The first day of class is often a chore. Faculty and students spend time reviewing policies and requirements from a detailed paper syllabus. Digital syllabuses let faculty simplify material — meeting requirements but immediately engaging with students. Faculty can link collateral materials like detailed policies and resources, make a more attractive syllabus, and introduce themselves as much or as little as they want.
When George "Guy" McHendry Jr., Ph.D., first began teaching, he spent the first day of class walking his students through a lengthy printed syllabus detailing everything from the class calendar to the grading scale. "It's a terrible way to start the class," said McHendry, an associate professor of communication studies at Creighton University in Omaha, Neb. "It's boring for the students. It's boring for me."
He decided to change that. "For decades in academia, faculty have been trying to find ways to get students to read the document throughout," said McHendry. "A 14-page document full of paragraphs and paragraphs of policies is really a difficult genre for students to engage with."
McHendry decided to go digital. Unable to find a suitable template, he made his own. Along the way, he became a guide to scholars looking to spice up their syllabuses. He now operates Interactive Syllabus, a free resource with a downloadable template that others can use.
Stephanie Gomez, Ph.D., an assistant professor of critical media studies at Western Washington University in Bellingham, Wash., hasn't handed out a paper syllabus in a decade. She started using McHendry's template in 2018. "When I read about the interactive syllabus, I knew that it was something that I had to try," said Gomez. Now, "I use the first day of class to do more community-building activities and start to get to know my students."
For Melanie McNaughton, Ph.D., a professor of communication studies at Bridgewater State University in Bridgewater, Mass., going digital made sense. She is mostly teaching a generation that grew up with the internet and smartphones. "Students are like the rest of us; they want stuff on-demand," she said. "You're up late working on a paper and you want a resource. I can link to all of these resources from a syllabus, and students can access it on their own time when it suits them."
A digital syllabus also offers the chance to showcase your personality. McNaughton's syllabus includes pictures of her traveling and her pets to humanize her in a friendly but professional way. "You want to balance what you're sharing with students," she said. "Pets are innocuous."
To go digital and make your syllabus more engaging, follow this advice:
Don't be afraid. You don't have to be tech-savvy to be successful, said McNaughton. She uses Populr.me a micropublishing site that lets users drag-and-drop sections into a digital syllabus. "You don't have to have any design skills," she pointed out.
Kay Gowsell, CPA, CGMA, an associate professor of accounting at the University of Cincinnati Blue Ash College, in Blue Ash, Ohio, created an introductory PowerPoint presentation with a voice-over explanation of the syllabus highlights. To help students save time, she links to the college's required assignment platform as well as online resources. Students can easily access the syllabus via the class learning management system, she said.
Be brief. Schools may require a lot of information on the syllabus — from academic dishonesty policies to mental health support resources, but you don't want to make students scroll endlessly. "It doesn't need to be too long or too obnoxious," McHendry said.
Hyperlinks are a distinct advantage with digital syllabuses. Instead of including certain information, see if you can link to it. Gomez embeds hyperlinks so students can follow the link if they want the information. "I try to make the syllabus as streamlined as possible because students don't really want to spend a lot of time on it," said Gomez.
Think visually. Going digital allows you the opportunity to make your syllabus more attractive. "We know that marketing and branding visually matters to a lot of people, but we don't apply that to education," McNaughton said. "The assumption is that [a well-designed digital syllabus] is higher-quality. It gives students a sense of confidence and a willingness to engage."
Check your links. Hyperlinks change, so periodically check that the links you provide are active. McNaughton maintains a page that is accessible to multiple classes via a single link. She uses this page for the meatier policies and documents that students may not need all the time. When link updates are needed, she can make them once, instead of having to do so for every class.
Start a dialogue. McHendry uses his syllabus to interact with students. He asks for preferred names and pronouns, and if there's anything else that he needs to know. Some students voluntarily reveal issues that they might not have otherwise, ranging from family health issues to past traumas, information that is kept confidential. "Some students share things they're really struggling with that puts them on my radar," he said. "I can deliver them a little extra attention if needed."
He also asks for the best way to reach everyone for urgent matters. "I will always default to email, but many of our students just don't prefer to communicate that way," he explained.
Be yourself. Use a digital syllabus to stand out. What you include depends on the image you want to present, McNaughton said. "How much of your identity do you want to wear on your sleeve?" she said. "I'm not sure there's a one-size-fits-all answer."
— Dawn Wotapka is a freelance writer based in Atlanta. To comment on this article or to suggest an idea for another article, contact Courtney Vien at Courtney.Vien@aicpa-cima.com.
Education News: Read the Latest Education News updates on results, entrance exams, colleges, admissions, admit cards, board exams, scholarships, career, events to new regulations and rules and New Education Policy – NEP 2022 Here. For students and young professionals, being aware of Education News Today is very important to get the latest information regarding their academic future and career life. To help them do so, we provide Education News India about school closures, School and College Reopening News, Board test Date Sheets and Time Tables and SC hearing on important Exams including NEET and JEE Main Tests. Jagranjosh.com brings Education News Today which will provide students with all the important updates about the latest happenings in the education space. Be it Education News related to school, Colleges, B schools, registration, scholarships, exam result and Industry Updates, you can count on us to provide you with the Latest Education News Updates to help you stay aware of the developments.
Union Minister of State for Education - Sanjay Dhotre has launched a rapid antigen and accurate diagnostic kit for COVID-19 developed by IIT Delhi. Get complete details here.
TS POLYCET: The authorities will close the registration window for TS POLYCET 2021 without any late fee today, 25 June. The application forms are available at polycetts.nic.in. However, students can submit their forms up to 30th June by paying additional fees.
Student Credit Card Scheme: The West Bengal Cabinet approved the Student Credit Card scheme. The Trinamool Congress had promised in its election manifesto. It will be launched on 30th June 2021.
Jawaharlal Nehru Technological University has released a revised schedule for the TS EAMCET 2021 Examinations. Candidates can submit the TS EAMCET 2021 applications without a late fee until July 1, 2021. Check details here.
GATE COAP Result: The GATE COAP seat allotment result for round 5 has been announced today. Registered candidates can access the status of seat allotment at the official website - coap.iitd.ac.in. They need to login by using user ID and password.
Reopening of Schools and Colleges: As per Deputy Chief Minister CN Ashwathnarayan, the Karnataka Government has not decided anything yet on reopening schools and colleges. It will look into the matter after reviewing the situation.
The Uttar Pradesh state universities have been asked to complete the examinations for the present academic year by August 15, 2021 and declare the results by the end of August 2021. Check complete details here.
JEE Main, NEET 2021: Today at 4 pm, Education Minister Ramesh Pokhriyal will host an interactive session for the students. The session will be held to address students’ concerns about the CBSE board exams, JEE Main and NEET 2021 exams.
SRMJEEE 2021 Phase 2 examination dates have been revised and will be conducted on July 1, 2021 as well. The results of the Phase 2 exams are expected to be declared by July 5, 202. Check complete details of the exams here.
NTSE Stage 2 Result: The authorities have released the NTSE stage 2 provisional result in online mode. The final result and merit list will be announced on 15th July. Candidates can check their result at ncert.nic.in.
Maharashtra Class 11 Admission 2021 Common Entrance Tests are likely to be conducted in the last week of July or the first week of August 2021. The CET exams will be conducted in the offline mode based on the class 10 syllabus. Check complete details here.
According to media reports, the Assam state board will not be releasing the list of top 10 rank holders for the High School Leaving Certificate (Class 10) students this year. The class 10 board examinations were cancelled by the state due to the pandemic. Check complete details here.
AP Inter test 2021 Cancelled: As per the latest media reports, the Andhra Pradesh State Government has decided to cancel the AP Inter test 2021 for 2nd year / Class 12 students as well as AP SSC test 2021 for Class 10 students. The decision about cancellation of AP Inter and SSC test 2021 was taken by the state government late evening today after the Apex Court warned it about health and safety concerns of the students. Get Complete Details Here.
Maharashtra SSC Result 2021 Date Announced: As per the latest update, the Maharashtra State Board of Secondary and Higher Secondary Education (MSBSHSE) has announced that it plans to declare the Maharashtra SSC Result 2021 for class 10 students on or before 15th July 2021. The exact date for declaration of MSBSHSE 10th Result 2021 will be notified by the Board soon on maharesult.nic.in. Get Details Here.
TS ECET 2021: JNTU Hyderabad has extended the last date of the application form for TS ECET 2021 with a late fee. Candidates can apply online till 26th June. Apply soon at ecet.tsche.ac.in.
The Idea of Trust
by Francis Fukuyama
Thus, economic activity represents a crucial part of social life and is knit together by a wide variety of norms, rules, moral obligations, and other habits that together shape society. As this book will show, one of the most important lessons we can learn from an examination of economic life is that a nation's well-being, as well as its ability to compete, is conditioned by a single, pervasive cultural characteristic: the level of trust inherent in the society.
Consider the following vignettes from twentieth-century economic life:
•In the Toyota Motor Company's Takaoka assembly plant, any of the thousands of assembly line workers who work there can bring the en- tire plant to a halt by pulling on a cord at his or her workstation. They seldom do. By contrast, workers at the great Ford auto plants like leghland Park or River Rouge-plants that virtually defined the na- ture of modern industrial production for three generations-were never trusted with this kind of power. Today, Ford workers, having adopted Japanese techniques, are trusted with similar powers, and have greater control over their workplace and machines.
•In Germany, shop foremen on the floor of a typical factory know how to do the jobs of those who work under them and frequently take their place if the need arises. The foreman can move workers from one job to another and evaluates them based on face-to-face dealings. There is great flexibility in promotion: a blue-collar worker can obtain creden- tials as an engineer by attending an extensive in-company training pro- gram rather than going to a university.
The common thread that runs through these apparently unrelated vignettes is that in each case, economic actors supported one another because they believed that they formed a community based on mutual trust.
The workers at the Toyota plant were given immense power to stop the entire assembly line because manage ment trusted them not to abuse that power, and they repaid this trust by using that power responsibly to Improve the line's overall productivity. Finally, the workplace in Germany is flexible and egalitarian because workers trust their managers and fellow workers to a higher degree than in other European countries.
The community in each of these cases was a cultural one, formed not on the basis of explicit rules and regulations but out of a set of ethical habits and reciprocal moral obligations internalized by each of the com- munity's members. nese rules or habits gave members of the communi- ty grounds for trusting one another. Decisions to support the community were not based on narrow economic self-interest. The Nucor manage- ment could have decided to award themselves bonuses while laying off workers, as many other American corporations did at the time, and Sum- itomo Trust and Deutsche Bank could perhaps have maximized their profits by selling off their failing assets. But the reason that these economic actors behaved as they did was not necessarily because they had calculated these economic consequences in advance; rather, solidarity within their economic community had become an end in itself. Each was motivated, in other words, by something broader than individual self-interest. As we will see, in all suc- cessful economic societies these communities are unitecl by trust.
By contrast, consider situations in which the absence of trust has led to poor economic performance and its attendant social implications:
In a small town in southern Italy during the 1950s, Edward Banfield noted that the wealthy citizens were unwilling to come together to found either a school or hospital, which the town needed badly, or to build a factory, despite an abundance of capital and labor, because they believed it was the obligation of the state to undertake such activities.
In contrast to German practice, the French shop foreman's relations with his or her workers are regulated by a thicket of rules established by a ministry in Paris. This comes about because the French tend not to trust superiors to make honest personal evaluations of their work- ers. The formal rules prevent the foreman from moving workers from one job to another, inhibiting development of a sense of workplace solidarity and making very difficult the introduction of innovations like the Japanese lean manufacturing system.
Small business in American inner cities are seldom owned by African-Americans; they tend to be controlled bv other ethnic groups. Like the Jews earlier in this century and Koreans today. One reason is an absence of strong community and mutual trust among the contemporary African- American "underclass." Korean businesses are organized around stable families and benefit from rotating credit associations within the broader ethnic community; inner-city African-American families are weak and credit associations virtually nonexistent.
These three cases reveal the absence of a proclivity for community that inhibits people from exploiting economic opportunities that are available to them. The problem is one of a deficit of what the sociologist James Coleman has called "social capital": the ability of people to work together for common purposes in groups and organizations. The concept of human capital, widely used and understood among economists, starts from the premise that capital today is embodied less in land, factories, tools, and machines than, increasingly, in the knowledge and skills of human beings. Coleman argued that in addition to skills and knowledge, a distinct portion of human capital has to do with people's ablty to associate with each other, that is critical not only to economic life but to virtually every other aspect of social existence as well. The ability to as- sociate depends, in turn, on the degree to which conununities share norms and values and are able to subordinate individual interests to those of larger groups. Out of such shared values comes trust, and trust, as we wiU see, has a large and measurable economic value.
With regard to the ability to form spontaneous communities such as those detailed above, the United States has had more in common with Japan and Germany than any of these three has with Chinese societies like Hong Kong and Taiwan, on the one hand, and Italy and France on the other. The United States, like Japan and Germany, has historically been a high-trust, group-oriented society, despite the fact that Americans beheve themselves to be rugged individualists.
But the United States has been changing rather dramatically over the past couple of generations with respect to its art of association. In many ways, American society is becoming as individualistic as Americans have always believed it was: the inherent tendency of rights-based liberalism to expand and multiply those rights against the authority of virtually all existing communities has been pushed toward its logical conclusion. The decline of trust and sociablty in the United States is also evident in any number of changes in American society: the rise of violent crime and civil litigation; the breakdown of family structure; the decline of a wide range of intermediate social structures like neighborhoods, churches, unions, clubs, and charities; and the general sense among Americans of a lack of shared values and community with those around them.
This decline of sociability has important implications for American democracy, perhaps even more so than for the economy. Already the Unit- ed States pays significantly more than other industrialized countries for police protection and keeps more than 1 percent of its total population in prison. The United States also pays substantially more than does Europe or Japan to its lawyers, so that its citizens can sue one another. Both of these costs, which amount to a measurable percentage of gross domestic product annually, constitute a direct tax imposed by the breakdown of trust in the society. In the future, the economic effects may be more far- reaching; the ablty of Americans to start and work within a wide variety of new organizations may begin to deteriorate as its very diversity lowers trust and creates new barriers to cooperation. In addition to its physical capital, the United States has been living off a fund of social capital. Just as its savings rate has been too low to replace physical plant and infrastructure adequately, so its replenishment of social capital has lagged in accurate decades. The accumulation of social capital, however, is a compfi- cated and in many ways mysterious cultural process. While governments can enact policies that have the effect of depleting social capital, they have great difficulties understanding how to build it up again.
The picture of the United States as a hyper individualistic society drawn in much of the competitiveness literature often reads like a caricature of this reality. It is as if all American companies showed the same lack of paternalism as Continental Airlines under Frank Lorenzo, with management ready to fire longtime employees at the drop of a hat and the employees itching to flee the moment a higher-paying job came along. The truth of the matter is that many characteristic Japanese business practices are not uniquely Japanese but have parallels across societies, including America. Noncontractual business relationships, for example, based not on a legal instrument but on an informal understanding between two businessmen who trust one another, were not uncommon. Nor are purchasing decisions always made on the basis of ruthless comparisons of price and quaty; here, too, relationships of trust between buyers and sellers have a significant impact. There are many specific sectors of the economy that have held down transaction costs through trust: most stockbrokers, for example, have traditionally executed trades on the basis of verbal agreement alone, without requiring up-front payment. Many American companies have treated their employees paternalistically, particularly smaller faniily-owned businesses that function like small communities unto themselves. But even among large corporations, many like IBM, AT&T, and Kodak practiced what amounted to lifetime employment and sought to generate worker loyalty by paying generous benefits. I noted earlier the paternalistic side of Ford's early mass production facilities. IBM abandoned lifetime employment only in the late 1980s, when it faced a grave crisis and the future of the company itself was at stake. Most of the large Japanese corporations with similar employment policies have not yet had to face problems of this magnitude.
If the United States has had a long-standing tradition oriented toward group or associational life, how is it that Americans are so convinced of their thoroughgoing individualism? Part of the problem is semantic. It is common in American political discourse to present the essential problem of a liberal society as a dichotomy in which the rights of the individual are balanced against the authority of the state. But there is no way to refer to the authority of thewelter of intermediate groups between the individual and the state other than the overly broad and rather academic term civil society. It remains true that Americans tend to be antistatist, despite the substantial growth of big government in the United States in the twenti- eth century. But those same antistatist Americans voluntarily submit to the authority of a variety of intermediate social groups, including families, churches, local communities, workplaces, unions, and professional organizations. Conservatives, who are opposed to the state's delivering certain kinds of welfare services, usually describe themselves as believers in indi- vidualism. But such people are often simultaneously in favor of the strengthening of the authority of certain social institutions like the fani@y or the church. In this respect they are not being individualistic at all; rather, they are proponents of a nonstatist form of communitarianism.
...But alhtough most Americans are embedded in families, America has never been a familistic society in the way that China and Italy are. Despite the assertions of some feminists, the patriarchal family has never had the kind of ideological support in the United States that it enjoyed in, say, China or in certain Latin Catholic societies. In the United States, family ties are frequently subordinated to the demands of larger social groups. Indeed, outside certain ethnic communities, kinship has been a relatively small factor promoting sociability in the United States, since there have been so many other bridges to community available. Children are constantly being drawn outside their households by the pull of a religious sect or church, a school or university, the army or a company. Compared to China, where each family behaves like an autonomous unit, the broader community has had substantially more authority for much of American history.
From the moment of its founding up through its rise at the time of World War I as the world's premier industrial power, the United States was anything but an individualistic society. It was, in fact, a society with a high propensity for spontaneous sociability, which enjoyed a widespread degree of generalized social trust and could therefore create large economic organizations in which nonkin could cooperate easily for common economic ends. What bridges to sociability existed in American society that counteracted the effects of the country's inherent individualism and permitted this to happen? The country did not have a feudal past like Japan and Germany, with cultural traditions that could be carried over into the modern industrial era. It did, however, have a religious tradition that was different from that of virtually any country in Europe.
Headed by distinguished professor of IIM, Prof. Prithvi Yadav:
The power of imagination can make us infinite, and he is the man who not only knows the way to victory but also knows how to construct the same. Prof. (Dr.) Prithvi Yadav has been a ‘distinguished Faculty’ of Operations and QT at IIM Indore, with a professional experience of over 22 years and Doctorate in Statistics (Optimality of Designs). He has a unique distinction of being awarded ‘National Merit Scholarship & Ten Outstanding Young India Award-99. He worked as a researcher with organizations like CREED (London), IVM (Amsterdam), World Bank, Govt. of U.P., Forest Dept., USAID & UNDP, Min. of Agriculture, Min. of HRD, Govt. of India etc., AMSB, Min. of Defense, Min. of Family & Welfare, Govt. of India, State Planning Board, Govt. of M.P. etc. So under the leadership of such a man there can never be a fallback.
Accreditations and approvals
Its not only important that you have confidence in your B-School but also important to check academic excellence, national & international accreditations & ratings by reputed organizations. GHS-IMR is AICTE approved and got A++ ratings by CRISIL in UP and A+ rating all over India. We are the second Institute in the state (except NCR) has been accorded the equivalence with MBA Degree of an Indian University by the Association of Indian Universities (AIU). Students of GHS-IMR are fully entitled for any Govt job or higher studies from any university within India or abroad.
Faculty & Research
Quality of faculty resources and research initiatives in the institute are very crucial for quality of teaching. GHS-IMR faculty’s research contributions, case development, FDPs, Executive teachings & national/international conferences etc are key differentiators. Fellow (FPM) programme at GHS-IMR further enhances faculty’s research skills.
SAP & IBM CEBT Learning Centres
SAP certified professionals are highest paid in the industry and have more career choices, SAP module is compulsory in GHS-IMR and it is the first Management Institute in state to provide SAP & IBM CEBT learning modules.
Good industry linkage of your institute is very important because that will provide you greater opportunities to interact with corporate leaders on regular basis. GHS-IMR is member of JK Organization, founded more than 125 years ago, is India’s highly reputed conglomerate business house in diversified fields. More than 120 companies, which have been campus visitors for placements & 17 batches alumni’s strong network making GHS-IMR a well linked business school.
Always bear in mind that it is not the lifeless walls that make a institute what it is. It is the people there, the buzz they create and the experience they provide by just being themselves. So it is a must for every B-School seeker to interact with alumni and get a sneak peek of GHS-IMR’s strong and vibrant Alumni base. The first batch passed out in 1997 and since then our Alumni are growing and are working as CEOs in many corporate houses.
International Academic exchange
Corporate world, has become a global village today. We at GHS-IMR, train students to face global challenge and provide opportunity to go for international visits under academic exchange programmes for international exposure. GHS-IMR has academic exchange with University of the West of England (UWE), Bristol Business School, Bristol, UK; University of Science & Technology China (USTC) Hefei, China; University of KENT, Canterbury, UK, and College of business administration, University of Nebraska, Omaha, USA. GHS-IMR also has a unique dual degree program MoU with UWE, UK and UNO, USA.
It is evident that, in management school campuses, placement happens to be a key deciding factor. GHS-IMR has been offering 100% placements since its inception. The highest and average salary packages have been 8 & 4 lakhs respectively.
Nowadays, Corporates prefer socially sensitive leaders rather than simply business minded ones because of better adaptability in present cross cultural and cross national working environment. We take social initiatives in which students are deeply involved.
World class academic campus
The academic environment is the soul and heart of any business school. We at GHS-IMR focus on world class academic environment, zero pollution campus in the heart of the city, AC classrooms, auditorium, seminar & conference halls, fully wi-fi campus, hostel, gym and world class Library with LIBSYS7 and OPAC which making library accessible on a mouse click.
Incubation & Entrepreneurial Centre (IEC)
To deliver yourself a chance to grow as an entrepreneur your B-School should facilitate you with incubation. Identifying the opportunities of incubation, GHS-IMR has established Incubation and Entrepreneurial Centre (IEC) with all essential facilities & support to incubate any new ideas in the starting phase.
The Post Graduate Diploma Programme in Management (PGDM) is two year, AICTE approved, full- time, programme. During the two years, the student receives academic inputs in two parts, namely, the Compulsory package and the Elective package. Distinct objectives are served by each package. Largely, the compulsory package will be in the first year and the elective packages would be in the second year. The input of the compulsory package is essential for all managers.
The aim of the compulsory package is to provide students with the fundamental knowledge, skills and techniques, contextual understanding, and overall perspective, necessary for general management' the mixture of compulsory and elective courses helps Students to develop an in depth understanding of the interrelationships crucial to successful business management. This enables them to be more effective in their jobs, while being sensitive to the issues and challenges confronting people in the other parts of the organization. ln the second year, students get a deeper understanding of areas of their interest through a package of elective courses. Second year students may choose to concentrate on particular courses or areas of their interest. Since most of the students are likely to start their careers in one of the functional areas, the specialization in the second year helps build the special skills required for those areas. PGDM offers dual specialization in terms of major & minor. Students choose major & minor among; Marketing, Finance, Human Resources Management, information Technology, international Business and Operations Management & Decision Management. There are also a few compulsory courses in the second year. The second year courses have high project components so that students get more practical exposure. Following are the salient features in this institute that distinguish it from other management institutions:
A. Summer Training/ industrial tour during second year at various places in lndia and Abroad
B. Social Orientation
C.Information Technology Orientation
The Postgraduate Diploma in Business Management (recognized by AICTE) is a full time program designed to meet the challenges of rapid changes in our society. It aims at training young dynamic minds into becoming entrepreneurial managers. With the above aim in view, the concept and courses of study have been formulated using "CAPABILITIES BUILDING" as the benchmark. While the course incorporates the essential theory, endeavour and thrust to make the total programme highly practice-oriented similar to that of a physician's education:
Training Methodology is a mix of lectures and case based discussions with high focus on self-learning and practice.
Teaching and designing of each course is carried out as per detailed course plan, designed in accordance with the syllabus.
Each course is aligned with current business environment to make the learning of the students more effective.
Proportion of marks that is awarded to the students is by assessment through 60% end term examination and 40% internal assessment.
Regular interaction with the industry experts provides a clear mind set to visualize the future working of the corporate sector.
Education Minister Ramesh Pokhriyal ‘Nishank’ has directed the National Testing Agency to draw up a fresh syllabus for competitive and entrance exams it will conduct in 2021. These exams will include the JEE Main 2021 for admission to engineering and NEET 2021 for medicine. The NTA will assess the situation across different state and central school education boards before finalising the syllabus. The ministry will also launch a campaign to seek views from stakeholders on how and when to conduct board exams next year.
Recommended: Use NEET College Predictor to check your expected NEET rank & admission chances in Govt/Private MBBS/BDS Colleges Check Now!
Due to the disruption caused by the COVID-19 pandemic, the Central Board of Secondary Education (CBSE) and several state boards have decided to reduce their syllabus for Class 10 and Class 12 board exams, some by as much as 30 per cent.
“It was decided that National Testing Agency will come out with the syllabus for competitive examinations after assessment of the existing scenario in various boards. It was also decided that a campaign would be launched by the Education Ministry to seek views from students, parents and teachers on how and when to conduct the exams next year,” the Education Ministry said.
Earlier this week, NTA officials told PTI that the first session of JEE Main 2021 is likely to be held in February instead of January. An official notification regarding JEE Main 2021 date is expected soon and the JEE Main application process will begin next month.
Read || NTA JEE Main 2021 Date: test Likely In February; Registration To Begin Next Month
An official confirmation regarding NEET 2021 date is awaited. Usually, NTA conducts NEET UG in May. This year, however, the test was delayed due to the COVID-19 pandemic.
Regarding the conduct of CBSE board test 2021, board secretary Anurag Tripathi recently said that the exams will be held next year for sure and that a date sheet will be released soon.
Many students have demanded postponement of Class 10 and Class 12 board exams next year.
"The board exams will happen for sure and a schedule will be announced very soon. The CBSE is making plans and will soon reveal how it will do test assessments,"
Mr Tripathi, however, did not comment upon whether the exams will be conducted in the same format and will be held in February-March as per schedule or will be postponed.
Read || CBSE Board test 2021 Dates Not Announced Yet: Official
Maharashtra has already announced postponement of 2021 board exams. Gujarat too has reportedly decided to postpone board exams next year.
Read || Maharashtra: No Class 10, 12 Board test Before May 2021, Confirms Minister
Different boards, including CBSE, had previously decided to slash school syllabus to make up for the academic loss caused by the COVID-19 lockdown.
TS POLYCET application starts, register by June 11
The Telangana State Board of Technical Education and Training (SBTET) has started the online registration for the Telangana State Polytechnic Common Entrance Test (TS POLYCET) 2021. Students seeking admission to diploma courses in Engineering (Polytechnic), Agriculture, and Animal Husbandry and Fisheries can apply online at polycetts.nic.in till June 11. However, students can also apply till June 15 with the payment of an additional late fee.
Latest: Top Engineering Colleges in India Accepting TS POLYCET 2022 Score, Check Now
TS POLYCET Application -- Direct Link
Students qualifying SSC or its equivalent test recognised by the Telangana Board can apply for TS POLYCET 2021. The students who have qualified with a compartment are also eligible to apply for TS POLYCET. The TS POLYCET syllabus is based on the syllabus for the Senior Secondary classes under the state education board of Telangana.
Students seeking admission to Agricultural diploma courses at Professor Jayashankar Telangana State Agricultural University (PJTSAU) and diploma in Animal Husbandry and Fisheries offered at PV Narasimha Rao Telangana Veterinary University (PVNRTVU) are also required to appear in the exam.
TS POLYCET 2021 test will be held for a duration of two hours and 30 minutes. It will comprise of only one paper and will be based on the Class 10 (SSC) syllabus of Mathematics, Physics, Chemistry and Biology of Class 10 (SSC) Exam. The test will be held for a total of 150 marks -- Mathematics (60 marks), Physics (30 Marks), Chemistry (30 Marks) and Biology (30 Marks).