Life in a Foreign University: Fighting patriarchy to pursuing event planning course in Canada, this Haryana girl is living her dream

The Indian Express | 2 weeks ago | 07-01-2023 | 05:40 pm

Life in a Foreign University: Fighting patriarchy to pursuing event planning course in Canada, this Haryana girl is living her dream

(This letter is part of a series by The Indian Express where we bring to you the experiences of students at different foreign universities. From scholarships and loans to food and cultural experiences — students tell us how life is different in those countries and things they are learning other than academics)— Harshita RanaMy dream to study abroad started coming true when my family shifted to Gurugram from Sonipat — a small city in Haryana. While the whole culture in Sonipat was not supportive of girls planning to pursue higher studies in a foreign country, however, I never gave up on my dream.As I studied at a Kendriya Vidyalaya in Gurugram, discussing future plans with my peers and seniors helped me open up to several new prospects. Conversations on higher education, universities, etc were so normal that I started actively researching foreign colleges. Since I was completing my class 12, I decided that Canada was the country where I wanted to spend the rest of my life.Initially, I wanted to pick the United States of America for higher studies but I was afraid of the recent increase in crime rate. I chose Canada because it is a student and immigrant-friendly country. Also, most of my cousins were already studying or working in Canada, so I would always have a safety net.Studying Event Management at George Brown CollegeI am studying Event Planning and the course focuses on design, coordination, marketing, sponsorship, budgeting, risk management and event evaluation. In the first semester, they are teaching us all the skills we are going to need to work in the field.Our assignments are all practical, such as, if we decide to work in a catering centre, they have taught us how to design a menu, how to create banquet event orders and so on. We are also given classes about working in the hospitality and tourism industry, how to set up tables in high-end restaurants, how we properly serve wine and including the theory of what are the expectations right now in the industry.Fighting societal pressureI shifted to Gurugram when I was 14-year-old. I never really had to convince my parents of my study abroad plan. However, my parents and I had to fight societal pressure. Be it relatives or the people in my neighbourhood (in Sonipat and other places) — everyone discouraged me saying that a girl should not be sent abroad for higher studies for all security reasons.However, my parents decided to go against their advice. That means I have to ensure, now, that I study well and bring laurels to my family name. Not just heading abroad to study, my family and I also fought against the usual stereotype that those who work in retail shops or outlets in India are not bright students. To prove them wrong and earn my savings for Canada, I started working at a Starbucks store in Gurugram.Earn your livingAfter my class 12 results — where I scored 75 per cent — I started applying for Canadian colleges. To make sure that I utilise this time in the right manner, I started working at Starbucks. This helped me gain some work experience, as it is needed for foreign university applications.Working at Starbucks also made me realise that I like hospitality and management. When I dug deeper, I realised that event management is something that interests me. However, I was more interested in the events sector rather than opening up my own restaurant. I love meeting new people and working on creating an event that satisfies the client, going above and beyond expectations and creating lifelong memories for people. Hospitality and tourism is such a broad category in which event planning is a sector which focuses on different types of events such as weddings, birthdays, festivals, conferences and so on.I scored 76 per cent in class 12 exams, which put me in a good spot for international university admissions. After passing my class 12 in July 2021, I started applying to Canadian colleges for their May 2022 intake. While I researched a lot on my own, I also took help from IDP consultants. Then I utilised my time (which I would not call a gap, it was just the timeline of the study abroad process) to prepare for IELTS exam, which took approximately two months.After I finalised my college, I applied for my course by filling out online forms, sending required documents (such as transcripts, statement of purpose, and letters of recommendation) and submitting my IELTS proof. After a wait of three months, I finally got my acceptance letter from the college, and after that, the process of getting the Canadian student visa took three months.Work experience helpsThis barista job in India played a major role in helping me earn money in Canada. I was one of the few candidates who was hired by Starbucks in Canada since I already had a good track record of working in their branch in India. This job helped me settle in properly in this new country while making sure I earn enough to support my daily needs.Now, since I have shifted cities, I have left the barista job and I am currently working as a cashier at a local furniture store, and I will also soon be starting as a crew member at McDonald’s. I will have two part-time jobs now that pay me the minimum wage, i.e. $16 an hour. At present, I am working 35 hours per week at the furniture store, and my shifts at McDonald’s will be decided soon. Earlier, we were allowed to work 20 hours per week, but that limit rule has been rolled back recently, so we can work full time.I also made sure that I stayed with my acquaintances in the country in the first few months, which helped me get an idea of the cheapest and safest places to buy groceries, daily essentials, best part-time job etc. Then, after finding my ground in the country, I shifted to Toronto to ensure I am closer to my college and can save on travelling expenses. Now, even though my rent is higher, I live closer to my college, which helps me save travelling time and money. I depend on local transport services now to travel to my college and jobs.Balancing work with studiesEven though I work more than 35 hours per week, I still manage to complete my chores and college work. It was a bit difficult in the beginning — balancing between my college assignments, and lessons from college, while making sure that I do not miss out on my part-time job too, in addition to cooking for myself.However, now this has become more of a habit. I know that as soon as I wake up, I have to make my bed, then clean the floors, cook for the day and then head to the college. After the lectures are over, I work on my assignments for a bit and then head to my job for the day or return home and prepare for the next day. This has become a habit now.Also, I have divided my week into two parts: four days a week I solely concentrate on my college and the work related to that, and on the other three days I work on my part-time jobs and ensure that I earn enough to survive the next week while making some savings. I would say this is the initial struggle that every student who leaves their home country and family to be independent and successful has to face and eventually their hard work pays off.

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‘Refer to Constitution’: Saxena replies to Kejriwal’s ‘Who is L-G?’ question
The Indian Express | 2 days ago | 20-01-2023 | 02:40 pm
The Indian Express
2 days ago | 20-01-2023 | 02:40 pm

Two days after Delhi Chief Minister Arvind Kejriwal came down heavily on alleged interference in the affairs of the elected AAP government during his address in the Delhi Legislative Assembly, asking “Who is the LG, where did he come from?”, Lieutenant Governor Vinai Kumar Saxena wrote to him, asking him to refer to the Constitution for the answer.In his letter, L-G Saxena termed Kejriwal’s statements against him both in the Delhi Assembly and outside it as “substantively misleading, untrue and derogatory”.Questioning his alleged interference in matters of the Delhi government over a range of issues, Kejriwal had accused Saxena of constitutional overreach during his address to the House before leading a march to Raj Niwas and demanding that the L-G meet him and the 61 other AAP MLAs.Referring to media reports related to his allegations against him, Saxena said some of these did not deserve a reply since they “cater to a very low level of discourse.” He also termed as “posturing” Kejriwal’s allegation that the L-G did not meet him after his march to Raj Niwas.“I came to know through media reports that on Monday…you left the Assembly and were protesting with others outside Raj Niwas, demanding to meet me. Thereafter, I invited you and the Dy. Chief Minister to come and see me. I would have, indeed, loved to have you over and served you lunch as well” Saxena stated.“However, you chose not to come on the pretext of wanting to meet me with all of your MLAs. You would appreciate that, given the short notice and sudden demand on your part, it would not have been possible to at once have a meeting with 70-80 people, nor would have it served any concrete purpose,” he added.Terming it unfortunate, Saxena accused Kejriwal of political posturing by announcing that he had refused to meet him. “I must mention here that I was rather astounded at the fact that even as the city is grappling with several serious developmental issues, you found time to walk for long and stage a protest meant solely for posturing, rather than taking the issue to a logical conclusion by meeting me,” Saxena stated.The L-G said he was glad that the issue of education and teacher training was being raised by the CM and AAP MLAs, following which he took on the AAP government over it. The L-G flagged that average attendance in government schools, which was 70.73% in 2012-2013 “consistently fell year on year” reaching 60.65% in 2019-2020, despite concerted efforts after their closure due to the Covid pandemic between March 2020 and June 2022, the numbers “went up to only 73.74%.““Enrolment in government schools that stood at 16.1 lakh during 2013-2014, consistently came down to 15.1 lakh in 2019-2020. This, despite the fact that population of the city grew and enrolment should have increased proportionately,” L-G Saxena said.He also brought up the issue of no new schools having been built during the last eight years in Delhi despite the Delhi Development Authority allotting 13 plots to the education department since 2015.“In this regard, right after taking over, I personally ensured that six plots were allotted in August 2022 for building schools by GNCTD (Government of NCT of Delhi). Adding classrooms in existing schools and counting toilets as classrooms, do not, by any stretch of imagination, amount to opening new schools, as you would appreciate,” he added.Despite the AAP government’s “claims of unprecedented improvement in government education system in Delhi”, Saxena stated that the National Achievement Survey (NAS) 2021 pegged the performance of about 30% students in Delhi government schools till Class VIII below basic levels and for about 44% students “barely basic”.“Similarly, performance of about 33% students studying in Class X is below basic and for about 30%, it is barely basic. There is rampant math and science phobia among students of Delhi government schools and this results in the fact that only 21,340 out of 2,31,448 students studying in Class XII are in the Science stream,” he stated.The L-G also questioned the AAP government’s claims related to higher enrolment in government schools. “Contrary to claims, the number of students going to private schools has increased in Delhi. While the share of private schools in 2013-2014 was 35%, the same went up to 43% in 2019-2020, and despite migration from private schools to government schools due to the pandemic distress, this number yet hovers around 40%,” Saxena said.He also questioned the need to send teachers for training to Finland. “Irrespective of whether a 5-day trip to Finland will serve any purpose of substantive training to the visitors or would serve as an event to be played up in the media, I did not reject the proposal thereof,” he sought to clarify.“I raised a few queries with respect to the impact assessment and cost benefit analysis of such visits which have been going on for past few years, and asked the department, whether such training could be obtained in a more cost-effective manner in our own Institutions of Excellence, like the IIMs,” L-G Saxena added.Saxena pointed out that recently, he had cleared proposals of sending 55 principals and vice-principals of government schools to Cambridge in 2 batches for 10 days each, with specific training goals.“While being on the subject, I would also like to bring to your attention the plight of 12 colleges of Delhi University that are funded by GNCTD. Their representatives met me and submitted a memorandum detailing their grievances in terms of deliberate stopping of already sanctioned funds, non-payment of salaries and non-sanction of posts,” Saxena said.There was much more in terms of scholarships to minorities and marginalised sections that he wanted to discuss with CM Kejriwal, the L-G stated.“I reiterate, that I write to you, not only as the Lt. Governor of Delhi, but also as a concerned resident of the city. You are indeed a driven person, and I am sure that you will take cognizance of the facts stated above and take remedial measures to engage meaningfully and constructively to rectify the grave shortcomings, for better outcomes,” Saxena added.

‘Refer to Constitution’: Saxena replies to Kejriwal’s ‘Who is L-G?’ question
Why is the difficulty level of JEE Advanced so high?
The Indian Express | 2 days ago | 20-01-2023 | 02:40 pm
The Indian Express
2 days ago | 20-01-2023 | 02:40 pm

(‘A Lesson from IIT’ is a weekly column by an IIT faculty member on learning, science and technology on campus and beyond. The column will appear every Friday)— Manindra AgrawalIITs are premier engineering institutions in the country. The undergraduate program at IITs is highly sought after, with more than ten lakh students competing for around ten thousand seats every year. There is a two-tier examination for admission — JEE Main followed by JEE Advanced.JEE Main examination is used for admission to other engineering colleges, as well as shortlisting students for JEE Advanced. Admission to different engineering streams across IITs is determined by the rank obtained in JEE Advanced.Considered one of the toughest examinations in the word, JEE Advanced is administered to approximately 2 lakh students every year of which around ten thousand (the top five per cent) are selected for admission.An oft-repeated critique of JEE Advanced is that it is too difficult, even compared to JEE Main. For example, in 2021, the last admitted student to the IITs, with a rank around twelve thousand, scored only 30 per cent marks in the examination.Further, more than half the students scored less than 10 per cent marks. Why has the examination not been made easier for students is a question posed by many.Is it because those setting the papers are unable to design easier questions? Or because they derive some kind of pleasure in making a large number of students perform poorly? The answer is none of the above. The requirement of identifying and ranking the top five per cent of the students forces the examination to be tough, as I explain below.Let us consider a hypothetical situation first. Suppose one has to conduct an examination for two lakh students with an aim of evaluating their knowledge and understanding. Typically, in a large set like this, abilities of students will follow a bell-shaped curve – large numbers in the middle (corresponding to in-between abilities), and the numbers tapering off as the abilities become higher or lower than average.In Statistics, this is referred to as Normal Distribution. An ideal examination for identifying the level of students would be one in which the average score is 50 (out of 100), so that 0 marks represent very poor level, 50 marks represent average level, and 100 marks represent very high level.But JEE Advanced has a different aim – to identify the top five per cent students from the given set of two lakh students(that have appeared qualified JEE Main).If an examination as above is conducted in JEE Advanced, then all the students in top 5 per cent will have more than 80 marks (under certain reasonable assumptions about standard deviation of the curve).This makes it difficult to rank them since all the ten thousand students are compressed within a band of 20 marks (there will be 500 students on average on each mark in the band).Even if one uses tie-breaking criteria by using marks in different subjects, it will still bunch a large number of students on the same marks.The band of marks 0-80 gets wasted since all eligible students are within the band 90-100. Ideally, one would like to use the entire band of 0-100 for top ten thousand students – this can happen when all except top ten thousand get zero marks.Of course, this is not possible in practice. But a sufficiently tough examination comes close to achieving the ideal by increasing the band of top 5 per cent students. And that is why the JEE Advanced is so tough — the high difficulty expands the top 5 per cent band significantly (30-100 in the year 2021).In fact, JEE Main exam also follows the same principle. In 2021, the top five per cent students in JEE Main occupied the band 30-100, almost exactly the same as JEE Advanced.It is done for the similar reason: to identify top 5 per cent students (around fifty thousand) out of ten lakh for admission in various engineering colleges across the country.One may then ask — why is JEE Advanced more difficult than JEE Main? The reason is that JEE Advanced needs to identify the top 5 percent of the set shortlisted through JEE Main, which is the top 1 percent of the candidates writing JEE Main. So one needs a large band for the top 1 percent of this set, forcing the JEE Advanced to be tougher than the JEE Main.(The writer is former deputy director of IIT Kanpur and currently a professor at the institute)

Why is the difficulty level of JEE Advanced so high?
ATLAS SkillTech University Students Experience The Best Of Global Education On Their Mumbai Campus
The Indian Express | 2 days ago | 20-01-2023 | 02:40 pm
The Indian Express
2 days ago | 20-01-2023 | 02:40 pm

The ATLAS International Faculty Week organized by ATLAS SkillTech University marks a new wave of ‘Internationalization at Home’ in India. It presents the young learners of India with a never-seen-before opportunity to access the best in world-class education from top-ranked universities on their very own campus in Mumbai. Throughout this week, ATLAS SkillTech University will host over 25 distinguished and eminent faculty members from 14 leading UK universities including Imperial College London,University of Bristol, University of Bath, Royal College of Art, University of Arts, London, University of Westminster, Nottingham Trent University and Manchester Metropolitan University. Emphasizing on the significance of this initiative for creating global leaders of the future, Dr. Indu Shahani, President and Chancellor, ATLAS SkillTech University said, “At ATLAS SkillTech University we are committed to empowering the ATLAS students as leaders who can fuel global innovation and impact. The ATLAS International Faculty Week is a reinforcement of our vision of creating meaningful collaborations with highly distinguished faculty to bring in the best of international practices in teaching, learning and research on the ATLAS campus”.During this power-packed week, the international faculty visiting the ATLAS SkillTech University will deliver nearly 400 hours of teaching across 175 credit-bearing sessions at the intersection of Design, Technology, Entrepreneurship and Management. Masterclasses, lectures and workshops have been designed to reflect the international curriculum, coursework, pedagogy and culture from universities that are considered the Ivy-League of UK. Highlighting the global impact created by the initiative taken by ATLAS SkillTech University, Dr. Veselina Stoyanova from the University of Birmingham said “The International Faculty Week by ATLAS SkillTech University will serve as a fundamental building block to add onto synergies between the East and the West. It lays a strong foundation to teach, learn, share and exchange knowledge that will enable us to collectively address global challenges around climate change, urban living, rising world population and various other issues”.Nearly 3000 ATLAS students will have the opportunity to be a part of this initiative and explore a diverse range of subjects such as Digital Finance, International Business Dynamics, Data Visualization, Sustainable Fashion Futures, Creative Entrepreneurship and Interaction Design. These new-age subjects have been very specifically curated by ATLAS SkillTech University to meet industry demands for jobs of the future and to enable the ISDI & ISME students with a global perspective on the most pressing topics being discussed globally.During one such interaction, Professor Iwona Abrams from the University of Westminster said, “It is impressive to see the level of conversation the students of ATLAS SkillTech University have been able to engage in and the personal connect they have established with us in such a short span of time. It clearly demonstrated that this initiative is a two-way exchange and while it will enable the students with international academic experiences, it will also be a unique opportunity for us faculty to find great takeaways from these young and bright ATLAS students”.The success of this landmark global initiative has established that ATLAS SkillTech University is on the forefront of reimagining the globalization of Indian higher education.Get in touch for more info.Abhinav Madan, Director – Strategy & Growth Operations+91 99309 25993, [email protected]

ATLAS SkillTech University Students Experience The Best Of Global Education On Their Mumbai Campus
NCPCR pulls up UP govt for not investigating madrasas allegedly enrolling children of other faiths
The Indian Express | 2 days ago | 20-01-2023 | 02:40 pm
The Indian Express
2 days ago | 20-01-2023 | 02:40 pm

The National Commission for Protection of Child Rights (NCPCR) has pulled up the Uttar Pradesh government for not taking action regarding an earlier commission direction, issued on December 8 last year, in which it had asked the state government to investigate allegations that Hindu children were being taught at madrasas. The commission had also written to the Uttar Pradesh chief secretary to map the unmapped madrasas in the state.In his letter to the special secretary of the minorities department of the UP government on Friday, NCPCR chairperson Priyank Kanoongo has said that while directions to the chief secretary had been forwarded to the department for “necessary compliance”, no action has been taken so far. “…no action taken report in compliance as sought by the commission has been received from your good office in the matter,” the letter says.The NCPCR has asked the UP government to take “urgent appropriate action in the matter”. It has also directed the UP government to submit an action-taken report to the commission within the next three days.Kanoongo has further raised the issue of the UP State Madrasa Board chairman allegedly saying that children of other faiths would be taught at madrasas.“Besides, the commission has come across various media reports wherein the chairman of UP State Madrasa Education Board Dr Iftikhar Ahmed Javed has given irrelevant and divergent statements in various media, advocating the continuance of children of other faiths in the madrasas. The commission totally disagrees with the statement of the chairman of UP State Madrasa Education Board which not only violates the constitutional rights of the children but also shows disrespect to the commission’s mandate,” it has said.“We have been receiving reports and complaints from UP that Hindu children are being taught at madrasas in the state. Why should this be? The UP madrasa board was set up to ensure that children studying at madrasas also receive some kind of formal education to make them employable. But this has not been the case. The medium of instruction, as prescribed by the board, is Arabic, Persian and Urdu – how can children build their careers based on this and without appropriate knowledge of English or Hindi? Besides this, the instructions imparted at these madrasas is religious in nature and about Islam – why should Hindu children learn this,” said Kanoongo, speaking with The Indian Express.

NCPCR pulls up UP govt for not investigating madrasas allegedly enrolling children of other faiths