IIBS Surface

IIBS Surface

IIBS Surface-Encourage every Management Students to Showcase their Talent :-

IIBS Surface is one of THE EVENTS by IIBS to encourage every management students to showcase their talent. Not only talent, but it also teaches students to plan and implement the cultural events and programmes in the given time.

IIBS’ SURFACE is an annual cultural fest to encourage students to showcase their distinctive & creative talent. Students, who otherwise would only have pursued academic, get an opportunity to find expressions to their innate and unique talent in front of their peer group as well invitees from academic & corporate world.

Though it might seem to be an occasion to frolic & entertain, SURFACE is conceived on the idea that it enhances their capabilities to work as a team and level of self-confidence in interacting with fellow students and peers. It is believe that would act as confidence booster before they eventual make the big leap into the corporate world.

IIBS Surface-2014 event was held at the leading Ambedkar Bhawan of Bangalore. The students participation of more than 300 MBA, undergraduate and Pre-University students, to showcase their latent talent through various stage performances.

In an effort to inculcate managerial skills amongst students, IIBS’ SURFACE is allowed to be planned & organized by students themselves, with little supervision from the management. And, it is commendable the way the students have managed event ever since it was incepted. The event has steadily been growing both in terms of composition as well as duration.

Just to give a glimpse of diverse cultural events that surface at IIBS’ SURFACE, there are classical dance(solo), classical dance (group), synchro, nostalgia, semi-classical (solo), semi-classical  (group), mimicry, mono-act, movie spoof, karaoke, classical music, folk song, patriotic song, fancy dress, classical music, mime, light music, western (solo), western (group), instrument percussion, instrument string,  drama, elocution English, and so on.

Giving Education A Sporting Chance

Giving education a sporting chance

You are probably wondering what a UN official is doing writing about the World Cup. So let me start with an assurance. I’m not about to offer post-match analysis, express a view on the vuvuzela or take a position on the merits of the official World Cup football.

A British football manager was once asked whether he thought football was a life or death issue. “Of course not,” he replied, “it’s much more important than that.” When you ride the roller coaster of the World Cup, you get a sense of what he meant. Whole nations hold their breath, experience those moments of soaring hope, and then slide into collective anxiety. Yet in the end football is game. What makes this World Cup different is that it has given football and South Africa a chance to tackle a real life and death issue – a global crisis in education that is blighting the lives of a whole generation of children in Africa and beyond.

Learning By Sports

In football, both teams follow the same rules. Matches are won or lost through the skill of the players, the tactics of the coaches and sometimes moments of chance.
Nobody would think it fair if a match kicked off with one team’s forwards having their feet tied together. Yet poverty and gender inequalities in education shackle the talents of Africa’s children. This is one of the greatest social injustices of our time.
The 1Goal campaign – a global partnership between the world soccer federation Fifa and civil society organisations across the world – has helped to focus attention on this crisis in education. On July 11, the campaign will culminate in a special education summit in Cape Town, hosted by President Jacob Zuma. The aim: to get the 72-million primary-school-age kids currently denied an education into decent quality schooling by 2015.
This World Cup summit is a one-off chance to galvanise the leadership and the financial resources needed to make this happen. So far, political leaders have failed to treat the education crisis with the urgency it merits. Perhaps that’s because you don’t see kids dying for want of schooling. But when 72 million children don’t have a chance to go to school, there are deep social, economic and human costs.
Consider the links between maternal education and child survival. Children in Africa born to mothers with a secondary education are half as likely to die before the age of five. Put differently, universal secondary education in Africa would avert around 1.8 million deaths a year – a stark illustration of the fact that gender inequalities in schooling cost lives.
Failing to educate young girls, the majority of those out of school, is not just immoral and a violation of their human rights – it’s also plain stupid. Denying girls an education is bad for economic growth, bad for the health of the country and bad for democracy. It’s like missing an open goal in the World Cup final.
Achieving the 1Goal ambition will not be easy. If we carry on as we are, the target of “Education for All by 2015″ will be missed – there will still be 56 million children out of school. At a time when rich countries are struggling to come to terms with fiscal deficits, more aid is vital. Estimates by our Global Monitoring Report suggest that another $11 billion will be needed annually.
Yet despite repeated pledges to do more, donors have been cutting aid to education. If broken promises to the world’s children merit a caution, several G8 governments would be heading for a red card and an early bath.

Learning While Playing

The education summit on July 11 provides an opportunity to chart a new course. True, the price tag might prompt some people to question whether the aims of the 1Goal campaign are realistic. But how “realistic” is it to deny vulnerable girls and boys a passport out of poverty? As the old saying goes, if you think education is expensive, try ignorance.
As Nelson Mandela once put it, “Education is the great engine of personal development.” It equips people with the skills they need to work their way out of poverty, to broaden their choices, and participate in political processes that affect their lives. And in our increasingly knowledge-based global economy, education is the surest route to higher economic growth, decent jobs and future prosperity.
When it comes to global reach, soccer could make the United Nations green with envy. The World Cup will be watched by a cumulative audience of 26 billion people for all matches. In a world scarred by so much violence and conflict, football cuts across ethnic, religious and cultural divides – and unites people across national borders.
In two weeks’ time, the final whistle will blow and the winning team will collect the World Cup. One set of supporters will be euphoric. The rest will be left trying hard to remember that football is just a game, and that there will be another World Cup in four years.
Whichever team we are backing, all of us should be supporting the demand for an education summit that delivers a result. Education is not a game. And kids get only one chance to go to school. Giving them that chance would really make this a World Cup to remember.

Measuring Gender Equality in Education

Measuring gender equality in education: A challenge for the Sustainable Development agenda :-

As we look to the post-2015 agenda, discussions are turning to how we can expand our thinking around girls’ and women’s education from just gender parity (comparing numbers of girls to boys in the classroom) to gender equality. The focus on parity since the EFA goals were set in 2000 is widely acknowledged to have left serious obstacles to girls’ and women’s educational opportunities, including gender insensitive curricula and learning materials, classroom practices that undermine gender equality, and school management ignoring or minimizing incidents of school related gender based violence (SRGBV).
It is important to move the discussion on from parity to equality. Hiding behind what may seem like parity, for example, may be vast differences in the quality of education girls and boys receive.

Equality in Education

How can we measure gender equality?

There are two main challenges associated with measuring gender equality in education. The first is the imprecision associated with the current measurement system. Critics note that current metrics provide limited perspectives for policy discussion. The data routinely collected through administration channels or household surveys does not lend itself to explore more complex processes of inequality. The challenge of finding a way to define and measure SRGBV, which is one of the entrenched forms of gender inequality in education, is an important example.
Questions arise about whether we can measure gender equality in terms of what certain groups do or do not possess, or can gain through education—for example, access to schooling, adequate resources (teachers, textbooks) or qualifications. But measuring who has what leads to the concern that gender equality would again be viewed in a parity perspective. Gender equality in education has a far broader meaning than this.


Why should we measure gender equality?

The second main challenge around measuring gender equality is that there has been a failure to clarify why it is something worth measuring. Is it, for example, because we want education systems to be more efficient or is it due to concern for social justice and human rights? It is one step, after all, for critics of gender parity (and the simple measure of distribution) to say that it is not an adequate measure of gender equality in education. It is an altogether more difficult proposition to say what measuring gender equality in education should entail and how it should be accomplished.


Gender equality has a broad meaning.

Given the history of women’s exclusion, subordination and injustice, noted in every country in the world, it is important that the voices and perspectives of women are considered in how gender equality in education is measured and for what purposes. The metric for gender equality must include the right of women to articulate, review and critically comment on justifications for social arrangements. The metric must also consider the political economy and socio-cultural norms and practices that maintain injustices towards certain groups and exacerbate gender inequalities. Measures must additionally evaluate processes for real change towards greater gender equality and social justice. And lastly, because of the significance of bodily and emotional vulnerability in many meanings of gender, measuring or evaluating gender equality in education must aim to promote progress towards reducing all forms of gender-based violence and ensuring women are empowered to exercise their rights to reproductive health and autonomy.


Towards a common definition of gender equality in education.

A useful way to move beyond this impasse is to use list-based approaches to defining what gender equality in education is, while subjecting this process to rigorous scrutiny and debate. This approach has been successfully used by the UNDP and OECD to develop gender equality measures, although, as of yet, their measures in relation to education still only focus on gender parity and only at the national level. Thus a further challenge is to ensure relevant measures are developed at other levels—for example, the community, school, teacher and individual student levels–in order to assess and change discriminatory gender attitudes and behaviour.
We urgently need an informed political and technical discussion on how to develop a normative approach to defining gender equality in education. And on the basis of this discussion we will be able to work on developing improved and policy-relevant measures. Without this discussion, and consensus on the definition, whatever measurement we develop will attract the criticism that we have only reworked gender parity using imperfect proxies. It is important we get the parameters right early on in the post-2015 era. If we do not, we will find we have not reached the vision we are aiming for by 2030.

How to Choose a Business School

One of the most common dilemma faced by almost by every Business School aspirants is how to choose a Business school if they do not make it to IIMs. Yes it is certainly extremely crucial and also a turning point in one's future career path. Hence one should consider all important parameters before selecting a Business School.

How to Choose a Business School

I would like to list down some of the most critical parameters.

1. First and foremost, the teaching quality (both content and methodology and ultimately their blending and integration towards the industry).
2. Global exposure. Today the entire corporate world dynamics is on global platform , hence the students must have the global perspective embedded in their learning process.
3. Internship. (Quality internship is another critical parameter as this is the only platform during the education tenure one get to learn on the real world scenario.
4. Final point of the student life cycle i.e. quality Placements (This is where the real ROI is measured).

The Paradox is every business school claims to have all the above mentioned ingredients and the practical difficulty is to separate between the Men vs.boys. My advice would be to really visit /talk to the credible people in the preferred institute and really validate the facts. Though it is not a full proof system however it certainly works as filter. You can also see their Digital space presents and back and forth comments etc. would be another round of filter.