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The Hindu
5 days ago
- Business
- The Hindu
MBA admissions are biased against fresh engineering graduates. But it is time for a rethink
Thousands of graduates with degrees in hand and aspirations of becoming managers graduate from India's best engineering schools each year. Interestingly, though, the majority of these talented young engineers do not immediately go to business schools. They bide their time for two – three years. Why? There is a quiet but growing agreement that freshmen without prior work experience, even those from famous institutions, don't have a good chance of getting into India's best B-schools. This goes beyond anecdotal evidence. It is supported by hard evidence. The average age and job experience of admitted students have been rising gradually across top management schools, including IIM Ahmedabad, Bangalore, ISB Hyderabad, and others. New grads are becoming the exception rather than the rule. What is causing this change, then? Furthermore, is it time for Indian business schools to reevaluate how they assess bright, young engineers right out of college? Why engineers wait This delay is due to practical considerations. After years of technical education, many engineers only discover they want more after they start working: more creative responsibility, more exposure to clients, and more authority to make decisions. The next logical step is the MBA. However, they also understand that work experience greatly improves their application. Experienced applicants not only usually perform better in case-based assessments and interviews, they also frequently pique recruiters' interest during final placements. Candidates with some knowledge of workplace dynamics are preferred by employers, who frequently seek out applicants who can take the initiative right away. Clarity of intent is equally vital. Young professionals who have worked in the business for two or three years are better able to identify what they want—or don't want—from their employment. Sharper essays, more cogent career goals, and an improved overall fit with MBA programs are frequently the results of that clarity. Peer learning, real-world conversations, and cooperative problem-solving are key components of top MBA programs. Regardless of academic achievement, a class made up exclusively of freshmen may lack the real-world experiences that make management theory come to life. A certain amount of maturity is also expected by recruiters post the MBA program. Freshmen may excel in positions involving a lot of data or analytics, but they might not be prepared for positions requiring client interaction, leadership, or negotiation. Thus, the premium for experience is not wholly unjustified from the institutions' own point of view. Also, a diverse learning group is important in the MBA class. Male engineers, frequently from IITs or NITs, dominated India's B-schools for many years. Many universities responded by purposefully restructuring their hiring procedures to place greater emphasis on professional diversity, gender parity, and non-engineering backgrounds. For instance, even though their CAT score is lower than an engineer's, a graduate in commerce or a literature major may receive extra points during the shortlisting round. Some colleges assist non-engineers stand out by normalizing academic performance across disciplines. To increase gender diversity, female candidates—especially those from underrepresented fields—may be given preference. How does this thinking actually narrow down to a process? Let's take the example of IIM Ahmedabad for how this intention is translated into a robust process: At different stages of the selection process, the 'Application Rating' (AR) score of an applicant will be used. An applicant's AR score is the sum of the rating scores based on their percentage of marks obtained in Class 10 and Class 12 (depending upon the stream, viz., 'Science', 'Commerce' and 'Arts & Humanities'), the bachelor's degree programme (depending upon the discipline), and work experience (at the time of application). The gender diversity score is zero for male candidates and 2 for all other candidates. Similarly, for computing the weightage or work experience, IIM Bengaluru has a specific process: It assigns credit for a candidate's work experience in the selection process, but the maximum cap is 36 months and anything above does not alter the weightage points given. However the quality of the work within those 36 months is assessed by the selection panel and given due weightage. The diversity imperative Today the reason why business schools prioritize diversity in admissions is fully understood by all. Diversity helps to cultivate a richer learning environment, prepare students for the globalized business world, and fosters a more inclusive and equitable community. A diverse student body brings a wider range of perspectives, experiences, and backgrounds, enhancing critical thinking, innovation, and problem-solving skills. And in the long term, a diverse alumni network can provide students with more connections and opportunities. Alumni from different backgrounds can offer valuable mentorship, support, and access to diverse industries and markets. Aspirants to top B-schools in India need to understand these important elements that the institutions practice and prioritize. While their aspirations are personally of great important to individuals, they must see the institution priorities and the bigger cause that the institutions work for. At the same time, although these initiatives are well-meaning and essential for comprehensive education, they also result in a higher learning curve for engineers, especially new hires. Many decide to wait, obtain work experience, then reapply with a stronger case unless they have outstanding profiles or scores. A case for new hires Should this, however, be the standard? Is the system unintentionally rejecting a sizable pool of bright young professionals who are more than prepared for management education in the name of diversity promotion? There are justifications for a different perspective. Many prestigious universities throughout the world provide effective early-entry MBA programs. Through initiatives such as the Harvard's 2+2 or Yale Silver Scholars, gifted undergraduates can obtain MBA admissions and postpone enrolling until they have the necessary experience. This maintains classroom quality while providing early access to management education. Additionally, recent grads are typically more adaptable, risk-taking, and entrepreneurial. They provide their digital proficiency and new ideas. Some have previously founded businesses, run college associations, or spearheaded social impact initiatives. It could be shortsighted to overlook their potential in favor of repetitive work experience. A fair course for the future Perhaps balance is the answer. B-schools in India could: Provide specialized tracks, career coaching, and mentoring as well as organized pathways for new hires. Acknowledge leadership positions in college, entrepreneurial endeavours, and internships as reliable predictors of future success. Increase the number of postponed MBA programs available so that worthy seniors can earn their spots and begin working in the field a year or two later. In addition to providing opportunities for emerging talent, these models uphold the diversity and maturity that B-schools rightfully cherish. To sum up, whether new engineers are qualified for an MBA is not the question. With or without a few years of job experience, the question is whether our admissions frameworks have changed sufficiently to acknowledge the various ways quality might manifest itself. The management education system in India is at a turning point. Youth potential must not be overlooked in its quest for diversity and employability, nor should talent from the 'overrepresented' pool be penalized. The MBA continues to be a goal worth pursuing for many of talented young engineers. Maintaining an open and equitable road is a challenge for our institutions.
The Hindu
6 days ago
- Business
- The Hindu
As philanthropy backs use of edtech in boosting FLN, critics ask for evidence of efficacy, warn of dangers
With foundational literacy and numeracy programs gaining momentum through the NIPUN-Bharat mission, philanthropy-backed non-profits are exploring edtech integration into primary education and home learning. Among these efforts, Delhi-based Centre Square Foundation launched the LiftEd Edtech Accelerator, a philanthropically funded initiative supporting eight edtech solutions working across 20 States to improve FLN outcomes through funding, mentorship, and capacity-building. While these solutions leverage India's growing smartphone penetration to supplement school learning, educationists warn of three concerns: data privacy risks, persistent digital inequity, and poor understanding of children's learning processes. Abhimanyu Maheshwari, CSF's Senior Project Lead for the accelerator, cites a gap that emerged during the post-COVID edtech boom as the reason for launching the program. 'Most of the edtech solutions catered to the affluent users, with very few providing high-quality digital education to underserved students,' he said. Another trend was that most solutions focused on secondary education, while hardly any innovations addressed FLN learning outcomes, noted Mr. Maheshwari. The accelerator has reached over 5.5 million students, claiming improvements in learning outcomes based on qualitative studies, led by Prof Tarun Jain, Associate Professor of Economics, IIM Ahmedabad, and the Reserve Bank of India Chair in Finance and Economics. A quantitative study is slated for release in October. An internal 2022 CSF study suggests 70% of students spend at least 30 minutes daily on smartphones for entertainment, time that the team believed could be converted into learning hours. 'In government schools, especially, we see minimal practice happening—largely because children get no work to do at home. The accelerator's goal was to introduce structured practice, self-learning, and doubt resolution as an additive to school learning. For example, if a child learns two-digit addition in class, our solutions reinforce it through home practice,' says Gouri Gupta, Project Director for Edtech at CSF. Ms. Gupta notes the accelerator's unique focus on home learning avoids edtech's common criticism of encroaching on school teaching time. Edtech solution models at play Ms Gupta explained that the accelerator includes multiple models, including B2C and government-led partnerships. One B2C example is Top Parent, a free playstore application. 'Digital marketing drives downloads,' said Ms. Gupta. After installation, a diagnostic test assesses the child's level, then recommends learning packages with videos and interactive activities. These help master concepts like fractions through practice, with incentives to sustain engagement. 'In most government schools, every class has a WhatsApp group that includes teachers. We add the Rocket Learning bot to these groups,' she explains, citing the Rocket Learning Bot as a government partnership model. The bot shares content and activities, like asking children to watch a counting video and then count red objects at home while parents share videos of the activity. 'This model incentivises participation and builds community engagement,' she notes, adding that the bot also shares worksheets for annotation. Pramod Kumar, a primary school teacher in Ghaziabad's Bhatjan, described how Chimple, a solution that's a part of the accelerator, aided classroom learning. He observed how the play-based activities built curiosity among the students. 'The app made homework so much fun, students began asking why we weren't assigning it,' he said. 'We made sure to involve parents, oriented them about the application and how students can use it. Parents also discussed how data recharge can be a hindrance in accessing the app.' Mr. Kumar also explained how Chimple's interactive audio feature works, 'For alphabet learning, the feature asks the students to identify letters. The student listens to the question and chooses the right option.' An associate professor from Delhi University's Faculty of Education, on condition of anonymity, said that we must be wary of how edtech solutions vary in promoting meaningful learning. She cited the Tara app, used in KV schools for FLN programs, 'It assesses fluency based on reading speed—passages are thrown at students, who are evaluated on words per minute. This risks reducing reading to a performative, isolated skill, with no measure of whether children understand the content.' Educationist Anita Rampal, former Dean of Delhi University's Faculty of Education, also urges caution. She argues that even with customised learning, technology integration falls short in practice, especially in early education. 'We saw the myth of digital learning during COVID, exacerbated by the digital inequity.' Ms. Rampal also warns of the risks in the platformisation of education. She cites her work for an International Mathematics Handbook that examines algorithmic bias in global edtech platforms, often designed by male Global North developers who have limited understanding of how children learn. The analysis found that these platforms encourage consumerism among young children. Curriculum alignment Mr. Maheshwari emphasised that for ecosystem-level impact and to encourage government adoptions, the solutions align with NCERT guidelines or are mapped to the state content framework and vetted by SCERT bodies. 'Content goes through feedback loops and A/B testing,' he added. The solutions also prioritise cultural relevance. 'We offer content in eight regional languages — including Hindi, Urdu, Odia, and Kannada — each adapted to regional living experiences,' he said. Ms. Rampal, however, suggests that edtech solutions could work better by addressing not just curricula but how language is learned. She critiqued the National Curriculum Framework's understanding of how children learn language. Contrary to language learning theories and research that suggest that language learning is an emergent process, the NCF and FLN policies follow a more traditional and simplistic teaching approach that often boxes children's learning development. Responsible ways for edtech to supplement FLN programs would be to understand the emergent nature of language learning and to work with school teachers who understand the learning processes and diverse children, because all children are not the same, she said. Understanding the emergent nature of language learning means making connections to the language a child speaks and the script they are introduced to. For example, spoken Hindi differs from the written. Ms. Rampal points to Kerala's textbook adaptations when they realised the differences between languages spoken in North and South Kerala as critical. Multilingualism must be embraced without imposing one 'correct' version or linguistic authority. We must avoid preconceived notions and acknowledge the many linguistic contexts that exist, she added. How is the learning data being collected Mr. Maheshwari explained that while each solution supported by the accelerator has its monitoring system, the accelerator itself tracks broader user journey, engagement, and retention metrics. He noted the accelerator ran three cohorts addressing distinct challenges: scale, engagement, and product contextualisation. The qualitative studies by Prof. Jain and the research organisation Sambodhi assessed the accelerator's effectiveness and user experience. Findings confirm that well-designed digital tools can support FLN in low-income settings, with localised content, interactive features, and learning agents driving engagement. Persistent challenges include uneven digital access, socioeconomic constraints, and inconsistent implementation, as detailed in the user experience study. The study stresses aligning edtech with local contexts, ensuring strong training/support systems, and incorporating continuous stakeholder feedback to refine strategies. Efforts to protect data privacy When asked about data privacy, Abhimanyu replied that all accelerator solutions comply with India's data privacy laws and remove personally identifiable tags. Collected data is aggregated, and the CSF team also conducted extensive workshops on data privacy laws, ethics and child digital safety, he added. Ms Rampal, though, highlighted persisting data privacy concerns of how student data from the Global South gets mined and sold to third parties. Structural reforms and challenges When asked about the accelerator's plans, Ms. Gupta said the team is building robust evidence to answer whether edtech solutions do improve learning outcomes, a process that will take time. 'The Indian education landscape does have a learning outcome problem. The real question is whether edtech can solve this while also catering to the country's diversity and scale.' Mr. Maheshwari spoke about the need to acknowledge home learning at a policy level. 'With rising smartphone penetration and emerging evidence of edtech's potential to bridge learning gaps, we want home learning recognised as a key pillar of Nipun Bharat,' he said. Budget allocations for primary-grade digital learning would help sustain these solutions through government adoption, he added. Currently, ICT policies under the Samagra Shiksha scheme mostly fund computer labs for secondary grades. Sustainability remains a challenge, with most solutions relying on CSR and philanthropic funds. 'We're calculating per-child costs while maintaining quality.' 'For now, grants will fund these evidence-backed solutions, aiming to spur government policy and budget reforms,' he said. Point taken, say edtech experts 'It's easier for governments to say that they've developed good technologies than to say they've developed good curricula or textbooks.' Ms. Rampal stressed that learning is a social process and that it's essential to create effective learning environments for students. 'If we deliberately ignore this, it's difficult to claim learning is happening.' 'Technology can be culturally alienating', she adds. 'When access is limited, like three children sharing one parent's device, learning becomes restricted and difficult.' 'With the right learning environment, children are happy to learn and work hard', Ms. Gupta acknowledged the scepticism towards edtech. 'It's fair to question whether a solution is just flashy tech or actually improves learning.' To address this, she stressed pedagogy-first design over technology. CSF has partnered with IIT Bombay and Delhi to create EdTech Tulna—a global benchmarking tool assessing content, UI/UX, and other aspects to rigorously evaluate solutions. 'This rubric has guided our accelerator,' she added. Tulna is now part of government RFPs for edtech procurement. Ms. Gupta reiterated, 'Tech augments education; it doesn't replace it.'
Time of India
20-05-2025
- Business
- Time of India
Gujarat governor Acharya Devvrat honours historical buildings' restorer Ram Savani with 'The Pride of Gujarat' award
MUMBAI: recently honoured , Director of , with the prestigious The Pride of Gujarat award at a ceremony. Ram Savani is a well-known name in the field of preservation and restoration of historical buildings. Tired of too many ads? go ad free now To date, Savani has restored over 300 historical sites, including the Vikram Sarabhai Library at IIM Ahmedabad and the Royal Opera House in Mumbai. Ram Savani and his company, Savani Heritage Conservation Private Limited, have made significant contributions to the preservation and restoration of numerous historical buildings and sites in India. Their projects focus on preserving India's cultural and architectural heritage. Savani has conserved several ancient Jain temples in Gujarat and Rajasthan, featuring intricate stone carvings and ancient architectural elements. Notably, they have employed techniques such as stone cleaning, structural repairs, and traditional methods. On receiving the award, Savani said: 'I still have a lot of work to do. India's heritage is vast, and preserving it for future generations is crucial because it represents our history and the legacy of Indian traditions. I am grateful to all the members of the selection committee who deemed me worthy of the prestigious 'The Pride of Gujarat' award.'
Time of India
17-05-2025
- Entertainment
- Time of India
When Shweta Bachchan revealed what she 'hates' and 'tolerates' about Aishwarya Rai and Abhishek Bachchan: ‘Takes forever to…'
The Bachchans are known for keeping their family matters private. But in a rare moment, Shweta Bachchan Nanda opened up about her famous family during an appearance on 's chat show ' '. Tired of too many ads? go ad free now Sitting alongside her brother , Shweta shared what she truly feels about her sister-in-law and her younger brother. Praising Aishwarya: 'A self-made, strong woman' While many have often wondered what the Bachchans think of each other behind closed doors, Shweta offered a rare insight. When asked about Bachchan, she didn't hold back her praise. 'She is a self-made, strong woman and a fantastic mother,' Shweta said, clearly admiring Aishwarya's strength and dedication. The actress, who married into the Bachchan family in 2007, has always maintained a low profile when it comes to family life. But it's clear she has earned respect within the home. What does Shweta hate about Aishwarya? However, Shweta didn't shy away from pointing out what annoys her about her sister-in-law. She admitted that she "tolerates" Aishwarya's way of managing her time but hates that the actress "takes forever to return calls and messages." It was a playful yet honest moment that gave audiences a rare peek into their relationship. Honest words about brother Abhishek Shweta also spoke openly about her bond with Abhishek, who sat right next to her during the show. Like any sister, she had both praise and playful criticism ready for him. 'I love that he is a very loyal and dedicated family man. Not just as a son but also as a husband,' she said. It was a sweet moment that showed her admiration for how Abhishek handles his roles within the family. Tired of too many ads? go ad free now Still, Shweta didn't hold back when it came to what gets under her skin. 'Where do I start? I hate that he thinks he knows it all,' she admitted with a laugh, showing the classic sibling honesty many can relate to. When asked what she tolerates about him, she added, 'I tolerate his sense of humour.' Choosing a different path While her entire family has made a name in Bollywood , Shweta took a different route. She chose not to become an actor, instead focusing on writing and fashion. She has a successful fashion label and has also written a book. 'I don't think I have the talent or the face to be a heroine. I'm happy where I am,' she said, making it clear that acting was never her calling. A low-key life outside the spotlight Shweta Bachchan married businessman Nikhil Nanda in February 1997. The couple has two children – Navya Naveli Nanda and Agastya Nanda. While Navya is now studying at IIM Ahmedabad and also gaining attention on social media and Agastya has stepped into acting, Shweta herself keeps a low profile. EXCLUSIVE | Rajkummar Rao & Wamiqa Gabbi On Bhool Chuk Maaf, Stree 2 Pressure & Gen Z Love Woes
Time of India
14-05-2025
- Entertainment
- Time of India
IIM graduate asks himself ‘What do I really want to do?', then leaves six-figure monthly salary for a creative career
In a time when career stability is often seen as the ultimate goal, one man's choice to abandon a high-paying job to chase his artistic dreams is capturing widespread attention. Anil Jangid, a former product manager at Amazon and an alumnus of the prestigious Indian Institute of Management (IIM) Ahmedabad, decided to leave behind a six-figure salary and a secure corporate role to pursue music. His story, shared by friend Shravan Tickoo in a widely shared LinkedIn post, is now resonating across social media platforms as a powerful example of personal courage and authenticity. From Corporate Stability to Artistic Passion Jangid's credentials followed a well-trodden path of professional success — a degree from NITK, an MBA from IIM Ahmedabad, and a thriving career at Amazon. Yet, despite reaching what many would consider the peak of professional achievement, he chose to take a different route. According to Tickoo, who met Jangid a few years ago, he was a grounded, ambitious individual with a desire to do something meaningful beyond just career advancement. 'A set career — NITK, IIM Ahmedabad, 6-figure earning PM at Amazon — you know the drill,' Tickoo noted in his post. Sponsored Links Sponsored Links Promoted Links Promoted Links You May Like Live Comfortably: 60m2 prefabricated bungalow for the elderly in Kathriguppe Pre Fabricated Homes | Search Ads Search Now Undo Though Jangid had already made an unconventional move by quitting Amazon for a startup venture, it was a year of deep introspection that eventually led him to his true passion: music. Tickoo recounted how they lost contact for some time, but then Jangid reached out with a surprising update. 'Around 2 months back, he pings me and sends me a picture of himself. Ripped like a supermodel. I asked him, 'Dude— you look awesome! What have you been doing?' He said — 'Bhai, last year I once again asked myself — what is it that I really want to do?'' Choosing to Sing, Not Just Dream This period of reflection led Jangid to write and record his own music. When he shared one of his songs with Tickoo, the response was immediate. 'I asked him, 'Did you record it as a hobby?' And Anil, being Anil, said — 'Nahi bhai, I'm trying to become a singer.'' The song, titled "#SunLoZara," was filled with raw emotion and authenticity that struck a chord with those who heard it. Jangid's story has inspired thousands online. 'An inspiring story, Shravan! Anil's courage to follow his passion is a reminder for all of us to embrace our true selves,' one user commented. Another added, 'Respect! Courage like this deserves loud applause.' Many praised the emotional depth of the song and the bravery it took to start over in an entirely new field. Tickoo ended his post with a line from Apple's iconic campaign: 'People who are crazy enough to think they can change the world are the ones who actually do.'
