2 - The Teachers:

Our current system of pedagogy is faculty-led and follows a fixed curriculum. The average teacher assumes that there is one right answer and that (s)he knows the answer. It is the rare teacher who has the ability to facilitate rather than teach, to nurture rather than preach and to support students who stray from the well-trodden path in search of creative ways to learn. Boman Irani as Viru Sahastrabuddhe does a superb job of bringing to life a dogmatic, highly competitive, over-confident college professor - the antithesis of an ideal teacher in every way.

Idiot #3 - The Parents:

When India's HRD Minister Kapil Sibal suggested scrapping of the 10th grade exams, parents were the first to stand up against the proposal. Parents want their children to be at the top of their classes, get admitted to the best colleges and follow traditional career options - engineering, medicine, management and the like.

Parents rarely encourage their children to discover their true passions and pursue mastery rather than mediocrity. The movie's middle class Quereshis, who want their son to be an engineer, and the poorer Rastogis, who see education as a way out of poverty, are typical of today's Indian parents. They would probably be the toughest nut to crack.

The 21st century calls for talented people who are masters in their chosen fields of work. It calls for collaboration among passionate individuals, from different disciplines, to address the truly challenging issues and opportunities that the world presents. The current assembly-line approach to education falls severely short. We are not equipping our children to succeed in their world. The appeal of the movie is universal and obvious.

But what will it take for all three of the constituencies above, as well as the student community to rally around to a new educational order? Please share your perspectives. We need to work together to bring about transformation in this vital area of our society.

Education in Third World

With the daily challenges posed by economic difficulty and other threats, governments in developing countries are working very hard to ensure that their educational institutions continue to provide a standard of education that can make its citizens at part with the educated people in more economically sound countries. To a certain extent, these Third World countries have succeeded in their crusade for quality education. The problem is that a good education comes with a price and it is often a price that many people in Third World countries are not able to pay. So, although quality education is available, it is still unreachable for a large segment of a developing country's population.

Certainly, it is impressive to see that developing countries have educational institutions that are world-class and which offer education that can rival that provided by wealthier nations around the world. There is a clear recognition of the role that education plays in overcoming hardship and poverty. However elusive it may be, a good education is still viewed as the best way to a better life.

Among the developing countries that have superb educational systems are such "emerging markets" as Mexico, India, Brazil, Turkey, the Philippines, Egypt, South Africa, Malaysia, Thailand, much of South America and several of the Persian Gulf Arab States.

Obviously, the poorest of the poor in these countries will have a hard time getting into the best schools in their vicinity. Of course, there are always scholarship programs available but these are few. Besides, people at the lowest spectrum of the economic scale are more concerned with more pressing issues related to their mere survival such as where to find food and money for clothing and shelter. After these basic needs are met, that is the only time that parents can really focus on their children's schooling. In fact, studies indicate that once their basic economic needs are met, the first priority of most poor families is how to send their children to a good school.

India recently launched EDUSAT, an educational program aimed at giving quality education to even its poorest citizens. Among the group's first initiatives is the development of a $100 laptop which the government hopes to distribute by 2007 to public schools all over the country.