To score or not to score:

Greeshma Sukumaran
Published: August 2019

It is important that we don’t raise our children only as perfect scorers. We must prepare them to face a society of differences and take up jobs which satiate them by all means. “We as parents and teachers must look into ourselves and ask the question whether we are doing enough to support the children, not just by providing everything to them, but by creating an environment where they can share their concerns and fears,” says Gladdy, a practising psychologist. He adds that parents must ask themselves if there are enough interactions with their wards.

Assess the children at regular intervals and if necessary, provide them with guidance to pursue their passion. Let the children learn to communicate and socialise with people all by themselves. Prepare them to accept failure without a sense of rejection.

If the child shows signs of stress and retaliation, the parents should not hesitate to seek professional help. A career counsellor can help such children to come back to their normal self by studying their habit and behaviour.

“I failed in my 12th examination and took a break in my studies to reflect on what exactly I want to do with my life. At the end of that break I was determined to take up a course I wanted to and sat for the exam and emerged victorious,” Anubhav Agarwal, a 3rd-year B.com student at JAIN shares his experience. “Though my parents never forced their choices on me, I was determined. A break in my studies gave me time to think about it,” he adds. It is no more a taboo to have gaps in your studies. It is no more a delinquency to drop a course which you must have thought would be a good one initially, but later realised that that is not what you want.

As a responsible hub of higher learning, Jain (Deemed-to-be University) has been at the forefront of innovative practices. The University reviews the syllabi and contents of various degree programmes it offers, even as it keeps in mind the guidelines laid down by various regulatory authorities. This exercise is regularly undertaken to give the learners the advantage of the latest developments in different domains and competitive advantage in the professional world.

While designing the syllabi for various programmes, a detailed process of consultation is put in place. This includes exhaustive discussions with faculty, domain experts, practitioners from the industry and other relevant fields, and alumni. The same is approved by different statutory bodies established in the University. To compliment what is offered as part of formal courses, a basket of value – added programmes is made available to learners. The University has a rigorous life skills programme for all learners. These programmes aid the holistic development of the learner during the time they spend in the institution.

A conscious effort at JAIN has been to adopt a learner centric approach in all the classrooms. Faculty have been extensively trained to implement the same. The goal of JAIN is to make every classroom a space for learning rather than a zone for teaching. Coupled with this is the effort to cater to the multiple intelligences of our learners. The faculty fine – tunes the learning approach to the needs of diverse learners. Faculty members believe that every learner is unique and his/her potential needs to be discovered in order to fully trigger each ones full capacity.

Classroom activities provide several opportunities for these diverse talents to find legitimate expression. Group discussions, case studies, role plays, simulations and seminars are regular features of classroom activities. Modern technology is also put to effective use with faculty being adept at using LCDs in regular classrooms. The faculty recognise the fact that modern technology is only an aid to learning and cannot replace the faculty in the learning process. Innovation in teaching/learning methods is a continuous endeavour. Best practices are shared among colleagues. Technology Enhanced Learning (TEL) techniques including video recorded lectures being made available to students are part of the support system available at the University.

A range of co-curricular and extracurricular activities is available to all students. The University has established several Centres to promote focused development of talent and to coordinate outreach activities. The University has a Quality Monitoring Cell (QMC). The Internal Quality Assurance Cell (IQAC) works under the broad directions of the QMC. The IQAC coordinates the quality initiatives at the University involving faculty, non-teaching staff as well as students. The University has a Women’s Cell which conducts awareness programmes to promote gender sensitivity.

These programmes (for faculty, non-teaching staff and students) have proved to be very popular and useful. Given the fact that women constitute a majority of the faculty at the University and nearly half of our student community, these programmes are considered very crucial for the holistic development of every learner. The Women’s Cell is available for girl students if and when they face a challenge and require support. The University has a Counseling Service called Vishwas, which has professional counselors to coordinate its services and its units are located on each of the campuses. Its services are available for both students and faculty to dialogue on their professional and personal challenges.