Title of the Practice: “Creation of Online Systems for Facilitating Governance, Administration and Teaching-Learning”
Objectives of the Practice :To ensure fairness, transparency and efficiency in various processes, the Central University of Jammu has adopted the online systems in various areas.
The Context :The University has successfully implemented the online systems in place to ensure transparency and commitment to implement the policy of “Zero Tolerance against Corruption” in all processes. As also, ensuring smooth and clear flow of information across
The Practice :The University has successfully implemented the following online systems in various areas:
• Online No-dues Application and Issues. • Online Application of Email / Wi-Fi Account and Issue. • Online Application for Anti Plagiarism Tool – URKUND. • Online Application for CUJ Domain for Department / Centre / Hostel Website. • University Information Management System. • Online Admissions. • Online Portal for Application and Screening for Non-Teaching Portals. • Online Confirmation of Services of Faculty. • Online Portal for Central Placement Cell for Students and Companies. • Online DIQA Performa. • Online Profile Management of Faculty Members and Non-Teaching Staff. • Online Abstract Submission Academic and Research Profiles of Faculty Members. • Use of virtual classroom software, web-casting and video-conferencing. • Virtual Learning Environment. • Online Platform for conducting Online Classes, Assignments, Webinars etc. for Faculty Members. • Online Platform for Meetings and various other activities provided to University Officials. • Online Platform for conducting Webinars and other online activities for departments. • Online Examinations. • 100 Payments through PFMS in respect of UGC/MHRD grants. • Online Vendor Bill Processing and Tracking System. • Online Application for Degree in Advance. • Online Application for Request for Special Certificate. • Centralized online admission process for UG, PG, and Ph.D. programmes.
Evidence of Success: The University has successfully implemented the online systems in various areas. For example, the university now has in-place centralized online admission process for UG, PG, and Ph.D. programmes. Furthermore, online teaching and learning has become an integral part of education worldwide owing to the unprecedented pandemic situation. Central University of Jammu also adopted online teaching and learning from March 2020 onwards, whereby students are being taught through various online platforms.
Problems Encountered and Resources Required: The major problem encountered in implementation is lack of training in the initial phase. The University was able to develop and implement the online systems in various areas through the ICT Centre of University. Access to digital education to all students was another challenge faced by the University, as many students hail from far flung areas where internet connectivity is a issue. For a substantial period many students were on 2G network as 4G network was restricted in JK. For the students without internet and equipment following measures were adopted: In case a student does not have access to internet and equipment (laptop or desktop), the local administration (including Gram Panchayat) may be requested to provide him/her with access to internet connectivity and equipment for educational purposes In case a student does not have equipment like a Mobile phone, he or she may be advised to purchase it by availing loan facility banks/non-banking financial companies should be requested to provide loan facility with minimal paper work.
Best Practices 2
1. Title of Practice: Internship Embedded Skill Based Programmes
2. Objectives of the Practice: To impart skill training to Indian youth through sectoral specific vocational education programs.
3. The Context: Under “National Skill Qualification Framework (NSQF)” of University Grants Commission (UGC), the Next-Generation Bachelor of Vocational (B. Voc.)” programmes are offered to address the critical knowledge and skill-sets gaps which are required to make the candidate “Industry Ready” and also shape “Young-entrepreneurs” in the tourism, retailing, banking and finance sectors of the economy. The Skill-Development component provides students with appropriate domain based skill, knowledge, practice and professional attitude, so as to become work ready. The general component which is about 40 of the total curriculum gives adequate emphasis to foundational understanding of the domain knowledge and communication skills. The focus is on developing job-specific skills rather than providing only a broad knowledge-based education.
4. The Practice: Central University of Jammu currently offers three B. Voc. programmes in the line of UGC. These programmes are offered level wise the tree year degree programme begins with a Diploma course leading to a Bachelor of Vocational Degree [B.Voc.] in the 3rd year. B.Voc. program offers multiple entry and exit options. The program offers three exit options as follows: (1) Diploma after completing one year, (2) Advanced Diploma after completing two years, (3) Bachelor’s Degree after completing three years. The Bachelor of Vocational Degree [B.Voc.] programmes incorporate specific job roles and their equivalent National Occupational Standards (NOSs) along with broad-based general education. B.Voc. (Tourism Management), B. Voc. (Retail Management) and B. Voc. (Banking Finance) programmes which are based on contemporary curricula, therefore, provide a new direction and thrust to Skill development in the tourism, retailing and finance which operate in a globally competitive business environment. The practice adopted is called Internship Embedded Skill Training Programme (IESTP) meant to bridge the gap between the real-life business and academic institutions. It provides students with opportunities to apply the concepts learnt in the class-room to real-life situations. As a course requirement, every B. Voc. learner of Central University of Jammu is required to complete an internship
5. Evidence of Success: Internship Embedded Skill Training Programme provided students an opportunity to earn a modest stipend in skill knowledge sectors-tourism, retail, banking, finance and insurance (BFI). The aim of this ‘Earn While You Learn’ model is to enable the students to learn the skill by engaging in an internship in the real-life business/industry context. After completing B.Voc. Program graduates have two options available in front of them –take up employment or go for Higher Studies.
6. Problems encountered and resources required: The courses have been a great success with an adequate intake of students during the recent years. The courses could have been more impactful in imparting vocational education to the students of not only this region but also to the students from all across the nation but certain problems have hampered this program. The infrastructural deficiency has been a major jolt in the growth of the vocational education ecosystem since this is a skill-based program and requires retail/tourism/ computer labs to impart hands-on training sessions to the students, in absence of which it has been a great challenge to disseminate knowledge to the respective students. Part-time arrangement of faculty members has also been one of the biggest challenges faced by the program, such academic arrangements do not augur well for the program and the course since such faculty members leave the organization and the course midway whenever they get any better opportunity, thus permanent positions should be allocated for the proper functioning of the program and the same faculty member can be held accountable for the outcomes of the courses. Furthermore, financial assistance to these vocational courses for various curricular, field activities, industry interactions, orientation, training, and other related activities should be provided for the smooth functioning of the programs.
