“A complete man with balanced development

of body, mind and spirit is called a Superman.

...As is the case of the body, mind and spirit
will also evolve gradually, and the spirit and
mind will become so pure that a Superman
will come into existence.”
–Revered Prof. Prem Saran Satsangi
Foreword
 Translation in German

All gütiger immer barmherziger Herr,

Die Stütze unseres Lebens

Mit Herzen voller Hingabe

Fallen wir auf die Knie zu Deinen Lotus Füssen

Demütig und unschuldig beten wir

um Deinen Segen
Der gütig gewährt

Zeige Deine Gnade

Und überschütte mit Deiner Barmherzigkeit
All Deine Kinder
Liebster Herr !

Translation in French

Seigneur tout bienveillant et toujours charitable,

Le soutien de notre vie.

Les cœurs pleins de dévotion

Nous nous prosternent devant
Tes Pieds de Lotus.

Humblement et en toute confiance nous

Prions pour Ta grâce
Qui accorde bienveillant

Montre Ta Grâce
Et couvre tous Tes enfants
de Ta Charité
Seigneur le plus aimé !
 Preface
Systems Thinking for Evolutionary Innovations in Education:
Approach of the Dayalbagh Educational Institute

The Dayalbagh Educational Institute (DEI) was founded in 1917 as a co-educational

middle school, the Radhasoami Educational Institute, by the August founder of Dayalbagh,
Sir Anand Sarup. The Dayalbagh community emphasizes nurturing of one’s spiritual and
intuitive faculties through Surat Shabd Yoga. Dayalbagh itself is a century-old, living example
of cooperative co-existence, self-sufficiency and self-reliance, untouched by the swinging
pendulum of inflation, and DEI was nurtured with these same set of values, practices and
morals.
Foreseeing the challenges of the future, the founders of DEI emphasized skilling and the
importance of working with one’s own hands. In 1917, an industrial park called Model
Industries was established in Dayalbagh, which offered opportunities for apprentice-
ship to students at the middle school level, in addition to providing employment to the
community’s residents. Vocationalization of skills was thus integrated into DEI education
from its inception.
In 1916, community-based farming was initiated on a small scale, which grew into full-
fledged agricultural operations on 1250 acres of land by 1941. Daily field work is part of life
for every member of the Dayalbagh community. Dayalbagh also set up Asia’s best Dairy
processing plant in 1926, and these initiatives created a sustainable model of living and
material minimalism.
DEI education is rooted in its Educational Policy of 1975, the Architect of which was Revered
Prof. Makund Behari Lal Sahab, Himself an outstanding academician, teacher and educa-
tionist. An alumnus of Lucknow University, He went on to obtain the D.Sc. degree in Zoology
from the University of Edinburgh and returned to Lucknow University eventually becoming
its Vice-Chancellor.
The mission objective of DEI education is to evolve a complete person through physical,
intellectual, emotional and ethical integration. The Policy, which is rooted in Indian culture,
philosophy and spirituality, outlines how this may be achieved via its Aims & Objectives,
Educational and Organizational structures.
The DEI Education Policy was a disruptive innovation in higher education and followed a
systems approach that integrated social and environmental systems with formal systems of
education. This allowed DEI to evolve at the pace at which social needs and the world order
was changing. It benefitted society at large by encouraging sustainable, frugal innovation
through optimization of economy, energy and resources. The Education Policy also emphat-
ically enunciated the centrality of values-based education and ‘excellence with relevance’,
and this is practiced throughout DEI, from pre-primary to higher education.
A unique aspect of DEI is the integration of education from pre-nursery to Ph.D. on the
one side, and skilling to entrepreneurship as part of formal education on the other. The
opportunity for mobility from general to skill-based education and vice versa through
well-defined pathways has spurred creativity, frugal innovation and an entrepreneurial
mindset in our students. Introduction of vocational courses (B.Voc. and M.Voc.) at Bachelor’s
and Master’s level has taken skilling education to the next level. Synthesis of mainstream
education and entrepreneurship has led to “Earn while Learn”, on-campus enterprises
in dairy, food processing, automobiles, apparel design etc. These opportunities provide
students with a means to support their education.
DEI has created an ecosystem that encourages innovative ideas from young students on
socially relevant problems, and we have tried to facilitate the transformation of these ‘idea
quanta’ into frugal or jugaad solutions. We call this harnessing of small, frugal innovations
‘Quantum Jugaad’, and it has led to the creation of many student-run, on-campus enterprises.
These naturally evolving, and exponentially growing student-run enterprises have given an
entrepreneurial flavor to teaching and learning. But the meaning of entrepreneurship here
is not innovation that leads to revenue-driven venture creation, but rather, the creation of
value through social, economic or environmental ventures that benefit the lowest and the
least among our masses.
Innovation, whether incremental, procedural, need-based or blue ocean type, always follows
the SIGMA SIX Q framework of the Institute, which weaves 6 basic threads together, and
emphasizes in improving the QUALITY(Q) of life. The sum (Sigma) of these 6 is greater than
the individual parts. The areas are:
(i) Innovation including generation & use of renewable energy
(ii) Water quality
(iii) Air quality
(iv) Education and healthcare
(v) Agriculture and dairy practices
(vi) Quality and Values.
I would like to discuss here the link between innovation and system thinking in education.
Innovation is not driven by technology alone (hardwired innovation); it can as well be
driven by a change in one’s way of thinking, or through emergence of new knowledge, or
even a change in the mindset that one brings to a problem (soft innovation). Educational
institutes can innovate by providing new learning organizations and new pathways such as
skill development and opportunities for analysis, synthesis, experiential experiments, teach-
ing-learning methodologies and creative technological interventions. These then lead to
innovative design of curricula, emergence of new knowledge and new pathways for student
mobility. Ecology, energy and economy optimization too, are good reasons to motivate
creative innovation. A combination of these ideas leadsto frugal innovation that evolves
continuously and dynamically over all time to come.

At the IITs, Prof. P. K. Kelkar introduced science-based engineering education that included
social sciences. This approach gave young engineering graduates a wide knowledge base, and
an edge in solving complex social problems economically, by using local resources. Prof. Mo
Jamshidi of University of Texas, was of the view that methods of education must be refined
and expanded to meet changing needs from a system to a system-of-systems vision, from
a disciplinary to a multidisciplinary outlook, from a steady state to a real-time perspective,
and from an optimal to an adaptive approach.
Innovative evolutionary approach in our education conforms to the philosophy of
“Renaissance Man” by Prof. Jay W. Forrester of MIT, one who has broad intellectual interests
and is accomplished in areas of both the arts and the sciences. Such a person tries to see
common elements in diverse settings and thus creates transferability between diverse
structures, which is one of the hallmarks of the systems approach.
Norbert Wiener’s prediction in 1950 that electronic computers were capable of taking over
many human decision-making processes has come true today, raising an array of crucial
ethical and moral issues: Are humans in danger of becoming slaves to these machines?
Will such machines have autonomous thinking and resultant morals, or will the designers
consciously or unconsciously build into them their own moral values? And who we will turn
to for proper answers? Prof. Rajaraman says that commonsense knowledge, religious beliefs,
and consciousness will be the drivers, and we, at DEI, have set ourselves the huge challenge
of not only instilling in our students the thought process to address social change, but also
how to adopt and adapt technology to answer some of the questions raised above.
Under the guidance and direction of Prof. Prem Saran Satsangi the scientific study of
consciousness and ultra-transcendental meditation is undertaken at DEI’s Centre for
Consciousness Studies. Experiential knowledge of 150 years of spiritual practice by the
members of the Dayalbagh community has given DEI a living laboratory to analyse
the phenomena of consciousness practically, as also the effects of ultra-transcendental
meditation. But this, much- required discipline is yet to become part of formal education
elsewhere.
DEI aims to become a leading research-cum-teaching institute in Consciousness Studies. In
DEI this pursuit is carried out by bringing together teachers, researchers and students from
various disciplines like psychology and cognitive science, physics, mathematics, life science,
language studies, arts and music, engineering management etc. This truly transdisciplinary
study has unfolded many aspects of human behavior, psychology and functioning of the
brain. Rigorous scientific research is being carried out to understand the experiential science
through experimental techniques.

The Strategic Plan will be anchored by an accountability framework through measurable

inputs and deliverables that monitor progress towards our goals. Over the next five years,
building on our foundational strengths and propelled by the promises outlined in this
Strategic Plan, DEI will emerge as an institute with excellence in specific disciplines and
strong societal outreach that delivers holistic education to every learner.
The DEI will leverage its strength, taking advantage of the opportunities to overcome the
existing weaknesses to reach the goals. We will allocate our resources in the areas that sets
us apart and will align our future resources with the upcoming deliverables to become
leading research and teaching institute in agriculture, entrepreneurship and consciousness
while sustaining other areas of research in the institute. Learning ecosystem in DEI will be
enhanced through experiential learning by connecting class rooms, labs and research to real
world problems.
DEI’s Strategic Plan charts the distinctive course expected of an institution with a long and
distinguished history. It builds on the traditions of excellence established by our founders,
with a clear view of our strengths, opportunities and weaknesses.
DEI has chalked out a bold 15-year strategic plan (Vision 2031) and aspires to become an
Institution of Excellence in the areas of Consciousness, Agriculture and Entrepreneurship. I
do not think any other institute offers such a broad spectrum of integration on one platform.

We hope to help in the creation of a race of ‘Supermen’, who would be set apart from the rest
of humanity, by their quality, character, behavior, values and ideals, and their desire to serve.
The recent scheme of Evolutionary Superman (popularly known as the ‘Sant-Su Scheme’) for
children of age 3-months to 3- years is the first step in this journey. As regular participants in
the agricultural field work every day, these children gain good sanskaras from a very tender
age. This year, we were happy to host them at DEI on our Founder’s Day, and we consider
them our pre-pre-nursery students!

Prof. Prem Kumar Kalra

Director
Dayalbagh Educational Institute
1-Nov-2018
 Acknowledgement
We would like to express our deepest gratitude to
Prof. Prem Saran Satsangi,
Chairman, Advisory Committee on Education,
Dayalbagh Educational Institutions,
for inspiring us every moment, for His Foresight and Guidance,
for His Models encapsulating Best Practices in Total Quality
Management, Education, Sustainability and Consciousness and for
His encouragement in completing the DEI Vision book.

Our special gratitude to Prof. Prem Kumar Kalra, Director, Dayalbagh Educational
Institute for his support, his ideas and suggestions that have helped us put together
this book.

The Education Policy of 1975 is wide and deep and the understanding of the policy
by contributors has led to the development of this Vision document and the related
actions and tasks to be implemented in an evolutionary fashion.

Many individuals have contributed towards creation of this Vision. Inputs were
received through multiple presentations to the Advisory Committee on Education
and to the Governing Body members. Faculty members and students actively partic-
ipated in preparation of chapters and there were contributions from members of
the wider community and experts from around the globe. Family members and
friends of contributors extended help and support in content development and
refining ideas, editing contents and formatting of presentations.

The Institute expresses its thanks to all such named and unnamed contributors.
Mentioned below are the names of the members of the teams that were created for
the purpose of putting together this Vision document and is not a comprehensive
list of contributors to this effort.
Overall Coordination and Review Editorial & Design Team
• Prof. J. K. Verma • Mr. Anurag Singh
• Ms. Urmila Kalra • Ms. Aruna Sharma
• Dr. K. Soami Daya • Ms. Juhi Singh
• Dr. Sona Ahuja • Dr. Nandini Kumar
• Prof. P. K. Dantu • Ms. Rima Mehta
• Mr. Anurag Singh • Mr. Sant Saran
• Mr. Dheeraj Kumar • Ms. Shubhrata Tiwari
• Prof. Soami Piara Satsangee
• Prof. R. N. Mehrotra
Content Team
• Prof. Ajay Kumar Saxena • Prof. Praveen Saxena
• Dr. Amit Gautam • Dr. Prem Sewak Sudhish
• Dr. Amla Chopra • Dr. Purnima Bhatnagar
• Dr. Anita Lakhani • Prof. Ragini Roy
• Dr. Archana Satsangi • Dr. Rahul Caprihan
• Mr. Arush • Dr. Rahul Swarup Sharma
• Dr. Bani Dayal Dhir • Dr. Raj Kamal Bhatnagar
• Prof. C. M. Markan • Dr. Rajat Setia
• Prof. C. Patvardhan • Dr. Rajiv Ranjan
• Prof. D. S. Mishra • Mr. Rakesh Gupta
• Dr. Dayal Pyari Srivastava • Mr. Ranjeet Singh
• Mr. G. P. Nayyar • Mr. Ravi Sinha
• Dr. G. P. Jindial • Dr. Resham Chopra
• Mr. G. S. Sood • Dr. Rohit Rajwanshi
• Prof. G. S.Tyagi • Prof. Rohit Srivastava
• Mr. Gaurav Rana • Dr. Rupali Satsangi
• Prof. Gur Saran • Dr. S. D. Bhatnagar
• Mr. Hans Kumar Khanna • Dr. Sandeep Paul
• Mr. Himanshu Atwal • Dr. Sangeeta Saini
• Prof. Huzur Saran • Dr. Sanjay Bhushan
• Dr. Jaspreet Kaur • Prof. Sanjeev Swami
• Dr. Jyoti Gogia • Dr. Saurabh Mani
• Prof. K. Hans Raj • Prof. Shalini Nigam
• Prof. K. Santi Swaroop • Dr. Shashi Srivastava
• Dr. K. Srinivas • Ms. Shazia Mehtab
• Mr. Karan Narain Mathur • Dr. Shiroman Prakash
• Dr. Kavita Kumar • Ms. Sneh Bijlani
• Dr. Lowleen Malhotra • Dr. Sonal Singh
• Dr. M. Radhakrishna • Dr. Sonali Bhatnagar
• Prof. Manmohan Srivastava • Prof. Sukhdev Roy
• Prof. N. P. S. Chandel • Dr. Sunehswar Prasad
• Dr. Namita Bhatia • Dr. Sunita Malhotra
• Prof. Nandita Satsangee • Dr. Sunita Srivastava
• Prof. P. K. Kalra (IITD) • Dr. Swami Prasad
• Prof. Pami Dua • Prof. V. Prem Lata
• Dr. Parul Bhatnagar • Prof. V. B. Gupta
• Prof. Poornima Jain • Dr. Vijai Kumar
• Mr. Prakash Swaroop Satsangi • Dr. Vijay Malhotra
• Mr. Vimal Prakash

Please do let us know of any errors or omissions and we would be happy to correct
these in future editions.

Editor
Contents
1 Vision and Mission 1
2 Academic Plan 9
3 Faculty Recruitment Policy and Plan 29
4 Admissions Policy & Plan 41
5 Research Plan 51
6 Networking & Collaborations 85
7 Infrastructure 99
8 Governance 109
9 Accreditation Plan 129
10 Laboratory Development Plan 137
11 International Students, Programs and Partnerships 153
12 Library 167
13 Societal Contribution 173
14 Skill Development to Entrepreneurship 195
15 Role of Alumni 209
16 Technology Interventions 221
17 Innovation & Incubation 239
18 Central Facilities 253
19 Student Amenities 275
20 Industry Institute Partnership 283
21 Non-Teaching Staff 295
22 Unique Features of DEI 305
23 Executive Summary of the 15-year Strategic Plan 355
Annexes
1 Education for All 372
2 List of Dayalbagh Dairy Products 373
3 East-West Forum at TSC 374
4 Multi-Disciplinary Research Plan 376
5 Detailed Multi-Disciplinary Research Plan 377
6 United Nations Agenda for Sustainable Development - 2030 379
7 15 Year Faculty Projection 380
8 Rolling Recruitment Proforma 384
9 Faculty Assessment Proforma 385
10 5 Year-Faculty Commitment Plans 399
11 Quarterly Confidential Report (QCR) 402
12 Annual Confidential Report (ACR) 403
13 Quantum and Nano-Centre 405
14 15-Year Strategic Plan for Research 406
15 Networking & Collaboration Details 408
16 Governance Plan - Details 421
17 Administrative Structure, Various Bodies and Committees Details 424
18 Library Services - Strategic Plan & Case Studies 430
19 Societal Contribution 435
20 Action Plan for Skill Development (2018 - 2032) 439
21 List of Courses for Skill Development 442
22 Case Study on DEI-APAC 446
23 Some Distinguished CEOs and Entrepreneurs from DEI Alumni 448
 dayalbagh educational institute

1
Vision and Mission

1
dayalbagh educational institute

2
 dayalbagh educational institute

“You see things; and you say, ‘Why?’

But I dream things that never were;
and I say, ‘Why not?’”
–George Bernard Shaw

Central Administrative Office, DEI

T
he Dayalbagh Educational Institute’s Vision is ambitious, clearly defined
and backed by over a hundred years of experience of imparting quality
education. The Vision reflects DEI’s commitment to impart pragmatism
together with self-realization. The DEI Education Policy, articulated in
1975, laid down the following foundational concepts:

„„ physical, intellectual, emotional and ethical integration of an individual to help

evolve the complete man with values of humanism, secularism and democracy,
to better equip him to solve social, economic and environmental challenges.
„„ truthfulness, temperance and courage
„„ ideals of humility, simple living, selfless service and sacrifice
„„ habit of learning by developing the faculties of thinking, analysis and reason
„„ general awareness and knowledge
„„ best in class-relevant education
„„ scientific temper
„„ respect for ‘soiled hands’, dignity of labour, and, self-reliance
„„ study of the classics, and pride in national culture and heritage

3
dayalbagh educational institute

Students at DEI

„„ shaping each student for a calling suited to his aptitude, skills and the needs of
society
„„ understanding of various beliefs and faiths, which fosters an attitude of tolerance
and national unity
„„ engendering the spirit of ‘Brotherhood of Man’, and promoting the establishment
of a classless and casteless society
„„ fuller understanding of rural life, to appreciate the polity, economy and the social
forces at work in our country
„„ democratic values and freedoms which an Indian citizen should be prepared to
defend
„„ respect for the rights of others and an awareness of duties and obligations to
society
„„ strong character and high ethical standards.

This policy was submitted to the University Grants Commission in 1977 for grant of deemed-
to-be University status. The UGC team visited the colleges and facilities in the colony of
Dayalbagh to assess the potential for achieving excellence with relevance. The Committee’s
observations and recommendations endorsed and supported the Policy and its implemen-
tation.

4
 dayalbagh educational institute

Observations and Recommendations of

UGC Visiting Team on DEI in 1977

n At DEI, teaching institutions, industrial-technical workshops, agri-

cultural farms are together engaged in teaching, training, production
and extension.
n Including school children, a community of students, teachers and
workers belonging to all castes, creeds, communities and various
parts of the country are involved in a variety of programmes for
integrated community development.
n The complex provides a healthy environment for educational
innovation and national integration.
n The DEI is engaged in providing a good academic programme in agri-
cultural-rural-industrial complex, oriented to specific conditions
and needs and providing suitable social service, work experience,
national integration and vocational training programmes aligning
with academic curricula.
n The DEI is tethered to the principle of excellence but not at the
cost of relevance; which inculcates the dignity of manual labour,
encourages initiative and creative work; has an interdisciplinary
approach to build an integrated personality of a well-adjusted man.
n The DEI is a departure from the existing pattern of University
education.
n The then Agra University expressed its inability to accord autonomy
to DEI as the DEI experiment envisaged the fullest integration,
collaboration and cooperation of all the faculties.
n To enable DEI to develop independently as per its own genius, the
DEI should acquire a separate identity with the status of a deemed-
to-be-university by which the university system in the country will
be enriched.
n DEI, with its courses, is able to give a greater emphasis on preparing
students for self-reliance and self-employment and thus fulfill its
objective more effectively.
n DEI educational programmes address the contemporary needs by
applying the most relevant principles of educational process like
work-experience, learn by themselves, continuous assessment
system, objective methods of assessment, integrated-interdisci-
plinary and inter-faculty teaching, accent on experimental teaching,
production of effective teaching and learning materials and
appropriate orientation of teachers.

5
dayalbagh educational institute

Vision Statement
To provide linkages to all stakeholders’ potential ‘Values and Quality’ to the kinetic permanent
state in a dynamically-oriented and refreshed equilibrium through integrated hierarchical
system of education enabled by economic and flexible (jugaad) innovation technology
founded firmly on DEI’s Education Policy.

DEI, a leading Entrepreneurship and Consciousness, Teaching-cum-Research Institute,

is a model University, measured by its ‘excellence, but not at the cost of social relevance’
reaching up to the last, the least, the lowest and the lost; pursuing research and discovery
with frugal innovations contributing with principle of achieving more with less for nation
and community-building and beneficial to public at large with cultural reforms enriching
and empowering weaker sections, women and children.

In the year 2004, DEI defined its VISION 2011. This policy heralded many features that have
later been incorporated in the Nation’s education policy and programs. DEI has been a
visionary and forerunner in adopting innovative schemes in the field of education.

The DEI Education Policy – 1975, foresaw many elements of the National Policy on Education
– 1986. Similarly, the vocational education programmes of DEI started in 2004, foresaw many
elements of the AICTE NVEQF and MHRD Community Colleges schemes launched almost a
decade later and is an effort to effectively implement the following national missions for the
Socio-Economic Development of the Country:

„„ The National Mission of Sarv Shiksha Abhiyan – Universal Elementary Education

under the Right to Education Act
„„ Make in India
„„ Skilling India
„„ Digital India
„„ Clean India (Swachh Bharat Abhiyan)
„„ Unnat Bharat Abhiyan
„„ Beti Bachao Beti Padhao Abhiyan
„„ Green India

Vision 2031
The Dayalbagh Educational Institute has embarked upon a bold initiative, VISION 2031,
and formulated a comprehensive and progressive Strategic Plan for 2012-2031, with the
goal to become a top teaching-cum-research Institute through an exemplary system of
education. To establish Total Quality Management across all activities of the University, the
Plan encompasses undergraduate and postgraduate education, research, infrastructure,
information and communication technology and campus development.

The Institute has accepted this challenge and is confident of achieving success with the
cooperation of faculty, staff, students, alumni and other interested partners.

Mission Objective
Development of super-intelligent (super-conscious) humans who are self-governed and
render selfless service in a rapidly-changing global scenario.

Education in Dayalbagh provides the linkages for this kinetic state in dynamic equilibrium.
The linkages have to be provided at all levels of hierarchy, right from pre-nursery to higher

6
 dayalbagh educational institute

education, through an integrated education system. With technology intervention, this can
be extended to the global level. The DEI Education Policy also offers a minimal-input to
maximum-output approach through an economic, frugal (jugaad) and flexible model.

The DEI Education model is based on an experiential system rooted in Eastern spirituality
and wisdom on the one hand, and modern scientific concepts and Western materialism on
the other. While modern science provides solutions to mysteries of the physical world, Saints
of the East had knowledge of the highest spiritual regions and consciousness, evolving to
better worldliness.

At DEI, teaching institutions, industries and agricultural farms provide the three-dimen-
sional activities for teaching-learning, production, and extension. The social service, work
experience, educational innovation, cultural moorings, national integration and vocational
training programmes are aligned with academic curricula. A teaching-learning community,
including student and staff from pre-nursery to higher education from all castes, creeds,
communities, and regions, works toward integrated community development.

Major goals
DEI has identified the following major goals:
„„ Strengthen Entrepreneurial Education giving access to all applicants, even those
without means
„„ Integrate agricultural farming and dairy education with Entrepreneurial and
Consciousness Studies
„„ Emerge as an Entrepreneurial and Consciousness University.

A Unique Entrepreneurial University

The emergent model of education allows our students to self-support their education, making
them job-creators, rather than job-seekers. Student entrepreneurship provides a platform
for students to develop and market a variety of products and services, and capable of starting
microenterprises, an earn-while-you-learn opportunity with vocational training at low cost.
The entrepreneurship model advocated is unique: the DEI model advocates a frugal, flexible
(jugaad) approach to problem-solving rather than seeking funds from venture capitalists,
and tries to do ‘more, with less’. We encourage jugaad and frugal innovation: the concept of
jugaad does not imply sub-optimal but rather, the creation of a product that is flexible in
its usage and has been economically innovated using locally-available materials, manpower
and resources. Such products are affordable and cater to local market needs. DEI’s model
of entrepreneurship tethers the student-entrepreneur to the rural economy, and also with
national and international markets.

Integration of the Green and White Revolutions

Experiential knowledge gained in Dayalbagh’s practice of agriculture and dairy farming
has been mainstreamed into education at DEI with the aim of creating the willingness and
capacity to work with one’s own hands, promoting a respect for ‘soiled hands’, dignity of
labour and a spirit of self-reliance.

Practical knowledge is gained by students where they are involved in the manufacture, distri-
bution and sale of dairy and agricultural produce. The results have been highly encouraging
and need to be replicated across the country and around the globe. Participation creates
platform for research and labs on land, enabling creation of Intellectual Property by entre-
preneurs and researchers.

A major by-product will be a library of successful ideas about agriculture, dairy and entre-

7
dayalbagh educational institute

preneurship in nano-enterprises in remote and distant villages. This combination of the

second white and green revolution in over 400 villages will prove to be a game changer for
women and children.

Through technology intervention the benefit of such unique education will be made
available to one and all at any time, place and pace around the globe.

Excellence in Consciousness Studies

DEI proposes a new science of consciousness scientifically and experimentally, substanti-
ating the existence of higher orders of consciousness through the SQUID (Super-conducting
Quantum Interference Device) facility in its own Centre for Consciousness Studies. Our
approach as an institute of excellence in consciousness studies is to integrate science and
religion by applying the principles and rigour of science and scientific method to religion.
The Institute desires to see its students contribute to one or both of these areas, since a better
understanding of either implies an improved ability to contribute to the development of
society. Therefore, the education system, with its emphasis on values, is complemented by
the inter-, trans- and multi-disciplinary academic curriculum. The Education Policy is based
on the systems approach, through a study of science, mathematics, engineering, social
sciences, fine arts, etc.

“He will not come into existence in a day; he will

evolve gradually as the human body evolved
gradually according to the Darwinian principle.
As is the case of the body, the mind and spirit will
also evolve gradually, and when the spirit and mind
achieve high purity, a Superman will come into
existence. Such a Superman, through the principle
of administration of inner self, will enjoy inner peace
and harmony and strive continuously to spread
the message of, Fatherhood of God and
Brotherhood of Man”.
–Revered Prof. Prem Saran Satsangi

The DEI mission objective is to transform Homo sapiens into Homo spiritualis: a complete
man with balanced development of body, mind and spirit.

8
 dayalbagh educational institute

2
Academic Plan

9
dayalbagh educational institute

10
 dayalbagh educational institute

T
he Dayalbagh Educational Institute follows a unique scheme of
innovative, comprehensive, inter-disciplinary and value-based
education that fosters academic excellence along with holistic
development, at university and non-university level for both,gen-
eral and technical education. A multi-disciplinary approach prepares
students for an increasingly techno-oriented society, connecting
them with agriculture, and valuing the dignity of labour. Students imbibe basic values of
humanism, secularism and democracy through an exposure to the principles of all major
world religions, and better understand their own cultural heritage. The educational system
aims to provide affordable quality education to all sections of society, irrespective of the
student’s caste, colour, race, and gender. It aims to prepare individuals with emotional and
spiritual strength who can contribute to development of their community and nation.
The Dayalbagh Educational Institute Education Policy and Academic Plan specifically aim to:
„„ Follow an integrated system of education providing a continuous pathway from
pre-nursery to higher education that makes quality, value-based, cost-effective
education accessible to all sections of society.
„„ Provide comprehensive, integrated education, affording students the opportunity
to obtain a first-rate, broad-based exposure through an interdisciplinary
curriculum. An emphasis on practice allows students to learn a craft or industrial
technique through compulsory work-based training and industry interaction,
facilitating employment.
„„ Evolve a ‘complete man’ whose hallmarks are intellectual strength, emotional
maturity, truthfulness, high moral character, scientific temper and who lives
simply and discharges his duties and responsibilities.
„„ Focus on the development of all three dimensions, physical, mental and spiritual,
of a human being.
„„ Follow the ‘Sigma Six Q’ sustainable way of life. ‘Sigma Six Q’ is the enhanced
outcome of the integration of six qualities: Innovation, Water Quality, Air Quality,
Education and Healthcare, Agriculture and Dairy practices, and Human Values.
„„ Apply a total physical systems’ modelling framework to interpret the DEI
Education Policy.
„„ Offer students the flexibility to pursue diploma, certificate, and degree courses
according to their preference and pace, with choice-based credits and modular
programmes, allowing progress laterally and upwards.
„„ Apply a comprehensive and continuous evaluation system to help students learn
every day easing the learning process.
„„ Provide Institutional Core Courses, Work-based Training, Departmental Core
Courses and Non-faculty courses, to ensure a well-rounded education and build
character.
„„ Encourage initiative and creative work in every aspect of a student’s life.

The aims and objectives of the education policy can be grouped into four themes,
Experiential Education, Entrepreneurship, Agricultural Sciences and Consciousness,
based on the areas of strength and ongoing programmes at DEI; this involves integrating the
role of each of the six faculties of DEI: Arts, Commerce, Education, Engineering, Science, and
Social Sciences.

The Academic Plan promotes the science of agriculture in teaching and research, encourages
jugaad technology (based on innovation, economy and flexibility) and entrepreneurial
practices to improve human lives and ensure sustainability.

Drawing upon its intra-disciplinary resources, DEI proposes to establish research divisions
in Esoteric Art and Science, Digital Life, Thinkism, Life and Mathematics, Sustainability
(Sigma Six Q), and Classical Studies, to promote research in challenging and emerging areas.

11
dayalbagh educational institute

Interpretive Structural Model for Educational Policy of DEI

12
 dayalbagh educational institute

LEGEND Interpretive Structural

I AIMS AND OBJECTS
1. Well-rounded Person 16. Self Reliance Model (ISM) of DEI
2. Intellectual Strength
3. Emotional Maturity
17. Inter Disciplinary Exposure
18. National Culture & Heritage Education System
4. Ethical Values 19. Aptitude
Professor P.S. Satsangi,Director of DEI
5. Simple Living 20. Tolerance for Diversity
6. Selfless Service 21. National Integration
from 1993 to 2002 developed an Inter-
7. Humility 22. Understanding Rural Life pretive Structural Model shown in the
8. Truthfulness 23. Class-less and Caste-less Society figure below, to represent DEI’s Education
9. Independent Thinking 24. Political System System.
10. Reasoning Ability 25. Economic System
11. General Knowledge 26. Social Forces & Needs The mission objective, i.e., the
12. Habit of Learning 27. Civic Sense development of a Complete Man is at
13. Scientific Temper 28. A Respect for Rights
the top of the structure. The Organiza-
14. Quality of Education 29. Duties & Discharge of Obligations
15. Dignity of Labour 30. High Moral Character
tion elements, Students Participation,
Remedial Teaching, Interface for Learning,
Access to Field Experience, Backward
II EDUCATIONAL SYSTEM 17. Field Experience (Work Experience) in Linkage, Training and Motivation of Staff,
1. Integrated & Broad Based Factories
2. Inter Disciplinary Approach 18. Field Experience (Work Experience) in
etc. are shown as the grassroots level
3. Physical Activities Commercial Establishments in the figure. The Educational System
4. Intellectual Activities 19. Agricultural Operations that has been designed to achieve the
5. Social Activities 20. Village Developments Programs development of the Complete Man is
6. High Perfomance Standard 21. Democratic Processes in Student Activities
7. Breadth of Coverage 22. Indian Constitution and Other Forms of
shown in the middle layer. A student at
8. Most Recent Trends of Thought Government the undergraduate level in DEI has to
9. Concentrates of Academics 23. Co-Curricular Activities perform not only intellectual activities
10. Primarily Vocational and Technical 24. Cultural Activities but also take part in Physical and Social
11. Limited Specialisation in Natural 25. Fundamental and Basic Principles
Sciences 26. Interlinkage between the Educational
Activities through Foundation Courses,
12. Limited Specialisation in Social System and Environment Field Experience, Rural Development,
Sciences 27. Learning by Observation limited specializations, etc.
13. Foundation Courses and Value System 28. Learning by Analysis
14. Foundation Courses like Comparative 29. Learning by Acquisition of Knowledge
Study of Religion 30. Continuous Assessment
Different educational activities lead
15. Foundation Courses like General 31. Hindi as the Medium of Instruction to Academic Objectives and inculcate
Knowledge 32. Competence in English Moral and Spiritual Values and develop
16. Field Experience (Work Experience) in Farms 33. One other Modern Indian Language Social Sensibilities. High Performance
Standards, Fundamentals and Basic
Principles and Continuous Assessment in
III ORGANISATION the Educational System lead to ‘Quality’.
1. Free / Affordable Education 18. Teaching Aids Integration of all the Aims and Objects in
2. Assistance through Means Test 19. Library the diagram finally leads to the Mission
3. Remedial Teaching 20. Agricultural Farms for Field Experience
4. Learning through Seminars 21. Small Scale Industries for Field Objective: developing a well-rounded
5. Learning through Experimental Work Experience person or Complete Man.
6. Learning through Group Activities 22. Commercial and Service
7. Learning through Paper Reading Establishments for Field Experience
Sessions 23. In-Service Training Programmes &
8. Learning through Discussions Orientation Courses
9. Students Participation in Management 24. Adequate Physical Conditions for
& Organisation of Co-Curricular Activities Motivating the Teachers
10. Students Participation in 25. Adequate Mental Climate for
Management & Organisation of Motivating the Teachers
Extra-Curricular Activities 26. Vocational Guidance and Counselling
11. Major Academic Subjects of the Students
12. Lateral Entry 27. Attachment of the School to a
13. Non-Formal Education University Level College
14. Private Education 28. Special Efforts to Overcome Handicaps
15. Well Equipped Workshop / of Weaker Sections
Laboratories 29. Special Efforts to Overcome Handicaps
16. Science Centre of Disadvantaged Background
17. Hobby Centre 30. Special Care to the Gifted Students
Students at DEI

13
dayalbagh educational institute

The Total Quality Management framework through which DEI endeavours to achieve quality
in Higher Education is shown in the figure below.

A Conceptual Model for the Total Quality Management

(TQM) Framework in Higher Education
(Professor P.S. Satsangi, Chairman Advisory Committee on Education, Dayalbagh Educational
Institutions and former Director, DEI, 2002, ‘TQM in Higher Education and Technical Education’)

14
 dayalbagh educational institute

Innovative Sigma Six Q based Quality Education

The term ‘Sigma Six Q’ is the enhanced outcome of the integration of six qualities: Innovation,
Water Quality, Air Quality, Education and Healthcare, Agriculture and Dairy practices, and
Human Values.

The Sigma Six Q Model

Unique Features of DEI Education System

The DEI education system imparts knowledge with a spirit of dedication and devotion to
inspire its students in their quest for Truth, to become lifelong learners, and benefit from
and protect their Indian cultural heritage, and to imbibe higher qualities, awareness and
consciousness levels, living a life of better worldliness.

Model of
Education
ISM/TQM/FHAP Innovative
Comprehensive
Continuous Comprehensive
Evaluation Education
System DEI System
Education Policy
Vision, Mission,
Innovative Sigma-Six
Value-Based Quality
Foundational Education – Jugaad All Modes of
Components Education
(Better Worldliness)

Integration of
Academic
Education and
Flexibility
Skill Pathways

Unique Features of DEI Education System

15
dayalbagh educational institute

The Institute is geared to contribute significantly to the socio-economic development of

the country by providing ICT enabled vocational education, thereby allowing DEI to reach
remote, tribal areas and underprivileged sections of society with special emphasis on
women entrepreneurial development, with both regular and online mode of education.

DEI has evolved a unique Innovative Integrated Value-Based Vocational Education system
that provides opportunity to all sections of society by integrating the all levels of Education:

The academic curriculum is economical and flexible and includes a wide range of core
and elective courses offered both within and across Departments and Faculties. Students
are encouraged to develop a global view in association with partner universities, such as,
University of Maryland and IIT Delhi.

The courses are designed to be:

„„ Intra-disciplinary
„„ Inter-disciplinary
„„ Cross-disciplinary
„„ Multi-disciplinary
„„ Trans-disciplinary

The coursework is based on the following features:

„„ Modular system: Courses are offered in modular form, providing students the
freedom and flexibility to progressively complete credit requirements and earn
certificates, diplomas and degrees based on the number of modules accumulated.
„„ Semester system: The Institute follows the semester system with the even
semester (January 1-May 20) and odd semester (July 1-December 20).

The Curriculum has been designed to include essential elements to ensure employability.
Compulsory Work-Based Training courses are an integral component of all undergraduate
courses in the Institute. Applications of concepts in theory courses are supplemented with
laboratory courses in the same semester to emphasize practical hands on experience and
develop necessary skills.

Academic Flexibility
The DEI Model of Education provides a seamless pathway from school to university. In
addition, students can pursue vocational and technical education through various modular,

16
 dayalbagh educational institute

certificate, diploma and degree courses. Students with technical qualifications can pursue
degree courses through lateral entry. Exposure to industry interactions,trainings, internships
and co-op. programmes, provides students the ability to become successful entrepreneurs.
Academic flexibility is offered through the following:
„„ Tinkering Labs, Skilling, Kaushal Kendra
„„ Choice-Based Credits
„„ Certificate, Diploma and Degree Programmes
„„ Upward or Lateral Progression

Foundational Components
In addition to the main academic courses, the programme includes compulsory inter-disci-
plinary and ancillary electives, work-based training and core courses.

Distinctive Features of the Unique and Innovative DEI Education System

17
dayalbagh educational institute

Compulsory Core Courses

cultutral
education comparative
study of
religion

scientific meth-
environmental odology, general
education knowledge
&current affairs

core
social courses
service rural
development

disaster
management agricultural
operations
co-curricular ac-
tivities: cultural &
literary activities,
games and sports

Compulsory Core Courses in DEI Education System

The following compulsory core courses are offered in different semesters:

„„ Cultural Education: inculcate appreciation of India’s Cultural Heritage (1
Semester)
„„ Comparative Study of Religion: introduce the main principles of Buddhism,
Christianity, Hinduism, Islam, Jainism, Judaism, Sant Mat and other Modern
Religious movements with an aim of inculcating moral and spiritual values, a
spirit of tolerance and national integration (1 Semester).
„„ Scientific Methodology, General Knowledge and Current Affairs: nurture scientific
temper and awareness of contemporary world (4 Semesters).
„„ Rural Development: study rural society and economy and gain a fuller under-
standing of the rural life (1 Semester).
„„ Agricultural Operations: develop connect to Mother Earth, engendering humility
and dignity of labour (2 Semesters).

18
 dayalbagh educational institute

„„ Social Service: promote brotherhood of man and establish a casteless and

classless society (4 Semesters). Programmes include the following:
• Village Adoption for Rural Reconstruction
• Life-Long Learning and Extension
„„ Co-Curricular Activities: Cultural and Literary Activities, Games and Sports and
Discipline for intellectual, physical and moral development (4 Semesters).
„„ Environmental Studies: awareness of environmental issues, environmental
protection and conservation.

National Cadet Corps (NCC)and National Service Scheme (NSS) is integral to DEI
education.

Students imbibe the ideal of proceeding from Aparavidya (Material knowledge) to

Para vidya (Transcendental knowledge) and achieve the true objective of education as
enshrined in the famous Sanskrit verse: ‘Sa vidyayavimuktaye’, knowledge is that which
liberates.

Co-operative Education Programmes

Compulsory Internship programmes in some faculties allow students to understand the
industrial environment necessary for a successful professional career.

Comprehensive Continuous Evaluation System

The Institute follows a continuous evaluation system. The academic progress of students
is evaluated continuously in each course, through both internal (75%) and external (25%)
examinations, consisting of the following components:

Theory Course Evaluation

„„ Class Tests
„„ Assignments (Class/Home)
„„ Seminar-cum-Group Discussion
„„ External End-Semester Exam
„„ Daily Home Assignments
„„ Attendance (min. 75% to appear for end-sem. Exams)

Practical Course Evaluation

„„ Records
„„ Experiments
„„ Viva-voce
„„ Attendance

The Institute follows the credit-system of evaluation. The academic performance of students
is evaluated on a 11-point Cumulative Grade Point Average (CGPA) scale and graded on a
11-point scale (A-F). The grade moderation exercise is conducted at two levels, i.e., Depart-
mental and Institute level with active participation of the course teachers. Each course has
defined Lecture Hours, Tutorials, Seminars and Practical Laboratory work allocated based
on its credits. Course syllabus is divided into five units and students are provided with a
Question Bank with a minimum of ten questions per unit. There is provision for re-evalu-
ation of marks and students who fail in courses are provided the opportunity to improve
through Remedial teaching and exams.

19
dayalbagh educational institute

Centres of Excellence
DEI has established centres of advanced learning and research to promote excellence in
specific areas. Research at these centres has been appreciated by global experts. There is
ongoing collaboration with leading universities and industry leaders. There are the following
centres of excellence:
„„ Centre for Consciousness Studies
„„ Quantum and Nano Systems Centre
„„ (i-c-n-c-)TALL
„„ Rajaborari Centre (ATMA, ADyNam, AAM)
„„ All B.Voc. Programmes

Recent Initiatives
DEI has implemented several initiatives to enhance learning.

Daily Home Assignments

Daily Home Assignments (DHAs) were introduced from 2015-16 session at all levels in
the Institute to increase retention of learning of the days topics. DHAs are short questions
that are given after each class and are to be submitted by students the next day. DHAs are
promptly evaluated by the course teachers and deviations in understanding are discussed
in the class.

Modular Courses
A wide range of programmes that include certificate, diploma, advanced diploma and degree
programmes, especially skill-based and vocational programmes, have been modularized, to
provide greater flexibility and freedom to the students, in both regular and distance learning
modes. This ensures that “no one is left behind”.

ICT in Education
Information and Communication Technology has been extensively deployed and used to
enhance the quality and reach of education. To cities, villages and remote tribal areas.

Details are in Annexure.

Entrepreneurship
Early Pioneering Initiatives
„„ Established a Technical School in 1927
„„ Compulsory Work-based Core Courses started in 1976

Unique Features to promote Entrepreneurship

„„ Skilling Laboratories with activities for every age and stage designed to harness
creative potential of learners.
„„ Multiple entry and exit points into skill and conventional pathways, and lateral
and vertical transitions give students an opportunity to identify their interests
and passion.
„„ Skill building is a Pan-India initiative through the distance education programmes,
with focus is on upliftment of youth in the rural zones by providing mentored
vocational courses.

20
 dayalbagh educational institute

To promote Vocation and Entrepreneurship in Rajaborari, M.P., DEI established the following
three Karkhanas:
„„ ATMA (Apparel and Toy Manufacturing Association) focusing on training women;
„„ ADyNam (Agro and Dairy Nano processing of Multi-products) with a Food Testing
Laboratory;
„„ AAM (Automotive And Multi-skill): To train youth in repair and maintenance of
farm equipment, two wheelers, pumps, solar lanterns etc.

DEI has established nine B.Voc. programmes.

B.Voc. programmes offered in DEI

An Entrepreneurship & Virtual Incubation Cell was established. The Deen Dayal Upadhyay
Kaushal Kendra, a Community College offers support for Nano/Micro Business Start-ups, to
provide opportunities to students from various sections of the society for entrepreneurship
initiatives.

Deen Dayal
Upadhyay Kaushal
Kendra

Entrepreneurship &
Virtual Community
Incubation Cell College

Support for
or
Nano/Micro
Business Start-ups

Entrepreneurial initiatives and support offered in DEI

Agricultural Sciences
DEI has right from its inception has accorded utmost importance to agricultural operations
and rural development and provided technical knowhow in the following areas:
„„ To improve the crop yield by improvising sowing techniques and seed quality

21
dayalbagh educational institute

„„ Design of low-cost equipment for preparing fodder for cows

„„ Mechanization of milking of cows
„„ Healthcare of cattle and their breeding
„„ Feasibility studies for low cost biofuels.
The famous Dayalbagh Dairy has been transformed into an efficient self-sustainable diary,
preparing a wide range of products, under the B.Voc. in Dairy Technology and B. Voc. in Food
Processing and Preservation Programme.

Consciousness Studies
Consciousness is the final frontier of science. Since time immemorial, man has been
intrigued by his own self, his awareness and his existence in the universe. These fundamental
questions have provided the impetus for mankind to probe nature and acquire knowledge
and understanding in a search for conclusive answers. Although there are different perspec-
tives, these issues have acquired great significance in the 21st century because of significant
scientific and technological advances in quantum physics, information processing, artificial
intelligence, nano and biotechnology, advanced neuro-imaging techniques such as fMRI
and PET and optogenetics, for examining and understanding neurological processes with
unprecedented spatial and temporal resolution. During the past quarter century there has
been an explosive multidisciplinary interest in studying consciousness from the perspectives
of neuroscience, psychology, philosophy, cognitive science, artificial intelligence, molecular
biology, medicine, quantum physics, and cosmology as well as neuro-aesthetics, neurothe-
ology and experiential and contemplative approaches.

The Centre for Consciousness Studies was established at DEI in 2011 to facilitate multidis-
ciplinary research activities in this extremely challenging area. The Dayalbagh community
around DEI, provides a unique opportunity for research at the interface of scientific and
experiential approaches to Consciousness. The research activities at the Centre have made
an impact and received international recognition. The Centre organizes research colloquia
department-wise to facilitate collaborative research and organized the 20th International
Conference on The Science of Consciousness (TSC) in 2013 at DEI.

The Annual Integrated East-West Forum at TSC

The research work also led to a regular one-day global forum on Integration of East-West
Perspectives on Consciousness as part of the International TSC series of Consciousness
organized in collaboration with the Centre for Consciousness Studies at the University of
Arizona, USA. The Centre has also successfully organized this event since TSC-12 at Arizona,
TSC-13 at DEI, TSC-14 at Arizona, TSC-15 at Helsinki, Finland, TSC-16 at Arizona and TSC-17
at San Diego, USA through live two-way interactive video-conferencing, facilitating exchange
of ideas and meaningful discussions.

The Integrated East-West Forum facilitates the presentation of key ideas from both
approaches, and where these ideas can interact in the spirit of constructive mutual criticism,
evaluation and enrichment. It appears plausible to evolve a science of inner experience
(which is repeatable and verifiable) by attempting to integrate Eastern and Western scientific
approaches and philosophy by verifying inner spiritual phenomenology of conscious-
ness through well-established scientific epistemology, including three important stages
of observation (awareness), report (description) and analysis (understanding) (Price and
Barrell, 2012) while also availing of modern techniques of FMRI and MEG scans in capturing
repeatable physiological/physical parameters of neural correlates accompanying inner
spiritual experience during meditational practices. Invoking higher and higher level of
unified quantum field theory, with correspondingly subtler and subtler particle size of fine
grained geometry will lead to a significant jump in the level of fineness (fine-grained quantum
geometry) which should enable us to access, at least in the abstract world of mathematics
and physics, the primary ultimate source of consciousness in the whole Universe. We need
to resolve the inextricably linked problems of subtlest particles smaller than Planck’s length

22
 dayalbagh educational institute

(10-35 m) and large distances more than 1010 light years, and approach zero and infinity by
application of logic and induction in the right way.

DEI has introduced, PG Diploma in Theology, M.A., M.Phil. and PhD Theology programmes
in the Sanskrit Department.

Pioneering studies on various aspects of Consciousness, carried out in DEI include the
following:
„„ Measurement of Environmental Correlates during Meditation with Super-
Quantum Interference Devices (SQUID)
„„ Quantum Teleportation Experiments in Consciousnesswith 15 & 2 channel
SQUIDS
„„ Psychometric Study of Consciousness
„„ Spiritual-Psycho-Physical Quantum System Model of Consciousness
• Spiritual System Theory Framework
• Omni-Quantum Theory for Spiritual Consciousness System Modelling in
Cosmology
• Neuro-environmental Cognitive Spiritual Phenomenology
• Hierarchical Order Theory (HOT) of Consciousness and Spiritual-cognitive
And Neural-Environmental correlates (SCANE).
• Approach to Integrate Arts (First-Person Spiritual-Cognitive-Material
Phenomenology) and Science (Third-Person Neuro-Physical Environmental
-Cognitive Correlates) of Consciousness
• A Graph Theoretic Quantum Systems Model of the Human Brain
„„ Eastern Philosophy and Consciousness
• Altered states of consciousness
• Correlation of the different states of consciousness as described in various
religious traditions
• Identification of unifying principles across traditions
• Organization of progressive revelations of higher states of consciousness
• Preparation of a Map of full Spectrum of Consciousness
• Interpretation of Eastern Philosophy in terms of modern scientific advance-
ments
• Neuro-aesthetics

Education Policy and Academic Plan – Outlook

The purpose of DEI’s Strategic Academic Plan is to assist the administrators and policy makers
in steering the progress of DEI towards realisation of the aims and objectives envisaged in its
education policy. Planned progress is expected to result in recognition of DEI as one of the
most innovative universities in the world.

Proposed Thrust Areas

The proposed DEI Strategic Academic Plan aims to contribute and fulfil the United Nations’
the 2030 Agenda for Sustainable Development to transform our world that involves their
stated Sustainable Development Goals.

23
dayalbagh educational institute

The Education Policy and Academic Plan covers the aims and objectives of the education
policy, which are grouped into four themes based on the areas of strength that set DEI apart
from other institutions, viz.,
„„ Experiential Education
„„ Entrepreneurship
„„ Agriculture
„„ Consciousness Studies

The Education Policy and Academic Plan involves each of the six Faculties of DEI, namely
Arts, Commerce, Education, Engineering, Science and Social Sciences, to support and
advance strategic action in all its aspects.

Consciousness
Studies

Experiential
Education

Agriculture
&
Entrepreneurship Dairy

Proposed Interrelated Themes

Experiential Education

Aim: To be a world-leading university in various forms of experiential and work-inte-

grated learning that includes co-op. education.

At DEI, higher education is not limited to the classroom. Experiential education comprises
hands on learning experiences that bridge the gap between theoretical knowledge and
practical experience. DEI aims to make experiential knowledge as an integral part of
education, broaden the scope of work-integrated learning opportunities available and offer
the required international exposure and research opportunities.

Objectives
In DEI’s value-based experiential education the learning environment stretches from the
classroom to sports and agricultural fields, and co-op. industrial experience.
The proposed academic plan will further strengthen it through the following strategic efforts:
„„ Provide all levels of education, from pre-school to the highest spiritual education.
„„ Provide all modes of education to all sections of the society, especially weaker
sections and underprivileged, with a zero-drop policy.
„„ Strengthen the innovative culture of experiential education at the University

24
 dayalbagh educational institute

„„ Educate outstanding and globally competent graduates whose skills are in high
demand across the globe.
„„ Focus on niche emerging multidisciplinary areas in both teaching and research
that are of vital importance for the development of India and the world at large.
„„ Expand experiential education to include service-based community activities
and international programmes.

The strategic academic plan proposes to further DEI’s efforts to achieve its vision of
Education, more education, education made perfect as the panacea of all our country’s ills
and evils. It attempts to add further dimensions to education, taking inspiration from the
Indian Philosophy of Education that aims to achieve enlightenment, the highest objective
of life. It aims to serve as an exemplary model of education, covering the entire spectrum
of knowledge and wisdom, by implementing the all-encompassing physical, intellectual
and spiritual education, spanning from pre-nursery to continuing life-long education. This
noble effort would serve mankind to evolve a race of supermen, who possess the virtues to
resolve the grave global challenges and establish a more humane and enlightened society.

A Uniquely Entrepreneurial University

Aim: To be a global leader in all forms of entrepreneurship education, practice and

research.

DEI has taken bold initiatives in Entrepreneurship by extending it from its classrooms to
remote tribal and rural communities. Its spirit is defined by the zeal to make things better. DEI
embraces entrepreneurial approaches in teaching, learning and scholarship, by educating,
inspiring and employing people to enable transformational changes.

Objectives
To be a leader in India’s innovation initiatives, DEI aspires to be a uniquely entrepreneurial
university and strives:

To extend the benefits of the DEI’s innovative and flexible educational model that integrates
regular education from the school to the university level with skilling, vocational and
technical education, with emphasis on entrepreneurship, to all sections of society.

To train weaker sections of society in vocational skills to make them employable and entre-
preneurs to the call of ‘Make in India’.

To facilitate creation of earn-while-you-learn opportunities and vocational training at low

cost
„„ To provide free online learning in multiple languages through ICT based
instruction across the country, including e-content generation and field trials.
„„ To facilitate women empowerment.
„„ To increase the Gross Enrolment Ratio (GER).
„„ To develop Digital India through E3: Empowerment-Enrichment-Employability,
using state-of-the-art technology.
„„ To bring back dropouts and elderly, through continuing education, to the
mainstream.
„„ To develop 10 Skill Parks in villages and backward areas through Networking.
„„ To facilitate neighbourhood development by active community service.
„„ To facilitate linking of rural economy to international markets (REZ to SEZ).

25
dayalbagh educational institute

The academic plan proposes to promote entrepreneurship in both academic programs and
research, and in practice at not only DEI, but throughout DEI’s vibrant ecosystem. Innovation
and Entrepreneurial practices are to be encouraged in every aspect of the DEI community –
faculty, students and staff.

Innovation in teaching, practical implementation of research, scholarship, and experiential

learning — best exemplified by co-op education — are longstanding pillars of DEI education
policy. It is uniquely placed among universities to address the growing societal need for
more innovative and entrepreneurial approaches to major problems facing both public and
private sectors.

Agricultural Education

Aim: To develop the educational ecosystem firmly moored to agriculture, the basic need
of life.

DEI’s education system aims to develop of humility and dignity for labour, and appreciation
for working with one’s own hands. It also emphasizes the study of rural society and economy
to foster a fuller understanding of the rural life, with a view to appreciate the polity and
economy of our country and the social forces at work. The strong community orientation
of Dayalbagh work culture, that is based on the Sigma Six Qualities, underlines the special
features of the Educational System of DEI. Hence, Agricultural Operations and Rural
Development are foundational core courses that are credited by all UG students. The healthy
environment, culture and traditions of the Institute that involve a strong social commitment,
effectively complement students’ academic learning experience..

Objectives
DEI will strive to be a leader in education focusing on Agricultural Education and Rural
Development by:
„„ Enhancing student opportunities in the field of Agricultural Sciences.
„„ Formulating socially relevant cost-effective curriculum focusing on Organic,
Regenerative, and Sustainable Agriculture.
„„ Establishing living field laboratories to enhance quality and achieving excellence
in Agricultural Science.
„„ Developing modern techniques in agronomic practices, horticulture sciences,
irrigation strategies, precision farming, climate-smart agriculture, advanced
plant breeding, crop alteration and plant physiology, modern dairy practices, and
energy.
„„ Involving all stakeholders in developmental efforts.

The academic plan proposes to promote the science of agriculture in teaching and research
to benefit rural economy and environment. It encourages jugaad technology (i.e.,based on
innovation, economy and flexibility), to evolve transformational technologies and entrepre-
neurial practices in improving human life and ensuring self-sustainability.

Consciousness Studies

Aim: To be a global leader in the Science of Consciousness.

Since time immemorial, man has been intrigued by his own self, his awareness and his
existence in the universe. Who am I? What is life? Does it have any purpose? What is truth
or ultimate reality? These fundamental questions have provided the impetus for mankind to
probe nature and acquire knowledge and understanding in a search for conclusive answers.

26
 dayalbagh educational institute

Consciousness is today, claimed to be the final frontier of science. With the phenomenal
advances in science and engineering that include, quantum science, neuroscience, cognitive
science and biomedical engineering, there is tremendous research effort directed to decode
the working of the brain. In addition, the worldwide recognition of the benefits of Yoga
and the emergence of complementary therapies in health sciences, we are poised to probe
deeper into the ancient Indian wisdom of the relationship between body, mind and spirit, to
comprehend consciousness.

DEI has made important advancements in the science of consciousness, by pioneering

theoretical as well as experimental research on various aspects, especially ultra-transcen-
dental meditation, to substantiate Indian philosophical traditions. This has been facilitated
by the multidisciplinary research undertaken at the Quantum and Nano Systems Centre,
the Centre for Consciousness Studies and i-c-n-c-TALL laboratory at DEI. The famous
Weber–Fechner Power Law has been generalized and extended to the spiritual domain.
Sat-Chit-Anand-Swarupam-Chaitanyam (Consciousness) has been extended to Param
Sat-Chit-Prem-Anand-Swarupam-ParamChaitanyam (Ultimate Reality, i.e. Supreme
Consciousness–AparaVidya to Para Vidya).

Objectives
To be a global leader in Consciousness Studies, DEI will take the following initiatives:

„„ To establish new multidisciplinary programmes in Theology, Cognitive Science,

Neuroscience, AYUSH, etc., offered jointly by different departments.
„„ To undertake theoretical and experimental research in emerging niche
areas of expertise, that include Neuro-aesthetics, Neuro-Linguistics, Neuro-
Theology, Graph Theoretic Topological Quantum Computing, Psycho-Physics,
Yoga and Meditation, Neuro-phenomenology, Cognitive Neuroscience, Internet
of Everything and AI Super-intelligent machines with safety net.
„„ To promote integration of knowledge through multidisciplinary programmes.
„„ To emphasise spiritual education, the highest form of education, to achieve
the mission objective of evolving superconscious and super-intelligent human
beings.

The strategic academic plan proposes to orient and introduce new courses related to
consciousness studies (from AparaVidya to Para Vidya), in all departments and to encourage
both teaching and research in Consciousness studies. It aims to make path breaking contri-
butions in teaching and research, to bring Indian wisdom to the forefront.

The DEI Education Policy and Academic Plan is comprehensive, bold, and action oriented.
The plan embodies the spirit of “Why not?” It is a road map for providing an environment to
produce quality students who are well-rounded men and women, ready to take on challenges
and be successful entrepreneurs and leaders, with a blend of top quality academics,
work-experience, and a strong value system. The plan is based on the Indian Philosophy of
Education combining excellence with the much-needed relevance for contemporary and
futuristic needs. It has the power to affect social transformation of India and lead the world,
by setting the right objectives, high goals, increasing competence and accountability, and
energizing mankind to evolve into an enlightened society.

27
dayalbagh educational institute

28
 dayalbagh educational institute

3
Faculty Recruitment
Policy and Plan

29
dayalbagh educational institute

30
 dayalbagh educational institute

The value-based education policy of DEI is focused on its mission of bringing about the
physical, intellectual, ethical and emotional development of an Individual to evolve a well-
rounded, complete man.

In this context, the mission of DEI’s Faculty Recruitment Policy and Plan is:

“To attract, groom and retain high-achieving,

values-driven educators of national and interna-
tional repute across diverse academic and research
disciplines, who can be instrumental in trans-
forming each student into a ‘Complete Man’ with
high entrepreneurial skills, scholarly competence
and socio-environmental super-consciousness”
DEI therefore targets:
„„ Developing an integrated and cohesive framework for faculty recruitment,
development, assessment and retention
„„ Developing faculty skills and competencies to facilitate the transformation of
each student into a ‘Complete Man’.

Principles of Faculty Recruitment

DEI follows the Participative Method of Staff Recruitment, an objective and democratic
method of recruiting faculty. Student seminars, group discussions and personal interviews
are used to help evaluate candidates (details in Annexure).

Values and Quality

as the Overriding Policy

Global Skill-Pool Mentoring &

Faculty Diversity Development

Community Work Fluid and Flexible Periodic Assessment

& Sensitivity Mobility Faculty Accountability
High Career Growth

DEI Recruitment Policy Statement

31
dayalbagh educational institute

Dei Factors Of Appeal

Education Philosophy
Over the last 100 years, the Institute has encouraged synergy between education
and spirituality, prompted by the recognition that the unique integrated educational
system, serves as an incubator of intellectual and spiritual life.

Holistic and Natural

The Institute is located in the tranquil environment of Dayalbagh, a self-contained
ashram colony on the outskirts of Agra, on the banks of the Yamuna. The campus
provides an excellent academic setting in harmony with nature. The ashram’s simple,
disciplined and principled life, contributes to the strength of the social, moral and
spiritual fiber of DEI’s educational system.

Transparent and Equitable Career Growth

DEI assists professional betterment of faculty and believes in equality of caste, creed,
religion, race, gender, etc., with merit and capability being of utmost importance.

Mentoring and Retention

DEI builds a conducive environment that promotes collaborative mentoring between
new and old faculty based on its principles and values.

Global Network of Opportunity

As DEI’s network grows, faculty will have a formal platform to explore opportunities
in the global arena.

Academic, Industrial and Entrepreneurial Career Integration

An inter-disciplinary, trans-disciplinary, multi-disciplinary and systemic approach is
adopted in the institute: faculty are integrated across departments and disciplinary
barriers. A diverse, multidisciplinary pool of faculty competencies is being created,
with a focus on entrepreneurial opportunities. Career growth of the faculty is promoted
through a program of joint-appointments and institute-industry collaboration.

Activities Preceding Recruitment Drives

32
 dayalbagh educational institute

An assessment plan for infrastructure at department and faculty level is prepared with a view
to creating superior amenities and working conditions for the faculty. It includes e-infra-
structure for building connectivity and knowledge networks among and within campuses in
India and abroad.

Rolling Schedule for Recruitment: Guidelines

Activities in detail

„„ All departments create academic plans for major, minor and other courses and
research needs.
„„ The recruitment cell coordinates individually with dean/heads to discuss faculty
needs and how they fit each departmental/divisional academic plan.
„„ Departments submit search requests to Recruitment Cell.
„„ Recruitment Cell discusses the constitution of search committees and the
recruitment plan with the Director and Dean-UG/PG.
„„ A Search Committee meets with the Recruitment Cell to discuss the recruitment
plan which it then forwards to the Director for approval.
„„ Search Chair/Liaison meets with Recruitment Cell to discuss the recruitment
plan and position announcement
„„ As the application deadline approaches, the Search Committee screens the
applicant pool and discusses the depth, quality and diversity of the pool with the
Dean-UG/PG.
„„ The applicant pool is narrowed down to 10-20 candidates, then 3-4 are selected
for on-campus interviews.
„„ Interviews may be scheduled after the Director approves the pool of candidates
and then on-campus interviews are scheduled.
„„ The Search Committee deliberates upon the final selection.
„„ The Governing Body approves the final selection and the Dean makes the offer.

33
dayalbagh educational institute

„„ If a search has been unsuccessful or closed without a hire, the search committee
chair submits a summary of the search to the Director’s Office. A new Faculty
Recruitment Request Form needs to be submitted when the position search is
reopened.

*Faculty from diverse backgrounds are invited to serve on the Search Committee; it may
also involve students: undergraduate and/or graduate, depending on the nature of the
position being filled, as well as faculty from other institutions, when appropriate.

Search and Selection Criteria: Guidelines

Key Performance Indicators (KPI) for Faculty Search, Selection and Development
„„ Consciousness and entrepreneurial pursuits, projects, study and work
„„ Exceptional academic grades and achievements
„„ Scholarly competence and eminence in research
„„ Extraordinary leadership and organizational competence
„„ State-of-art computational intelligence and IT-skills
„„ High moral character, social-sensitivity, perseverance and conscientiousness
„„ High performance score during selection-tests and interviews

34
 dayalbagh educational institute

Recruitment-Development: Goals and Strategies

Year 2018-2022
This Recruitment Plan sets out an explicit, measurable and data-informed goals and
recommends strategies to reach those goals mapped on a 15-year timeline.

Goals

Strategies
„„ Mobilize a global network of Alumni, APAC (Alumni Placement Assistance Cell)
and Faculty Placement Cells to launch rolling recruitment-drive
„„ Pursue high-calibre talent (‘Star Faculty’) within disciplines and in interdiscipli-
nary domains aggressively
„„ Canvassing in national/ international job markets for sustained recruitment of
diverse faculty within the country and abroad.
„„ Set up consortia with Industry, Government and Private HR Consultancies to
initiate recruitment drives (such as GIAN, Global Initiative of Academic Networks,
by MHRD, India; and VAJRA - Visiting Advanced Joint Research Faculty Scheme **)
„„ Consolidate and exploit Alumni, Industry and MoU networks
„„ Design an attractive incentive structure relevant to the faculty background, qual-
ifications and experience
„„ Remain vigilant and competitive so as to retain outstanding faculty
„„ Hire faculty with global exposure and overseas perspective.
„„ Screen candidates carefully for overseas deputation and teaching / research
assignments.
„„ Network with foreign governments, institutions and DEI Alumni and Friends
(AADEI & AAFDEI) to recruit International faculty
„„ Attract and retain foreign faculty across all disciplines of teaching and research
„„ Strengthen, streamline and innovate the Faculty appraisal system
„„ Quarterly assessment and reward-mechanism for faculty achievements and
contributions (**Self-appraisal Proforma in Annex)

35
dayalbagh educational institute

„„ Provide internal HRD avenues regularly, for the growth of staff

„„ Promote faculty to attend FDPs from premier institutions
„„ Undertake high-end research projects and encourage consultancy projects
„„ Promote faculty-exchange programmes with Indian and foreign universities
„„ Enhanced joint research projects and resource-sharing
„„ Sensitize the faculty on the unique value-ambience and attributes of the
university environment
„„ Ensure compliance to DEI Commitment Plan and Professional Code of Conduct.
(**Proforma in Annex)
„„ Upgrade class-room infrastructure with technical support
„„ Develop work-flow automation programs
„„ Equip faculty with hi-tech tools
„„ Provide modern amenities and technology in laboratories
„„ Mobilize inter-departmental and inter-disciplinary research collaborations in
new areas of research and teaching
„„ Create new avenues of funds to support recruitment of exceptional faculty

* Govt. of India approved a new program titled Global Initiative of Academic Networks (GIAN) in Higher
Education, aimed at tapping the talent pool of scientists and entrepreneurs internationally, to encourage
their engagement with the institutes of Higher Education in India so as to augment the country’s existing
academic resources, accelerate the pace of quality reform, and elevate India’s scientific and technical
capacity to levels of global excellence.

**VAJRA Faculty Scheme is instituted to bring a strong international connect to the R&D ecosystem of India.
The scheme offers adjunct / visiting faculty positions to overseas scientists / faculty / R&D professionals
including Non-resident Indians (NRIs) and Overseas Citizen of India (OCI) to undertake high quality
collaborative research in public-funded academic and research institutions of India. VAJRA Faculty may
also be involved in technology development, start-ups, etc.

Year 2023-27
Goals

36
 dayalbagh educational institute

Strategies
„„ Create a formal network for conducting intensive deliberations within the
institute for expert mentoring and support to faculty
„„ Identify key areas of new skill development
„„ Impart professional and leadership skills with advancement opportunities
„„ Promote engagement among research fellows (national/international) and
temporary faculty across disciplines for sharing academic load and enabling
future absorption
„„ Handle career issues for future success in tandem with routine research
engagements
„„ Create opportunities for researchers to leverage their expertise in enriching the
curriculum and supporting University best practices
„„ Attract foreign faculty, industry experts and government employees of high
credential for tenure appointments
„„ Scrap the time-based promotion policy in lieu of the one based purely on merit
(**Ref. KPI Self-appraisal Pro forma as annexed)

Year 2028-32
Goals

Strategies
„„ Capitalize on global reputation of DEI to launch dedicated international
campuses
„„ Network with foreign governments, Institutions and DEI Alumni and Friends
(AADEI & AAFDEI) to recruit global faculty
„„ Launch effective PR campaign to acquire high talent foreign faculty
„„ Design and develop a competitive incentive structure for foreign faculty
„„ Create highly permeable global faculty-flow structure to cater to skill and special-
ization demands

37
dayalbagh educational institute

„„ Offer avenues to faculty to get international exposure through deputations on

foreign campuses
„„ Raise a culturally heterogeneous faculty
„„ Create a fluid portfolio for faculty drawn from academia, government and
industry (etc.)
„„ Deliver or outsource research components to variety of Institutions through
active MoUs and Incubation projects
„„ Groom scholars, PDF and pre-doctoral students to handle teaching or research
assignments
„„ Recruitment initiatives pertaining to joint appointments or cross-unit respon-
sibilities would entail early and candid discussion of expectations and search
procedures. These conversations would touch on potential teaching assignments,
research requirements, committee and other service obligations, conduct of
promotion processes (including the location of the tenure home), valuation of
interdisciplinary engagements, and so forth.

Faculty Accountability and Assessment

A detailed plan has been worked out in the form of proforma documents (Annexures)
pertaining to the following areas-
„„ Self-Performance appraisal
„„ 5-Yearly Faculty Commitment Plan
„„ Professional, Social and Environmental Codes of Conduct in DEI
„„ Self-appraisal Plan

38
 dayalbagh educational institute

Measurable Growth Indicators

Category 2018-22 2023-27 2028-32
No. of Campuses- India : Abroad 5:2 10:4 14:9
Estimated numbers of Student- enrollment 16000 23000 30000-32000

Estimated Faculty Numbers 1150 1950 3000

Teacher-Student ratio 1:14 1:12 1:10

National-International Faculty Ratio 90:10 85:15 75:25

Proportion of Faculty from Govt., Industry, NGOs 10% 20% 30%
Faculty Productivity & Deliverables Variable, as per institutional needs
Awards and Recognitions Variable, as per institutional needs

Projection For Support Infrastructure

With a prediction of 6.3 % CAGR rise in student-enrollment and 12.6% in faculty positions
a substantial increase in infrastructure facilities and corresponding budget is on the anvil.
With more students and staff, the infrastructure department would probably have to provide
more staff rooms/classroom space, IT support, equipment and other amenities. The institute
would also need additional security, cleaning, and maintenance staff for meeting increased
wear and tear.

Dayalbagh Educational Institute has a long-term commitment to holistic education. Over

the last 36 years, the Institute has encouraged the development of a vital conversation
between education, entrepreneurship and spirituality. It has responded to the science of
transformational education for enlightening the individual by integrating his inner, outer
and transcendental life through active, sustainable and compassionate community work.
The future vision for Faculty at DEI in the aforesaid context, can be portrayed through the
following schematic:

39
dayalbagh educational institute

40
 dayalbagh educational institute

4
Admissions
Policy and Plan

41
dayalbagh educational institute

42
 dayalbagh educational institute

T
he philosophy of ‘Education for All’ and in particular, for those short of
means, forms the core of the admissions policy of DEI.
The DEI Education Policy, formulated at the University’s inception in
1975, sought to overcome societal barriers of caste and gender and
make vocational education more oriented towards employment.
DEI subscribes to the idea of low-cost, value-based quality education
for all sections of society. The admission policy is in line with the core objectives of DEI,
below:
„„ Ensuring a fair and transparent online admission process.
„„ Focusing on the least, lost, last and lowest sections of society.
„„ Providing students opportunities to upgrade their skills and qualifications.
„„ Admitting deserving candidates from both, within the country and abroad.
„„ Admitting applicants to programmes best suited to their need and capability.
„„ Implementing a zero drop-out policy.

The admission policy encompasses the six pillars of education at DEI, needs-blind
admission, increase in enrolments, low tuition fees, services in lieu of fees, life-long learning
and different modes of learning.

Education for All – Key Aspects

The admissions policy and procedures do not consider the financial status of the candidate
at any stage. Assistance is provided by way of services rendered in lieu of fees.

The life-long Learning and Extension policy of DEI seeks to provide opportunities for
extended learning, thereby achieving higher employability and social equity.

The following sections detail the Student Admission Policy and Plan for the next fifteen
years, starting 2018.

43
dayalbagh educational institute

The Admissions Policy

Programmes and Pathways
DEI has a unique multi-board system with its components split over the six pillars of education spanning
the entire gamut of education, from school to entrepreneurial level. The system allows transitions from
skill education to conventional education and vice versa. These pathways begin at nursery school and
continue right up to PhD Degrees in conventional, as well as skill education. They permit progression to
higher levels of education by clearing tests and meeting eligibility criteria.

Dual-mode educational pathways with multiple entry and exit points

Progression implies movement to a higher-level course along a skilling or conventional

pathway, for instance, movement from UG to PG in a conventional pathway. Meritorious
students may be admitted to higher level programmes through lateral entry, if found
eligible, after clearing requisite tests at appropriate stages of the Certificate/ Diploma/ B.Voc
Programmes.

The National Skills Qualifications Framework (NSQF) is a competency-based framework

of the Ministry of Skill and Entrepreneurship Development that organizes all qualifications
according to a series of knowledge levels, skills and aptitude. The NSQF allows for a learner
to acquire the certification for competencies needed at any level through formal, non-formal
or informal learning. The following figure explains how DEI’s educational pathways align
with the NSQF levels.

44
 dayalbagh educational institute

Lateral Entry and Recognition of Prior Learning at DEI along with NSQF levels

Branch Transfer
Students are provided an opportunity to change their branch of study after completing the
first year of study, based on merit, if there are vacancies in the branch sought.

Recognition of Prior Learning

The National Policy on Skill Development and Entrepreneurship – 2015 introduced the
Recognition of Prior Learning (RPL) Framework. NSQF accommodates experiential, life-long
learning through mechanisms such as these.

In accordance with the National Policy, DEI proposes a framework for a different segments/
level of skills. The RPL process would include a pre-assessment, skill-gap training and final
assessment leading to certification of skills in an individual. The RPL certification would be
on a par with the certifications through skill training under NSQF.

45
dayalbagh educational institute

RPL Framework at DEI

Bridge courses or skill training programs will be offered to facilitate the transition of
candidates from the vocational to the conventional mode of education or vice-versa at each
level, if admitted through recognition of prior learning. This also supports the zero-dropout
policy of the Institute.

Paradigms for Testing and Evaluation of Candidates

Entrance tests for candidates
DEI imparts education that fosters all-round development of students. Thus, the entrance
tests evaluate candidates on academics as well as co-curricular and extra-curricular achieve-
ments. A candidate takes only one written test for entrance to related programmes.

Components of evaluation in an entrance test

Innovative Evaluation
The Institute administers alternate, innovative, methods of evaluation to assess candidates,
where necessary. For example, for admission to the Undergraduate programme in Drawing
& Painting and Music, practical tests are replaced by written tests.

The Office of Admissions conducts counselling and career guidance sessions to ensure the
best fit of students for the chosen courses.

Roles and Responsibilities

The Admission Committee is responsible for the entire admission process, starting from
the evaluation of candidates to their admission. The office of the Registrar and Controller
of Examinations is ultimately responsible for admissions to different programmes, with
support of the Chairman Admissions and the Office of Admissions. The duties of the Office
of Admissions, in consultation with the other offices mentioned above, are

46
 dayalbagh educational institute

„„ coordinating admissions to all programmes of the Institute

„„ publicizing the programmes on offer
„„ framing the prospectus
„„ preparing the list of successful candidates and notifying them
„„ examining credentials of candidates seeking admission or re-entry.

Open Distance Learning

DEI has implemented the Open Distance Learning (ODL) system since 2004. The different
modes of delivery are:
„„ Blended
„„ Asynchronous
„„ Semi-synchronous
„„ Synchronous, and
„„ Online (e-DEI-de)

All candidates are selected through DEI’s central admission process.

Transfers and Transfer Credit Policy

Undergraduates who have completed the course of study for the first year, in a university
other than DEI, may request a transfer to DEI. The procedure of admission remains the same
as that for beginners, but the Director of the Institute may permit a direct admission on
compassionate grounds. Forms for migration/ transfer of admission are available online, at
the DEI website.

A Credit Transfer request can be submitted by students only after admission to the concerned
programme in DEI. Satisfying the following conditions is mandatory:
„„ The course work has been completed at a university approved and accredited by
the UGC
„„ The University accreditation grade/ ranking is not lower than that of DEI’s
„„ The courses conform to the common minimum syllabus under the UGC CBCS
system
„„ The letter grade obtained in the courses is “B” or better
„„ The number of credits to be transferred does not exceed the prescribed limit
„„ The programme in question has a similar credit system, modular or semester in
particular.

Transfer of Application at the Time of Admission

Applicants who do not get selected for admission are given an opportunity to apply for to
other courses for which they are eligible.

International Students
The following are categorized as International Students:
„„ Foreign students: students holding passports issued by foreign countries,
including those of Indian origin who have acquired foreign nationality.
„„ Non-Resident Indians (NRI): Non-Resident Indian students who have passed
the qualifying examinations from schools or colleges in foreign countries. This
includes those studying abroad, including students affiliated to Indian Boards /
Universities.

47
dayalbagh educational institute

All international students require a student visa endorsed by DEI. Students wishing to join
a research programme require a research visa endorsed by DEI, as well. The visa should be
valid for the duration of the course.

Only students who have qualifications recognized by the UGC/ Association of Indian
Universities (AIU) are eligible for admission. The admission procedure is similar for Indian
candidates. However, all the formalities of admission should be completed at their place of
residence or at the nearest Information Centre of the Institute.

General Admission Criteria and Procedure

These are overriding criteria that cover admission to all programmes. They include
applications for admission to different programmes, reservation of seats, criteria for
selection, written (objective) tests, personal interview, certificates for participation in
extra and co-curricular activities, the final selection, counselling for admission, medical
examination, registration and fees, orientation, communication, zero-dropout policy and
complaints and appeals.

The Admission Plan

Goals
The prime focus of the admission plan is, ‘Education for all, including students with no
means, and without any geographical barriers’.

The goals of the admission plan are summarized as follows:

Admission Plan – Goals

48
 dayalbagh educational institute

The Office of Admissions – Administrative Structure

The Office of Admissions shall serve as the coordinating office for all admissions to the
Institute.

Administrative Structure of the Office of Admissions

International Students Cell

The Centre will provide a single point access for all information and assistance to interna-
tional students at the time of admission, during their period of study and after they leave
the Institute. The primary task of the Cell will be coordinating with the admissions office for
publicity, conduct of entrance tests and registration of students.

Admission to various programmes of the institute will be governed by general guidelines

issued by the University Grants Commission (UGC), Association of Indian Universities (AIU)
and other statutory/ regulatory directives.

The International Cell will also provide information on credit transfer process, relevant
examinations (TOFEL etc.), admission schedules, admission processes, certificates etc. to
the students of DEI, who intend to join study or research programmes outside the country.

49
dayalbagh educational institute

Systematic Publicity Campaign

The publicity campaign of DEI will involve different media, as shown under:

50
 dayalbagh educational institute

5
Research Plan

51
dayalbagh educational institute

52
 dayalbagh educational institute

T
he Dayalbagh Educational Institute stresses a combination of excellence
in research with relevance to the contemporary needs of society, the
nation, and the world at large. At the local level, DEI collaborates with
the local community, government and non-government organizations
to solve problems, facilitating engagement in experiential learning
opportunities for students and scholars, allowing them to return to the
community. Internationally, DEI partners with institutions that can help extend its global
reach and transfer knowledge in the field where DEI plans to focus its research.

Research strengths

The vision for research focuses on DEI’s aim to be a Spiritual-Entrepreneurial University,

combining excellence with relevance.

The strategic plan envisages nine interdisciplinary research divisions, which will initially
complement, and, later, supersede the existing traditional hierarchical divisions of research
in the form of departments and faculties with respective specializations. Some highlights
of ongoing research in certain niche areas pursued at DEI, such as neuro-theology and
neuro-aesthetics, are presented at the end.

The vision identifies consciousness, theology and neuro-theology, (micro)-entrepreneurship

and agriculture as focus areas. The plan involves introducing multi-disciplinary research
divisions that will initially complement, and may eventually replace, the existing conven-
tional hierarchical structure of traditional departments and faculties.

53
dayalbagh educational institute

Nine Divisions of Interdisciplinary, Multidisciplinary and Transdisciplinary Research

DEI follows the Blue Ocean Strategy in setting strategic goals and to identify the niche
research areas to which DEI intends to contribute. The Blue Ocean Strategy(W. Chan Kim
and Renée Mauborgne, 2005) states that leading companies (or universities) will succeed,
not by engaging in perpetual battles with numerous competitors, but instead by creating
“blue oceans” of (relatively) uncontested market space with high potential for growth.

DEI’s approach of integrating theology with neuroscience (via the emerging field of neuro-the-
ology), philosophy of mind, physics and consciousness studies enables harnessing of India’s
unique treasures of philosophy with western advancements in science. DEI can emerge as a
leader in this multidisciplinary and niche research area of global interest, with relatively little
competition from other universities.

Ongoing research
DEI’s strength is its commitment to developing new perspectives on the relationship between
engineering, science, and technology, and other enterprises such as agriculture, healthcare,
environment, society, business, consciousness, theology, humanities and the arts. The idea
is to imbue its students with a holistic perspective, which requires expertise in multiple areas
and an interdisciplinary approach. Multidisciplinary education and research is essential to
enhanced living standards, healthier lives, and more sustainable environments. DEI strives
to develop the next generation of citizens who will combine the highest level of technical
competence with values and ethics, creativity, innovation, and leadership ability which gives
them the skills to solve complex and challenging problems.

Centre for Consciousness Studies

DEI has established a Centre for Consciousness Studies. The center facilitates research in a
cross-section of subject areas including Botany, Zoology, Chemistry, Physics and Computer
Science, Mathematics, Psychology, Management, Languages (English / Hindi / Sanskrit),
Theology, Commerce, Education, Engineering and Medical Science.

54
 dayalbagh educational institute

The Centre is equipped with a magnetically-shielded room with MEG apparatus and a
15-channel SQUID device for the study of brain-consciousness. The main activities of the
Centre include experiments in the Science of Consciousness, Neuro-Theology, Neuro-Psy-
chology, modeling of novel microtubule-based neural networks, organization of lecture
series, and focused workshops. The Centre is situated adjacent to the Quantum and Nano
Centre and was opened with the inaugural workshop CONCENT 2011.

In 2013, the Centre hosted the annual international conference series, Toward a Science
of Consciousness (TSC) (March 3-9, 2013) covering all aspects of conscious experience,
founded by philosopher,Prof. David Chalmers and anesthesiologist,Prof. Stuart Hameroff.
The week -long conference hosted several hundred participants.

East-West Forum
The Centre for Consciousness studies has
organized the East-West Forum as a regular feature
of TSC since 2012, in Tucson, Arizona; Helsinki,
Finland; and San Diego, USA. The East-West Forum
explores how Eastern meditational exploration of
consciousness can connect with Western scientific
and philosophical study of consciousness.

A unique text (emeritus editors, Rev. Prof. P.S.

Satsangi and Prof. Stuart Hameroff), based on
previous editions of the forum has been published
bringing together Eastern and Western perspec-
tives on consciousness with essays from philoso-
phers and scientists. This cohesion is believed to
be pivotal in understanding consciousness and its
place in nature and science.

Neurotheology with in-house custom-made MEG facility

The Centre has developed an indigenous magnetically-shielded room with SQUID for MEG
experiments, where research is underway and interesting correlates of meditational practice
have been obtained. Earlier the Centre used the 30-channel magnetoencephalography
(MEG) facility at the Indira Gandhi Centre for Atomic Research (IGCAR), Kalpakkam near
Chennai in November 2012 for neurotheology experiments.

Quantum and Nano Centre

A notable achievement has been the establishment of the multidisciplinary Quantum and
Nano Centre funded by the Ministry of Human Resource Development’s National Mission
on Education through ICT, with the following partners: IIT Kanpur, IIT Delhi and IIT Madras,
and, Institute for Quantum Sciences, Michigan State University; Massachusetts Institute
of Technology; Institute for Quantum Computing, University of Waterloo; University of
Maryland, College Park.

With a focus on the rapidly-growing area of quantum-Nano computing and quantum

information sciences, the Quantum-Nano Centre provides an environment for researchers
to explore the fundamental physical characteristics of quantum systems, to devise and
implement prototype quantum computers, and to develop quantum algorithms and novel
applications. Through a program of lectures, seminars, and workshops, the Centre stimulates
intellectual exchange among students, faculty, and academic partners.

The Centre has hosted leaders in quantum computing and information technology. In an
annual winter school, QANSAS, the first school supported by the Indo-US Science and

55
dayalbagh educational institute

Technology Forum. These schools have enabled students and researchers at Indian universi-
ties to interact with leaders, including, Prof. Sir Roger Penrose (Oxford), December 2013; Prof.
Richard Josza (Cambridge), December 2011; Prof. Vlatko Vedral (Oxford), December 2011;
Prof. Robert C Richardson (Cornell), Nobel Prize winner in Physics, December 2010; Prof.
Douglas Osheroff (Stanford), Nobel Prize winner in Physics, December 2009; Prof. Charles
Bennett (IBM Research) December 2008; Prof. Scott Aaronson (MIT), December 2007
The collaborations have led to joint publications with researchers in institutes including
Harvard University, Stanford University, University of Maryland, College Park; Perimeter
Institute for Theoretical Physics, Tata Institute of Fundamental Research, and the University
of Waterloo.

Centre for Applied Rural Technology

DEI’s Education Policy emphasises combining excellence with relevance to the contemporary
needs of society. The Centre for Applied Rural Technology (CART) offers various vocational
courses through its Modular and Certificate level programmes. The Centre now researches
rural technology, which has become an interdisciplinary research theme involving members
from all departments in previous year, a change from its earlier focus on education.

Dignitaries visiting the Centre for Applied Rural Technology, DEI, known for its research and education in
skilling and sustainable development.

Systems Thinking
Drawing inspiration from von Bertalanffy’s philosophy of General Systems Theory, DEI
applies the methods of graph theoretic systems modeling to diverse problems and research
areas. The figure below illustrates how linear graph theory, a mathematical abstraction
commonly associated with the study of electrical networks, can also be applied to diverse
disciplines with the appropriate identification of through and across variables.

The figure below shows an application of linear graph theory to the subject of neurotheology,
and esoteric phenomenology of spiritual domains (stages of meditation).

56
 dayalbagh educational institute

Schematic : A Rudimentary Modelling Framework for Spiritual Domains

(The entire creation is evolved out of the pre-creational Nether Pole)
The second sub-division sphere of a set of six sub-divisions of each grand-division of Macrocosm or Human-Microcosm is the one which
is endowed with generative function : e.g. e2 (Sat Lok), f2 (Sphere of Brahma); and g2’ (Man : Ganglion at the organ of reproduction)

A Systems Graph Depicting Stages of Meditation and Esoteric Spiritual Domains (Professor
P S Satsangi at the Inaugural Function of The Twentieth Conference On Toward a Science of
Consciousness, March 3, 2013)

Children (aged 3months to 3 years) are part of a new longitudinal study of the effect of daily
exposure to field work on their social skills, cognitive developments and values. This is a new
experimental initiative and example of multi-disciplinary creativity at DEI.

15-year strategic action plan

DEI’s research objectives are to: Emerge as an international leader for interdisciplinary
research in consciousness, with an emphasis on theology, neuro-theology and eastern
philosophy, as well as other related areas such as physics, mathematics, computer science,
and biology. Its research focus in agriculture and sustainable agriculture, is to develop
low-cost and innovative solutions to problems that face the nation. DEI encourages research
that promotes and creates opportunities for micro-entrepreneurship, Nano-entrepreneur-
ship, especially for the lowest and least-empowered members of society.

57
dayalbagh educational institute

Our founder Director established DEI’s ethos that quality always wins over quantity.
To achieve international recognition in a short time-frame through objective rating
mechanisms, we must have quantitative ways of measuring and documenting the impact of
our research activities.

Roadmap for
increasing the
measurable
impact of our
research activities

Six key performance indicators for research at the institute level are presented in the
following table:

Key Performance Indicators

1 Publications, Citations and

Patents
Measuring the number of publications in highly reputed
journals, the numbers of citations these publications
receive, and number of patents is a quantitative measure
of our research and innovations.

2 Visibility in Major Interna-

tional Conferences
The visibility of our research activities at major inter-
national conferences is a quantifiable measure of our
research. DEI plays a role in the interdisciplinary study
of consciousness by hosting the annual East-West forum
at the Toward a Science of Consciousness conference
series.

3 Visibility in News Media and

Social Media
The amount of attention our research receives in news
media, social media, and magazines such as Scientific
American, is an important measure of its impact.
Altmetric is one agency that provides a quantitative
measure of this.

4 Success in Entrepreneurial and

Agricultural Activities
Our entrepreneurial focus in research activities will
create jobs and enable many Indians to earn their
livelihood. Any evidence documenting this fact is a
measure of success.

5 Ability to attract Interna-

tional Scientists for short and
long-term visits, joint appoint-
The number of short-term, long-term and adjunct
faculty from prestigious foreign universities is a measure
of our reputation internationally.
ments and permanent positions.

58
 dayalbagh educational institute

6 Transfer of knowledge Transfer of knowledge to society and end-users through

last-mile connectivity will prove the relevance of the
research & development endeavours. The number of live
R&D projects in societal/community settings can be a
measure of this KPI.

DEI has a robust plan for maximizing the measurable impact of its research and development
programmes in the areas mentioned above, through increased citations, mentions in social
media, articles in news media and magazines. Profit or fame have not been motives driving
researchers and neither is there a focus on gaining attention from international ranking
agencies. Tables detailing the research plans until 2032 are provided in the Annexure.

Multi-disciplinary Research Divisions

Dayalbagh Educational Institute is a Spiritual-Entrepreneurial University, and as such the
vision and expectation for the research programmes is different, with researchers coordi-
nating their activities around the flagship themes. It would appear that DEI’s unique and
emerging interdisciplinary areas, of importance to our nation, are not covered by conven-
tional institutions or universities. The existing research programme, set to evolve and expand
as outlined in the 15-year plan, organically meets Objectives 3.2, 3.3 and 3.4 of the Gazette
Notification announcing the Institutions of Eminence scheme.

Research at a Spiritual-Entrepreneurial University, DEI feels must have a short-term and

long-term socio-economic impact, with a view to benefiting our nation and world.

Skilling, low-cost innovation (jugaad) and entrepreneurship (in the form of cottage industries,
etc.) have been crucial features and strengths of research and education at DEI. Integration of
agricultural activities with university education, provides a unique opportunity for research
not only in agriculture and food security, but also education and sociology.

Research at a Spiritual-Entrepreneurial University must also understand how the highest

possible qualities and values can be instilled in students, in order to develop superhumans
with super-consciousness, with strong values and the ability to face today’s challenges. DEI
strives to redirect the acquisitive impulse of mankind from accumulating material wealth to
the acquisition of knowledge, or truth. Thus, DEI’s focus is on selected areas of cutting edge
research in quantum physics: quantum field theory and string theory, quantum information
and foundations; as well as neurotheology.

To achieve these goals, DEI proposes organizing research activities via multi-disciplinary
research divisions rather than departments. Each faculty member will have one primary
affiliation and upto two secondary affiliations. Research scholars would be admitted to a
research division rather than a department and may choose any advisor(s) in that division,
thereby encouraging interdisciplinary research.

59
dayalbagh educational institute

Transitioning from traditional hierarchical departmental structure, to a

system involving multi-disciplinary research divisions.

Agriculture
Agriculture is a major focus of research activities at the institute, and incorporates expertise
from diverse departments such as botany, zoology, chemistry, mechanical engineering, and
mathematics. A detailed discussion appears in the chapter Agriculture.

60
 dayalbagh educational institute

Research Highlight
Enhancing secondary metabolites and essential oils in plants
Prof. Prem Dantu, Department of Botany

The identification of proteins and subsequently genes associated with the application
of inexpensive irradiated sodium alginate at very low concentration in the form
of aqueous solution, at whole plant level to boost the herbage yield and essential
oil production as well as active constituents viz. Menthol yield, Mentone yield and
Menthyl Acetate of peppermint (Mentha piperita L.).The next generation sequencing
study of the pathways leading to production of natural products such as piperine
in Piper longum will help discover additional natural products for developing new
medicines and operate pathways in plants. Transcriptome has cost effective approach
of sequence determination and it helps to improve the efficiency and speed of gene
discovery. Piper longum is an important plant used for medicinal purposes, but tran-
scriptome and genetic information are not available in NCBI database.

Entrepreneurship
Entrepreneurship is a major focus of research activities at the institute and incorporates
expertise from diverse departments. DEI’s vision for entrepreneurship is not to create large
multinational companies but to create micro- and Nano-enterprises that bring sustainable
wealth generation to groups of people, including those from underprivileged backgrounds.
Details are available in a separate chapter on Entrepreneurial activities, including research.

61
dayalbagh educational institute

Research Highlight
Women’s Entrepreneurship
Prof. Sumita Srivastava, Faculty of Social Sciences

Sumita Srivastava, Rupali Misra, (2017) “Exploring antecedents of entrepreneurial

intentions of young women in India: A multi-method analysis”, Journal of Entrepreneur-
ship in Emerging Economies, Vol. 9 Issue: 2, pp.181-206, https://doi.org/10.1108/JEEE-04-
2016-0012

This paper is a research project sanctioned by the Indian Council of Social Science
Research (ICSSR), New Delhi on the topic “Designing Educational and Training Inter-
ventions for preparing Undergraduates to Pursue Entrepreneurship as a Career Choice:
A roadmap, for universities and institutions of Higher Education” with a grant-in-aid of
Rs. 6 lakhs.

The purpose of this study is to identify the antecedents of entrepreneurial intentions

of young women in India because of the Indian Government’s current emphasis on
women’s participation in mainstream economic activities. This study focuses on entre-
preneurial intentions as the most important stage of the entrepreneurship process.
Based on the theory of planned behavior, propounded by Ajzen (1991), it points out
intentions as the most significant predictor of human behavior.

Research Highlight
Green Supply Chain Coordination and Management
Prof. Sanjeev Swami, Faculty of Social Sciences

One of the significant research areas in supply chain management is linked to the
disagreement and coordination issues that can arise between a variety of players in
the chain. These conflicts can be both horizontal and vertical in nature. The horizontal
issues are among the players at the same level of the supply chain, while the vertical
conflicts are among the players at the upstream (say, a manufacturer) and downstream
(say, a retailer) levels of the chain. We plan to address such coordination issues in the
green supply chain management. Fundamental Theoretical Contributions: This form
of contribution will be made through game-theoretic modelling of the strategic deci-
sion-making situations.

Applied Contributions: With the advent of self-driving, solar–powered automobiles, the

supply chain structures will undergo drastic changes, but will necessarily be greener in
nature. Through industrial case studies, and large-scale surveys, cutting-edge knowledge
will be generated to assist industrial organizations around the world.

Phase 1 (first 5 years) – Focus will be on game-theoretic modelling

Phase 2 (5-10 years) – Large-scale surveys, econometric modelling and case studies
Phase 3 (10-15 years) – Integration with other technologies like artificial intelligence

Partner Institutes – IIT Delhi, IIM Udaipur, IIM Calcutta, Malaysia Institute for Supply
Chain Innovation.

62
 dayalbagh educational institute

Classical Studies
Classical studies involve the study of all aspects of classics, including comparative studies
of culture and languages, and are in line with the DEI education policy objective, “To
promote the study of classics and develop pride in national culture and heritage.” We draw
your attention to i-c-n-c-TALL, our innovative language learning laboratory. One of the
major goals of this language lab is to provide education in Sanskrit, through digital learning
initiatives.

Research Highlight
DEI - iNFORMATION-cOMMUNICATION–nEURO-cOGNITIVE Technologies
Assisted Language Lab, (i-c-n-c) TALL
An overview by Dr. Bani Dayal Dhir, Department of English

(i-c-n-c) TALL facilitates teaching and learning of various languages using technology
and also promotes interdisciplinary research in the realms of consciousness, literature,
language learning and teaching. It is a central teaching cum interdisciplinary research
Centre of the Institute which functions in conjunction with the Centre of Conscious-
ness Studies DEI. State-of-the-art teaching spaces, rich software resources and expert
support personnel together make the DEI (i-c-n-c) TALL a dynamic and highly efficient
teaching and learning facility. It is the multilingual computing and assessment hub of
the Institute with reliable audio and video recording capability, foreign language digital
media content, and software images.

Facilities include:
„„ Main lab with 25 computers, 3 class rooms and one lecture Hall.
„„ A network of computers, server with appropriate application software
(Instructor server / Student Client).
„„ Orell Digital language Lab software, installed at i-c-n-c Tall, facilitates the
learning of any language effortlessly. The software has the following features:
• ASL- Tool to assign speaking and listening activities to students
• Intercom- Enables two-way communication between the teacher and
students
• Live Classroom - It performs live classes and allows evaluation of students’
learning activities

63
dayalbagh educational institute

• Lesson Studio- It allows teacher to create study materials in video, audio

and text format.
• e-Writer - It is used to assign writing assignments to students
• e- Reader - It is used to send reading assignments to individual or group
of students.
• Screen Viewer - Teacher can capture the students’ screen and monitor
their activities even without their knowledge.
• Model Student - With this feature we can select a student as a model for
other learners to view the assignments submitted by the model student.
• Billboard - It is used to write news or information for students
• Alert - It is an aid for students to call the teacher
„„ The lab is also equipped with LED Projector WXGA, Projection Screen, smart
boards, 49” LED LFD Displays, Lumens Document Camera, Digital Podium
with control panels, Sony VCU Camera, Audio System with Speakers and
Microphone, Audio Mixer
„„ The lab resources are not only available on-campus but can be accessed and
used off-campus.
„„ The lab is used not only for teaching English, but it is used for teaching Indian
Regional languages and foreign languages as well.
„„ Artificial Intelligent tools like chatbots are also available. The following
chatbots are currently being used:
• Alice ESL Bot is useful for Practicing English.
• Leslie Linguo is an ESL-oriented chat robot and dictionary with text-to-
speech feature to practice oral and written communication in English.
• ESL Robot lets one practice English.
• Andy Bot is a friendly robot which can be used by beginners to converse
in English. One can learn language by using it in a conversation. One can
take grammar lessons and learn new words every day!
„„ The lab is equipped with Two ‘Multilingual Electronic Translators – ECTACO
500 AL’. ECTACO 500 AL is one of the best translators available in the world
because of its ability to translate numerous languages on the fly.
„„ The Lab has access to various useful links, websites, and apps for language
learning. For example – British Council online tools, ESL Gold, ESL.net, 101
Languages of the World, Sanskrit learning tools, Online Sanskrit Sandhi
tool, Online Sanskrit newspaper, Online Sanskrit dictionaries, Online
Sanskrit Newspapers, Sanskrit thesaurus, Monier Williams Sanskrit-Eng-
lish Dictionary, http://lexica.indica-et-buddhica.org/dict/lexica, Monier
Williams Online Dictionary [English to Sanskrit], Sanskrit OCR tool.

(i-c-n-c)TALL - Sanskrit Teaching and Research

One of the primary objectives of (i-c-n-c-) TALL is to conserve and disseminate the
treasure of Sanskrit language, the language of Devas, language of transcendental
consciousness by using ICT. It is aiming to promote man – machine interaction, natural
language processing with reference to Sanskrit, including spoken Sanskrit to make it
once again the dominant language of the world. This multi-cultural and multi-lingual
lab cum research centre would also motivate Sanskrit scholars to pursue research in
neuroscience, cognition, computational Sanskrit and Science of Consciousness using
EEG, MEG and fMRI installed at DEI.

64
 dayalbagh educational institute

While referring to Sanskrit language, I am reminded of Albert Einstein, who, once tried
talking in Sanskrit to Dr B.N. Gupta, an Indian scientist. Dr Gupta’s confession that he
did not know the language left Einstein stunned and his instant response was:

“You hail from India which is the home of Hindu Philosophy, yet you have not cared to
learn that language. Come along, see my library which treasures classics from Sanskritam.”

We are in the process of developing a Digital Library for Sanskrit Texts, Scriptures and
other literature along with English and other languages to open up a huge ocean of
knowledge hidden in Sanskrit compositions and treatises composed centuries ago.
Sanskrit Language Learning material is being prepared by DEI Sanskrit Department. The
Content includes Listening comprehension exercises, videos of short stories (Pancha-
tantra etc.), narration of the shlokas of the Bhagvadgita and their explanation, grammar,
essays on a variety of topics, videos for conversation, etc. We propose to run short
term certificate courses in Spoken Sanskrit and they can be also run in distance mode.
Researchers have observed that as compared to other languages, Sanskrit has many
advantages for computer processing due to its structural properties. Through Sanskrit
language teaching and research at (i-c-n-c) TALL, we are making a humble effort to
open up a huge ocean of knowledge in different areas hidden in Sanskrit compositions
and treatises composed centuries ago. I quote here the following observation of Paul
Kiparsky, Emeritus Professor at Stanford University,
“Many of the insights of Panini’s grammar still remain to be recaptured, but those that are
already understood constitute a major theoretical contribution.”

Virtual Lab for Vocational Electronic Centre for Cultural Studies in DEI

This Lab would be developed as a unique place where skill based vocational courses
are proposed to be launched to provide “linguistic - technical competence” to all,
thus helping people earn livelihood and fulfilling the needs of the country. Vocational
programmes such as Creative writing and Digital Skills, Communicative Skills,
Translation, Certificate /diploma courses in speaking &writing other Indian and foreign
languages are proposed, blending beautifully ‘Power of Man’ and ‘Power of Technology’.
All vocational programmes, short term certificate programmes including lab facility will
be available off campus as well so students and faculty at different places may make
optimum utilization of the rich lab. Conforming to the mission objective of DEI, in
the words of Most Revered Prof. Prem Saran Satsangi is transformation of India to a
knowledge society, the learning at Lab aims to make people skilled to lead a better life.
In this context it would not be inappropriate to quote the following observation of Dr.
S. Radhakrishnan:

“India is a free nation, but it will be free in true sense only when each Indian will have
employment and shelter.”

Most Revered Prof Prem Saran Satsangi in his address at the inauguration of Distance
Education Programme at MTV Puram enlightened:
“Now we switch from the top down and bottom up approach to the middle out approach
for management and planning of education. And it is at the middle level of vocational
education that we are making a beginning here. Primary level education is already
established. The top level is already there in the form of Satsangis here. So, we now go
to the middle level and we use the middle–out approach of linking it to the bottom level
providing the children with the Primary education at the present and then moving out
towards the top and providing inter-linkage with the spiritual education.
So that is how the whole education system will get completed and will have the realization
of the University in Satsang in the true sense.”

65
dayalbagh educational institute

Reinforcing the lofty ideal of ‘self-reliance’, inspiring each one saying, “Trust thyself:
every heart vibrates to that iron string”, our humble endeavour is to make everyone
realize, in the words of Ralph Waldo Emerson, “the power which resides in him is new in
nature, and none but he knows what that is which he can do, nor does he know until he
has tried.” Adequate exposure to state of the art technology and ‘hands on experience’
to “each and all” will make them competent to work in various capacities in various
organizations and even motivate them for self- employment.

Research in Psycholinguistics: Researchers from DEI Psychology Department have

proposed to conduct experiments exploring the linguistic competence of learners.
They have proposed to pursue studies in the areas of memory, attention, perception,
speech disorders, slow learning. In collaboration with Psychology department tests are
proposed- Boston naming test, (BNT), Clinical Evaluation of Language Functioning
(CELF), Controlled Oral Word Association Test (COWAT), Multilingual Aphasia
Examination, Peabody Picture Vocabulary Test (PPVT), Test of Written language (TOWL)
etc.

Upliftment of underprivileged children: It is one of the mission objectives of the lab

cum research centre to impart training and education to the tribal and rural children
and adults. Special language learning programmes are proposed to be launched for
socially and economically deprived strata of the society. The lab would initiate such
programmes for the children of Rajaborari, Murar and MTV Puram.

On-going Interdisciplinary Research Initiatives and language teaching Programmes at

(i-c-n-c) TALL: A Bird’s Eye View
„„ In collaboration with Centre for Consciousness Studies experiments in
Neuroaesthetics to study the impact of various literary texts on human brain
and also personality using MEG. The results were presented at the inter-
national conference “The Science of Consciousness”, Tucson, University of
Arizona held in April from 25-30, 2016.
„„ The Department of English is running four compulsory lab courses as part
of the undergraduate English programme. The students are evaluated based
on the practical assignments done throughout the semester covering four
important skills – reading, writing, speaking and listening.
„„ The Department of Sanskrit has launched the Sanskrit Work Experience
Course for undergraduate students.
„„ The Department of Hindi has launched Hindi tutorial class for undergrad-
uate students.
„„ One of the unique features is the launch of English lab classes for the
children of DEI Primary School from class 1 to 5. It’s a delight to watch these
kids operating the software efficiently and learning English. Apart from
Dayalbagh Primary School, the students of class 6,7,8 of DEI Prem Vidyalaya
and DEI REI Inter College are also having their regular English lab Classes.
„„ The syllabus of English lab classes has been designed in such a way that it
integrates the topics done in the traditional lecture method in the class room.
The lab classes reinforce their learning through interactive method, speaking
and listening activities. At the same time,they also get an opportunity to learn
useful additional topics.
„„ Classes of Dayalbagh School of languages have commenced successfully.

66
 dayalbagh educational institute

„„ A One Week English proficiency Course is organized every year at ( i-c-n-c)

TALL during winter camp at DEI.
„„ Experiments in Language and Psychology by the Department of Psychology.

The lab cum research centre at Dayalbagh functions with the noble objective of
‘humanizing technology’ not ‘technology technisizing human’. To recall the words of
Most Revered Dr. M. B. Lal Sahab, the founder of Dayalbagh Educational Institute:

We should try to see that the modern trends become only supplements and not
substitutes of our basic concepts of education. We do not like to put the clock back but
would certainly do well to introduce a more human and realistic approach to education
to meet the present day needs of society.

In an age when man is becoming an automaton with the displacement of the qualities
of humility, love and generosity, plagued by the Frostian dilemma – which road to travel?
Making choices on the basis of short term myopic considerations, I believe learning
humanities in the Technology Assisted Language Lab (TALL) will enable children
evolve and grow TALLER and reach the Zenith with the blend of scientific temper and
humanistic spirit. In his latest book entitled, Life 3.0: Being Human in the Age of Artificial
Intelligence (2017), Max Tegmark raises concerns regarding human life in the age of
technology. As ‘(i-c-n-c) TALL’ envisions the era of Super intelligent machines, it also
follows the enlightening guiding lines of Most Revered Prof. Prem Saran Satsangi Sahab
that the Super intelligent machines developed with innovative qualities and values alone
can be beneficial. He also observes that the misuse of Super intelligent machines can be
prevented by developing supermen endowed with values. While imparting linguistic-
technical competence within the Value-Based Education system of DEI, (i-c-n-c) TALL
endeavours to exemplify the unique ‘Dayalbagh Way of Life’. The relation between
“quality of life” and “quality of education” has been elucidated by Most Revered Prof.
Prem Saran Satsangi Sahab through His model of “Sigma Six Q Way of Dayalbagh Life”.

As we march ahead with firm conviction, reverence and humility to translate the lofty
vision of making (i-c-n-c) TALL a unique learning and Research centre in the world, I
place the following prayer, by Robert Browning, at the Lotus Feet of Supreme Lord
Almighty:
Take and use Thy work:
Amend what flaws may lurk,
What strain o’ the stuff, what warping’s past the aim!
My times be in Thy hand!
Perfect the cup as planned!

67
dayalbagh educational institute

Esoteric Art and Science

This area focuses on the study of consciousness— an interdisciplinary theme of research
that challenges the boundaries between the natural sciences and the social sciences. To
explain the importance of Esoteric Art and Science, Prof. P.S. Satsangi (former Director, DEI,
and Chairman Advisory Committee on Education, Dayalbagh) quoted the Dalai Lama:

‘Finally, I would like to draw your attention to this quote from Dalai Lama, “Certainly physics
designed the bombs; biology, the germ warfare; chemistry, the nerve gas; and so on, but it will
be the unhealthy emotions of individuals that will trigger these horrors. These emotions can
only be controlled, reshaped and re-channeled by technologies developed from successful
inner science.” So, it is important to integrate inner experience with scientific investigations
and develop what one might call inner science or experiential science or phenomenological
science’. (Satsangi, 2012)

Esoteric studies include the study of meditation, inner experience, and comparative study of
religion. Our flagship activity is the East-West Forum.

Studies in many disciplines, including the history and philosophy of science and technology,
linguistics, music and neuropsychology are questioning the nature and status of human
rationality and creativity. Cognitive science at DEI brings together researchers in computer
science, philosophy, psychology and linguistics, looking to the neurosciences to extend the
reach and impact of their work.

68
 dayalbagh educational institute

Research Highlight
Neurotheology
Institute-Wide Research Endeavor

Consciousness implies awareness – subjective experience of internal and external

phenomenal worlds. Consciousness is central also to understanding, meaning and
volitional choice with the experience of free will (Hameroff and Penrose, 2014). While
the science of consciousness in ancient India as given in Vedas and Upanishads dates to
the second millennium B.C., it is over the past 50 years or so that there has been consid-
erable interest in the modern science in the West, in terms of cognitive psychology
and neuroscience (neuro-physiology or neuro-medicine) in studying consciousness
(Satsangi, 2006).

It appears plausible to evolve a science of inner experience (which is repeatable and

verifiable) by attempting to integrate Eastern and Western scientific approaches and
philosophy by perhaps verifying inner meditational phenomenology of consciousness
through well-established scientific epistemology, including four important stages of
observation (awareness), report (description), analysis (understanding) and verification
(hypothesis-testing) (Price and Barrell, 2012) while also availing of modern techniques
of fMRI and MEG scans in capturing repeatable physiological / physical-environmental
parameters of neural correlates accompanying inner experience during meditational
practices (Satsangi, 2012).

We would like to emphasize that the program we are proposing conforms to scientific
methodology. First person experiential data and ancient wisdom are translated (via
an established methodology described in detail below) into hypotheses testable via
the traditional third-person tools of science. Any scientific endeavor must attempt to
model the system under investigation — and a multi-scale model of the brain based on
quantum mechanics will play a crucial role in our investigation.

For experimental studies at the physical level, we will focus on magnetoencepha-

lography (MEG) as our primary instrument. We have a SQUID-based MEG facility,
developed in-house by Prof. Vishal Sahni, which was recently upgraded to 16 channels.

The advantage of MEG is that it is susceptible to harmonic analysis (i.e., Fourier trans-
formation). We have made what we consider to be a breakthrough by attempting to
correlate the power spectrum of MEG data with various stages of meditation practice.

In MEG studies carried out at our own MEG facility at Dayalbagh, as well as at the
more-sophisticated 38-channel MEG at the Indira Gandhi Centre for Atomic Research
(IGCAR), Kalpakkam near Chennai in November 2012, we have identified peaks at
certain characteristic frequencies — (3 Hz, 4.5 Hz, 76 Hz, 108 Hz, and 126 Hz) — in
the power spectrum of MEG readings which can be robustly correlated with the various
stages of meditation practice. A sample reading is depicted on the right.

The various stages of meditation practice were identified collectively by practitioners

using the established, scientific method known as fuzzy Analytic Hierarchy Process
(AHP), commonly invoked in operations research. These are depicted on the right.
The results depicted here form the basis for this study (See Satsangi and Sahni, 2007,
2009 and 2011 for more details).

69
dayalbagh educational institute

Sahni and Satsangi (research presented at Toward a Science of Consciousness Conference

2015) also believe that interesting conclusions can be drawn from the 1/fα behaviour of
MEG brain scans.

Noise with a power spectrum that varies as 1/f, i.e., |α|=1, is pink noise — and represents
the most interesting noise known to physics.

We believe the presence of pink noise potentially contains a wealth of information

about the inner workings of the mind and brain. Therefore, there may be great scope for
developing rich and testable theoretical models of cognition and consciousness based
on a harmonic paradigm for correlates in the electromagnetic activity of the brain.

Research Highlight
Prof. Vishal Sahni, Centre for Consciousness Studies

Much of Western scientific and philosophical study of consciousness takes place in a

secularized setting. To facilitate its integration with the eastern experiential wisdom,
we have generalized the modelling framework for contextuality based quantum tele-
portation to n-dimensional quantum states, or n-qudits (quantum odd-prime based
units) which holds considerable promise for even higher mathematical abstraction. The
proposed generalization extends the two states in the qubit model, to n states and this
n could tend towards infinity. We are heading towards point-sized loops or fine-grained
particles of nature, which have been rejected out of hand by string theorists. It is not
physical reality when measured from the sense of Planck’s length of 10-35 metres, but
finer-grained particles than Planck’s length 10-35 metres may exist, although, they are
not matter anymore. We argue that why stop at degree of freedom of three, but instead
pursue quantum odd-prime based units with higher degree n such as 5, 7, 11, 13, 17
and so on till nth degree of freedom even tending to infinity. String theorists admit its
multiple landscapes with higher degrees of freedom which points its uniqueness both
for particles finer than 10 -35 metres as well as distances greater than 10 10 light years.

70
 dayalbagh educational institute

Digital Life
The research division Digital Life represents multi-disciplinary research on all aspects of the
human-computer interaction, including artificial intelligence, super-intelligence, digital
music and related topics.

DEI’s research community is engaged in building cognitive systems including those in

computational neuroscience and machine learning, computational modelling of human
learning, language, vision, audition, and knowledge representation and applying the results
of their investigations to the design of intelligent artificial agents.

How will new digital and social media and their associated information and communica-
tions technologies (ICT) — the creative convergence of digital arts, science, technology
and business for human expression, communication, social interaction and education
— continue to change how and what we communicate? The exploration of these modes
of making meaning and constructing narrative, along with their social, technological and
ethical implications, is an essential activity in understanding our society. Digital media
and ICT are applied in a vast variety of contexts, including political discourse and radical
cultural critiques, digital art and literature projects, e-health innovations in diagnostics
and treatment, computational biology, information policy research and computer-human
interaction and social networking.

71
dayalbagh educational institute

Research Highlight
Super-intelligence
Prof. C Patvardhan, Department of Electrical Engineering, DEI

Impressive growth in the computational power of the machines has created a

wide-spread belief that soon (as early as 2024, according to some people) computers
shall have processing power that will exceed the human processing power. This has
raised the expectation that we shall soon see Artificial General Intelligence (AGI), as
opposed to the Narrow AI which is domain specific. It is envisioned that the AGI shall
be characterized by machines that will outperform humans at a large variety of tasks.
The invention of AGI would imply that these machines also include the design of more
Intelligent and powerful machines. This could result in a spiraling explosion of intelli-
gence. This is being referred to as the Singularity in Artificial Intelligence Research. One
possible consequence could be that the machines would, by their superior intellect,
subjugate the human beings and that could lead to the extermination of humans, in the
worst-case scenario. Scientists are worried that unless appropriate steps are taken to take
care of this possibility right at the design stage, it would not be possible to take corrective
actions later because, the AGI, due to its superior intellect would not let that happen.
Therefore, by design, it must be ensured that the machines have a reasoning process that
precludes any activities detrimental to humans. Thinkers like Stephen Hawking, Nick
Bostrom, Bill Gates, Elon Musk have echoed this sentiment. Research and Development
in AI cannot be regulated or stopped simply because the benefits are too many and too
commercially important and the monitoring too difficult or even impossible. This leaves
us with only one possibility and that is to ensure that the development of the AGI be
taken up vigorously and rigorously by people with benevolent intentions.

We, at the Dayalbagh Educational Institute have taken up this challenge. Dayalbagh has a
100-year history in a Value-Based Quality Education (VBQE) system that has been recognized
for its attempts at integrating the development of core values with a Quality perspective in
education with the idea that excellence cannot be at the cost of relevance. Development
of AI with integrated Quality and Values is akin to the development of individuals which
an egalitarian society like Dayalbagh envisages with its comprehensive education system.
Attempts are being made to develop AI models along these lines.

Life and Mathematics

Eugene Wigner emphasized the unreasonable effectiveness of mathematics in the physical
sciences in his famous essay. Max Tegmark, in his recent book, Our Mathematical Universe,
elevates this to a principle that the natural universe is nothing more than an abstract math-
ematical structure. Inspired by these viewpoints, we have established the research division
Nature (Life) and Mathematics.

72
 dayalbagh educational institute

This research division centers on the application of mathematics to all areas of natural
sciences, particularly biology. To emphasize the role of mathematics and biology, this
research division is sometimes also called “Life and Mathematics”, though its scope includes
all areas of natural sciences. Quantum computing, quantum field theory, string theory, as
well as mathematical biology and systems biology are key research areas of this division

Research Highlight
String Theory and Quantum Field Theory
Prof. Gunjan Aggrawal, Dr. Sonali Bhatnagar, Dr. Shiroman Prakash, Departments of
Mathematics & Physics and Computer Science

The string theory and quantum field theory research group in DEI has active collabo-
rations with Princeton University and the Indian Institute of Science, Bangalore (both
of which resulting in joint publications in 2017). Faculty also frequently visits Tata
Institute of Fundamental Research, under a newly signed memorandum of under-
standing. At present, research is funded by a DST Inspire Faculty Award, and a recently
approved DST Early Career Research Award “Fault Tolerant Quantum Computing
and Holographic Error Correcting Codes”. Our research interests span quantum field
theories, general relativity and string theory; with an increasing focus on interplay with
quantum information.

Neuroaesthetics
Dr. Dayal Pyari Srivastava, Department of Physics and Computer Science

“If one is working from the point of view of getting beauty into one’s equation, ... one is on
a sure line of progress.” Paul Dirac [Scientific American 208 (5) (1963)]

This work is inspired by recent groundbreaking research by Semir Zeki et al. (2014)
on the perception of mathematical beauty. The subjects of the experiment studied 16
mathematicians, whose brains were scanned while they were presented with several
mathematical equations of varying degrees of beauty. They found that the experience of
mathematical beauty correlates with activity in part of the medial orbito-frontal cortex
(mOFC): the same area of the brain activated by other forms of beauty, such as artistic
beauty.

These results are very profound, but two major open questions remain unanswered.
The authors note that, “the mOFC is active in a variety of conditions, [including]…
experiences relating to pleasure, reward and hedonic states.” It is a major open question
to precisely identify the correlates of the experience of beauty (or, what is often called
the “aesthetic emotion” (Zeki, 2013)) as opposed to generic feelings of pleasure or
reward. Ideally, one might wonder whether there exist neural correlates that distinguish
between experience of coarse (or low) and subtle (or high/intense) beauty.

A second open question is: Why are mathematical equations beautiful at all, and
further, why are some equations more beautiful than others? Zeki et al. seem to rule
out the idea that the perceived beauty of an equation is completely determined to the
subject’s understanding of the equation (though understanding is certainly necessary,
the correlation between beauty and understanding was not perfect). The authors then
speculate that beauty may be closely related to truth. In their words, their work, “leads
to the capital question of whether beauty, even in so abstract an area as mathematics, is
a pointer to what is true in nature, both within our nature and in the world in which we
have evolved.”

73
dayalbagh educational institute

A second stream of neuroscience research, which is closely related in our view, is the
neuroscience of meditation. Scientific American’s issue of November 2014 has “the
Neuroscience of Meditation” as its cover story. Researchers at Dayalbagh Educational
Institute have also been carrying out numerous experiments on this front.

Beauty can take many forms:“mathematical” beauty, “visual” beauty of visual arts,
“musical” beauty, and so forth. During meditation, meditators may perceive “spiritual
beauty”, which may involve the perception of beautiful images or sounds (internally).
We would like to study the brain activity associated with the subjective perception of
various forms beauty across many disciplines.

According to the belief system of the Radhasoami faith, a sect of Hinduism the meditator
passes through discrete stages in his or her meditation practice. A key result obtained via
studies at Dayalbagh Educational Institute is that stages of meditational practice appear
to be correlated with the frequency of electrical activity in the brain, obtained in a series
of MEG studies carried out at Dayalbagh and Kalpakkam. Each stage of meditation is
associated with a characteristic frequency ranging from 4.5 Hz in the early stages to
frequencies as high as 108 and 126 Hz in the highest stages. Higher stages are associated
with subjective perception of both truth and beauty.

This robust finding is consistent with the results of studies presented in Scientific
American issue mentioned above: researchers at University of Wisconsin-Madison
report that, “Buddhist practitioners were able, at will, to sustain a particular EEG pattern”
with gamma oscillations between 25 and 42 Hertz: a frequency range correlating with
one of the moderately early stages of meditation practice.

On the basis of these results (as well as Eastern philosophical

texts), we hypothesize that the frequency of the brain’s electrical
activity (perhaps resulting from particular patterns of electrical
activity associated with characteristic frequencies) is the key
correlate of the subjective perception of beauty (and perhaps
also truth) searched for by Zeki et al., with higher frequencies are
correlated with “higher” or more “subtle” forms/experiences of
beauty (according to subjective reports and or belief/systems).

Definition of the problem

What are the correlates in brain activity associated with the perception of beauty in
various forms (including mathematical, artistic, and spiritual)? To what extent do these
features of brain activity correlate with the intensity or subtlety of the experience of
beauty? Is it possible to say anything about a possible relation between truth and the
perception of beauty?

Objective
The primary objective is to test the hypothesis that subjective perception of beauty and
truth across all disciplines is correlated with frequency of the brain’s electromagnetic
activity.

To achieve this objective, we intend to study the frequency of brain activity of various
groups of subjects: (1) nursery school children, (ii) class IX students, (iii) college students,
and (iv) national and internationally renowned artists, scientists and mathemati-
cians, when they are presented with beauty in various forms, including mathematical
equations, visual art, and scientific formulae. Reports of the subjective experience of the
subjects will be compiled and correlated with the measured frequency of brain activity.

74
 dayalbagh educational institute

Sustainability
This research division centers on finding sustainable, green, solutions to our human needs,
particularly, clean air, clean drinking water, sustainable agriculture and dairy farming. Much
of the research focuses on “Sigma Six Q”, a term coined by Prof. Prem Saran Satsangi, to
describe the Dayalbagh way of life. Sigma Six Q refers to the six salient qualities that are
inherent in the dynamics of this eco village. A summation of these qualities (or facets)lead to
synergistically enhanced impact on the system, viz., Innovation,

Air Quality, Water Quality, Health and Education, Agriculture and Dairy activities, and Values,
such as duty, beauty, humility, courage, temperance, wisdom, loyalty and justice.

Recent environmental degradation such as surface and subsurface water pollution, air and
soil pollution, climate change, depletion of resources, extinction of species and problems
of waste disposal are all partly a result of our limited understanding of environmental
systems and processes. DEI researchers are trying to understand how the technical, social,
and political challenges of implementing potentially costly environmental solutions can
be overcome, and how institutions can foster the application of critical thinking, rigorous
science and new technology to a given problem.

DEI researchers are collaborating with institutional partners in the private and public sectors
to develop technological solutions — such as solar energy and solar fuels, smart micro-grid
technology, renewable energy systems and alternative biofuels — as well as forward-thinking
ideas to resolve the institutional, behavioural and regulatory issues that must be part of any
solution to our sustainable energy challenge. As part of this effort, DEI’s campus is being
used as a living laboratory to test out new technologies, designs and strategies for behaviour
change.

Almost 50% of the developing world’s population lack adequate sanitation facilities and
millions of people still use unsafe drinking water sources. Air pollution, both indoor and
outdoor, is a major environmental health problem affecting developed and developing
countries alike. Particulates in the air are not only a health concern at ground level but can
also affect cloud formation and climate, contributing to changes in atmospheric processes
that are already underway. Today, the global food, air and water quality crises are more
pressing than ever. Scholars at DEI are looking at food, air and water issues through the
multiple lenses of science, technology, culture, history, art, regulatory frameworks and
health.

DEI scholars, educators and investigative teams are collaborating to ensure that physical,
mental and spiritual health through the lifespan is at the forefront of the research, education,
technology development and social policy agendas, so that people can maintain optimal
health and quality of life, whatever age they happen to be.

75
dayalbagh educational institute

Research Highlight
AADIGyan
Prof. Sanjay Bhushan, Department of Management

A.A.D.I. - GYAN- Augmenting Action for Disaster Management through Indigenous

Knowledge System Dynamics Base-Model of Humanitarian Supply Chain (HSCM) in
Disaster Prone Eco-Communities of India: A Discussion on Simulation and Scenario
Results (020816-100232), IJSDA, Volume 6, Issue 3, Article 2, July 2017.

The project is about the utility of promoting a global scale and commonly shared digital
platform for dissemination and enrichment of Indigenous knowledge and practices
across eco-communities of India and abroad based on a fully developed and functional
web-portal branded - A.A.D.I.GYAN.- Augmenting Action For Disaster Management
through Indigenous Knowledge (www.aadigyanproject.in). This portal is a part of digital
library initiatives for documenting, preserving and promoting the role of Indigenous
knowledge in mitigating natural and man-made disasters, particularly among eco-com-
munities.

It carries an extensive research

database covering various states
of India and possibly some other
countries and their respective
hub-locations (eco-community/
tribal regions), with a scope to expand
at global scale, containing data
and information about indigenous
activities related to Agriculture,
Medicinal plants, Green technology,
Healthcare, Education, Environment
Management, Socio-Cultural and Spiritual Practices, Employment, Housing, etc. It
entails a shared web-platform facilitating real-time interactions and exchange of ideas,
knowledge and information among all stakeholders: community, government, experts,
researchers, environmentalists and academicians. It promises to be a very rich database
with an innovative structured classification system for the purpose of systematic
arrangement, dissemination and retrieval in order to facilitate further research and
distribution of information at global scale. It has a project team constituted of envi-
ronmental scientists, consultants, experts and academicians. The project has revealed
several significant and interesting aspects and applications of traditional knowledge for
building long term social, economic and environmental capacities in the eco-commu-
nities of India.

Geographical coverage (hubs):

„„ Dayalbagh Agra, Uttar Pradesh
„„ Rajaborari, Madhya Pradesh
„„ Murar, Distt. Buxar, Bihar
„„ Udaipur, Rajasthan
„„ Roorkee, Uttarakhand

76
 dayalbagh educational institute

Indigenous / Tribal Groups studied:

„„ M.P.: Baigas, Gond, Bhuia, Birhars, Katkari, Kol
„„ Rajasthan: Bhils, Meenas
„„ Uttaranchal: Bhotias
„„ Bihar: Birhars, ond, Mundas, Oraons
„„ U.P.: Khos

Plan:
„„ To cover other states of India, particularly those inhabited by tribal/
indigenous populations
„„ To network with other international groups researching in the fields of
indigenous knowledge and disaster management practices.
„„ To facilitate establishing Centre of Excellence of Disaster Management,
Sustainable Development and Indigenous Knowledge Resources (DISIRE)

Research Highlight
IEEE Region 10 Humanitarian Technology Conference held at Dayalbagh
Educational Institute, December 2016.

In December 2016, Dayalbagh Educational Institute hosted and conducted the IEEE
Region 10 Humanitarian Technology Conference (HTC). IEEE, is the world’s largest
technical professional organization dedicated to advancing technology for the benefit
of humanity, with about 450,000 members in over 160 countries.

The focus of this conference was Sigma Six Q & Smart Villages: making sustainability
a way of life. The scope of conference papers included, the application/innovation
of technology to improve quality in the following areas: Energy, Education Systems,
Environment Systems, Healthcare, Agriculture & Dairy, Smart Village and Women
Empowerment & Security.

Conference Speakers included Padma Bhushan Dr. V K Saraswat, Former Secretary

Defence R&D, Member NITI Aayog; Padma Shri Dr. Ashok Gulati; and Dr. Ajoy K. Bhat-
tacharya, MD, National Green Highway Mission.

Research Highlight
Solar-powered eco-van
Dayalbagh encourages use of alternative energy sources. The residential colony restricts
the entry of regular vehicles inside its campus and the tree-lined roads encourage
walking or cycling. Residents who find it difficult to do both need ways to move around.

This presented a unique “local” opportunity for innovation. Keeping in mind both,
the needs of residents and the global trend towards reduced emissions, Dayalbagh
Educational Institute took up the challenge of creating a solar-augmented, battery-oper-
ated vehicle for Dayalbagh residents, in a collaborative project between the Departments
of Electrical Engineering and Automobile Engineering. An old diesel van, whose use was
associated with increasing maintenance costs, fuel consumption and safety issues was
converted into a solar electric van by a team of faculty, students and local volunteers.
The diesel engine was replaced by a 25 HP electric DC motor powered by a 96 V, 400
A-h battery bank. The van batteries are charged by solar photo-voltaic modules during
sunlight hours and by grid power during the night. Roof-mounted solar panels of 1.2
kWP are placed on the roof with a manual single-axis sun-tracking system to optimize

77
dayalbagh educational institute

solar energy received. The design and conversion were done in-house in Dayalbagh
Educational Institute, including fabrication of parts. The van also becomes a practical
guide for the students. This has fueled further innovation and the students have already
converted two Maruti vans to battery operation.

Solar-powered eco-van

Research Highlight
Water Reuse at Dayalbagh

Water availability from river flows for home usage, agriculture and industry is no longer
sufficient. There are already indications of water wars between nations and water
riots in our localities. Further, if we recycle water it increases availability substan-
tially (something that nature anyway does through the water cycle). Recycled water is
purified and treated wastewater, so it can be used again for new purposes, primarily
non-drinking.

Waste water from domestic use in Dayalbagh falls into two categories. One arises from
kitchens, bathing, washing clothes and other household activities. This flows into a
network of drains that discharges into open ponds and is used for irrigation and ground
water recharge.

The second category of waste water is from the sewers of toilets of each of the houses
and this gets collected into septic tanks behind every house. In these septic tanks due
to bacterial degradation the BOD (Biological Oxygen Demand, which is a measure of
organic content) is reduced by 60%. The overflow of effluent from septic tanks is led
through the sewerage system to a common collection tank. From here the effluent is
pumped into an oxidation pond where BOD decreases to nearly 10 ppm as the water
is further treated. Such independent processing systems are present throughout
Dayalbagh. The treated water is used to irrigate agricultural land.

In addition, effluents collected from a large portion of North Agra are sent to a Sewage
Treatment Plant (STP) located at Jaganpur, about 5km north of the Dayalbagh Colony.
A 14 MLD (million litre per day) STP was commissioned in 2011 under an agreement
between Agra Nagar Nigam and Dayalbagh, where Dayalbagh provided land for setup
of the STP at a nominal cost. The plant provides 14 MLD of treated effluent for the agri-
cultural farms of Dayalbagh. Excess water from STP is released to the River Yamuna for
downstream usage.

The whole process of recycling of water lowers the demand of water from the Yamuna
river and also prevents pollution via the discharge of untreated effluents.

78
 dayalbagh educational institute

Thinkism
The slightly unconventional research division,Thinkism is based on the General Systems
Theory of Ludwig von Bertalanffy. It is an interdisciplinary and overarching research division
with overlaps with all the previous divisions, with an emphasis on low cost innovation.
Innovative teaching policies and novel forms of pedagogy also fall under this division.

Research Highlight
Data Science
Prof. Gursaran, Department of Mathematics, DEI

Data is increasingly cheap and abundant. We are now collecting new types of data, in
real time or near real time. Virtually every business now has access to more data than
would have been imaginable even a decade ago. New data is being accumulated at a rate
that exceeds the capacity to extract value from it. Furthermore, most data being created
today is unstructured.

Unstructured data differs from structured data in that its format varies widely and cannot
be stored in traditional databases without significant transformation. The question
now is how to use data effectively - not just what an individual organization may have
collected for itself, but all of the data that is available and relevant - as this requires new
approaches, techniques, tools and architectures to store, organize, extract information
and solve problems. Analytics is the discovery, interpretation, and communication of
meaningful patterns in data. Applied to the field of education, this takes the form of
Learning Analytics where the focus is on understanding and optimizing learning and its
environments. To this end the research will focus on developing generic frameworks for
collection, organization, information extraction for descriptive, diagnostic, predictive
and prescriptive analytics. It will aim at developing software implementations that can
benefit all stakeholders. Development of the framework will involve theory encom-
passing diverse areas such as statistics, machine intelligence, data mining, education
technology and pedagogical studies.

It is expected that the outcome from development of frameworks for learning analytics
will feed back into the education system leading to possible pedagogical improvements
and/or significant changes in the way we approach teaching and learning. It is also
proposed to extend ideas from the research in this field to develop generic approaches
for analytics in other fields such as social networks.

79
dayalbagh educational institute

Research Highlight
Low-cost Indigenous 3D-Printers and Additive Manufacturing
Dr. Rahul Swarup Sharma

An additive manufacturing (3D Printing) facility has been established in DEI. Additive
Manufacturing (AM) provides us a direct way of converting digital data into physical
objects. Understanding the advantages and limitations of AM technologies is important
for future engineers in developing new engineering systems and identifying emerging
opportunities in developing products for mass customization. Practical experience
to students is also given through a Lab Course and lab sessions provide hands-on
experience. The course prepares the students for careers and entrepreneurship related
to advanced manufacturing. We are developing low-cost innovative and flexible Made-
In-India 3D printers with open-source software and electronics, and simultaneously
training new manpower in this emerging area. We envision a future where 3D-printing
is so ubiquitous that every photostat shop in India also contains a 3D printer.

Maintenance Network
Maintenance Network is a larger term encompassing preventive maintenance, residual
life prediction and assessment, computer hardware and software maintenance, lean
maintenance networks and, at the top, Life Cycle Supreme Systems maintenance. When
deploying any technology or rural/socio-economic innovation or system, a Maintenance
Network is essential to keep the system from falling out of use.

80
 dayalbagh educational institute

A sound strategy for this is to empower society/stakeholders by transferring the knowledge

to them so that they are not dependent on any external agency to maintain their system.
DEI trains users/stakeholders through skill courses who ultimately form the maintenance
network for the project.

Research Highlight
Renewable Energy initiatives at Dayalbagh Educational Institute
Prof. D. Bhagwan Das, Professor of Renewable Energy in the Department of Electrical
Engineering.

The deployment of renewable energy in the institute commenced in 2010 in keeping

with sustainable development practice aligned to the concept of an Eco-Village.

Solar panels on DEI Administrative Block building

The university campus is powered by 11 distributed roof-top solar photovoltaic power

plants aggregating to a total of 668.2 kW (peak). Apart from the Dayalbagh campus of
the institute, distributed roof-top solar PV power plants of aggregate 45 kWp capacity
have been installed at DEI extension centres (ICT centres) in various cities and a CSR
sponsored project of 200 kWp distributed off-grid SPV system is under commissioning
in the Dayalbagh Rajaborari Estate of Madhya Pradesh tribal area.

81
dayalbagh educational institute

Satellite view of Dayalbagh Educational Institute showing seven of the eleven plants
and their coverage (Google Earth image)

The effectiveness of renewable energy micro-grid was evident during the major grid
collapse on two consecutive days on 30th and 31st July 2012 in India when over 600
million people (nearly half of India’s population), in 22 out of 28 states in India, were
without power. Dayalbagh Educational Institute was not affected. Having commissioned
the distributed SPV based micro-grid of the institute, the challenge now is to make
the system efficient, reliable and economically viable in the face of dynamic loading
conditions, weather conditions affecting generation and unreliable power grid. Multi-di-
mensional R&D activities are in progress to indigenously develop integrated remote
monitoring, communication, control and fault diagnosis of all the power plants from a
central control station, resulting in a Smart Micro Grid.

Solar thermal cooking systems in hostels

Three solar thermal cooking systems have been installed in the three hostels in DEI.
Each system comprises 5 dishes, each of diameter 16sq m, and generating an average of
200,000 kcals/day (equivalent to 19 kg of LPG). The system installed in the Girls’ Hostel is
also equipped with water heating facility. The cooking systems are used for boiling Amla
and decoction of herbs for preparation of Chyavanprash in the Ayurvedic Pharmacy
of Dayalbagh. Using conventional boiling process, 80 kg of hard coke were needed
with a process time of 12 hours; this has now reduced to 3 hours with no expense on
fossil fuels. A pioneer in the field of vocational education, the institute has launched
vocational programmes in renewable energy at the Certificate, Diploma, B.Voc., M.Voc.
and doctorate levels.

82
 dayalbagh educational institute

Storage batteries and parabolic mirrors

The Dayalbagh Educational Institute initiative has demonstrated that universities, building
intellectual resources through teaching-learning and research, offer a perfect platform
for establishing renewable energy micro-grids. In addition to sustainable development
through clean energy technologies and self-sufficiency in energy, a university micro-grid
is the ideal test bed for conducting indigenous research and development. This ensures
quality research with relevance as well as development of skilled man power and intel-
lectual property in the area.

83
dayalbagh educational institute

84
 dayalbagh educational institute

6
Networking and
Collaborations

85
dayalbagh educational institute

86
 dayalbagh educational institute

D
ayalbagh Educational Institute has been at the forefront of imparting
quality education. It has evolved with time to the changing
educational needs of society, developing a robust academic system.
Right from the start, there has been an emphasis on gaining
knowledge from the most competitive sources and amalgamating
these with the specific objectives of DEI. In pursuit of excellence in
teaching and research, DEI has recruited adjunct faculty from national and international
institutes to interact with students and staff for an enriched learning experience.

DEI has entered into several MoUs and pacts of collaboration with eminent universi-
ties, research centres and industries in India and abroad to promote a mutually beneficial
exchange of knowledge. The MoUs are intended to foster increased interaction between
faculty and students engaged in cutting edge research and development in both institu-
tions. All the MoUs are keenly pursued, and links strengthened through research interac-
tions which help in raising the academic level of DEI. The MoUs with IITs and universities
in USA and Canada have provisions for DEI students and faculty to work in their labs. There
are several research scholars who have registered for Ph.D. in DEI with a co-supervisor at IIT
Delhi in Engineering, Science, Computer Science and Management streams. Some MoUs
and Collaborations have contributed to the focus areas of the Institute namely:
„„ Consciousness Studies
„„ Skill development and Entrepreneurship

The curriculum of various courses has evolved in line with the changing environment, due to
digitization as well as DEI’s own mandate. Students and faculty have been invited for collab-
orative work by various International Universities. Curricula have been shared through visits
to the DEI campus. Students are encouraged to participate in Summer Research Fellowship
Programmes at leading research institutes and laboratories, sponsored by Indian Science
Academies. Several students completed Summer Research Fellowships recently, at various
Institutes. Research scholars in the Dept. of Management have been appointed as Academic
Associates at IIM Ahmedabad and IIM Indore.

87
dayalbagh educational institute

A significant focus has evolved at DEI on Consciousness Studies. It has attracted the attention
of several international organizations and universities. It is a one of a kind initiative that
seeks to understand the physical, mathematical, computational and biological perspectives
of consciousness.

In recent times, Agriculture Science has received a major boost, with MoUs being signed with
agro-based industries and the National Dairy Research Institute, Karnal. New courses have
been started in these areas. The content of these courses has been drawn in consultation
with industry experts to ensure high employability of students. Some of these courses are:
„„ B. Voc. in Dairy Technology
„„ M. Voc. in Dairy Technology
„„ B. Sc. in Applied Botany
„„ B. Voc. in Agricultural Technology

In the coming years, DEI will strive to:

„„ Create and develop strategic partnerships for societal vitality and Institute
development
„„ Ensure that collaboration is included in planning, developing and evaluating
research and education
„„ Stimulate, co-ordinate and give support to collaboration initiatives
„„ Encourage and develop incentives for collaboration

DEI has identified some areas of research with a view to develop interdisciplinary initiatives,
some of these being: Quantum-Nano Computing, Soft Computing, Multimedia Technolo-
gies, Virtual Instrumentation, Microwaves & Photonics, Environmental Sciences, Theology
and Entrepreneurial Education. The Quantum-Nano Systems Centre and Research and
Technology Park are multidisciplinary centres at DEI with partners at IIT Kanpur, IIT Delhi
and IIT Madras, besides several international collaborators. With a focus on the rapidly
growing area of quantum physics and quantum information sciences, they provide an
environment for scientists and mathematicians to explore the fundamental physical char-
acteristics of quantum systems, devise and implement prototype quantum computers,
develop quantum algorithms and novel applications.

Present Collaborations
The Institute has established several international and national collaborations; a list of these
Collaborations and MoUs, along with their scope of activities and outcomes is provided in
the Annex. International collaborations are discussed separately in Chapter 11.

88
 dayalbagh educational institute

National Collaborations
Various departments of the institute have active collaborations with some of the most
prestigious institutes in India, some of these are listed below.

The National Collaborations of DEI - A Glimpse

Collaboration with TIFR Mumbai and IISc Bangalore

Faculty members in the Dept. of Physics and Computer Science have initiated collabora-
tive projects with TIFR, Mumbai. Several faculty members of TIFR have also visited DEI,
including Prof. Shuba Tole (Neuroscience), Prof. Sandip Trivedi (Theoretical Physics), Prof.
Shiraz Minwalla (Theoretical Physics) and Prof. Achanta Venu-Gopal (Condensed Matter
Physics). An MoU with TIFR was signed in July 2017, following the visit of Director TIFR,
Prof. Sandip Trivedi to DEI in December 2016 for the Diamond Jubilee Memorial Lecture.
The MoU is intended to promote joint research in areas of physics, biology, chemistry,
mathematics and computer science through joint supervision of Ph.D. students, long-term
exchange visits and co-op opportunities for faculty and students of both institutes. Collab-
oration in education, particularly graduate education is envisaged, with some members of
TIFR faculty planning to teach short-term courses to Ph.D. students in DEI.

Members of the departments in DEI have collaborations with IISc Bangalore and IIT
Mumbai, which have led to several joint publications and theses, besides interaction among
the partnering institutes. Details on the publications arising out of this collaborative work
can be seen in the Annexes.

Collaboration under the ISRO-Geosphere Biosphere Programme (ISRO-GBP)

The Atmospheric Chemistry group of the Chemistry Department at DEI has been identified
as one of the major centres for conducting studies under the ISRO Geosphere Biosphere
Programme. The Programme has nine major projects and DEI has, so far, been contrib-
uting in two of the projects (Atmospheric Trace Gases-Chemistry, Transport and Modelling
(AT-CTM) and Aerosol Radiative Forcing over India (ARFI)). The Atmospheric Chemistry
group at DEI is amongst the 15 collaborating groups in the ISRO-GBP Project with an outlay

89
dayalbagh educational institute

of more than 1.5 crore. These collaborations have resulted in several joint publications with
high impact factor, presentation of papers in several conferences, symposia and workshops
and award of a PhD.

MoU with Ministry of Textiles

The Department of Textiles, DEI has signed an MoU with the Ministry of Textiles under the
scheme of “Training through Established Institutes”. Under this, DEI will run regular training
courses in different crafts, to upgrade the skills of artisans and create opportunities for their
livelihood. The department is required to train a minimum of 200 people annually and has
been provided with capital and training grant towards the same. The total assistance is in the
form of grant-in-aid worth Rs. 1.25 crore. 126 students have been trained till now. Some of the
students have kept the spirit high by training in their area or joining hands for their start-up,
at the incubator cell of DEI. Every month an exhibition is organized, displaying products
made by the passing-out batch, whereby students can learn the art of selling, marketing and
exhibiting items.The products made by them are sold at DEI ‘Quantum’ Jugaad under the
brand name ‘DEI Texstylers’.

Activities under the collaboration with Ministry of Textiles

Collaborations with Industries and Corporates

Several departments of DEI have entered into MoUs with industry and the corporates for
mutual exchange and development of expertise, upgrade of training facilities, design and
testing of systems, introduction of new programmes and initiatives, co-op internships,
placement of students, developing entrepreneurs and so forth.

Collaborations with Industries

DEI’s Department of Automobile Engineering has signed MoUs with Maruti Suzuki India
Ltd (MSIL), Gurgaon; India Yamaha Motor Pvt Ltd (IYMPL), Surajpur; and, TVS Motor Co

90
 dayalbagh educational institute

(TVSM), Hosur. These MoUs envision upgradation of training facilities in the department
to meet industry requirements, staff and student training, internships, on the job training
(OJT) for students, setting up service training centres, co-operative education programmes
for diploma holders, Community College Programme (CCP) in sales, service and workshops,
industrial visits, and placement of students. Some industries where students from DEI have
undergone their co-op internship successfully, include: Asahi Glass Ltd., Delhi Metro Railway
Corporation, Defence Research Development Organization, DCM Shriram Consolidated
Ltd., ESSAR Steels, FIAT India Ltd., Freescale Semiconductor Ltd., Future Supply Chains,
GE Capital, Honda Motors, Honda Motorcycles & Scooters India Ltd., Keysight Technolo-
gies India, Larsen and Toubro, Maruti Suzuki India Ltd., Munjal Showa Ltd., New Holland
Tractors, NXP India, Philips India, TATA Cummins Ltd., TATA Motors, SRF, Yamaha Motors,
Zia Semiconductors etc.

Collaborations with Industries

The Department of Chemistry signed an MoU in October 2014 with Indian Oil Corporation
Ltd. to undertake R & D on reactor design for solar-hydrogen generation by photo-electro-
chemical splitting of water. Joint research is underway to develop a bench scale reactor for
solar hydrogen generation. The Department of Chemistry is also associated with SIGACHI
Industries Pvt Ltd., Hyderabad, and is working towards the design of novel materials, e.g.
nanocellulose, for commercial applications.

Students of Engineering and Management Programmes undertake a 6-month Industrial

Co-Op programme in various industries and corporates within the country, while many
others work on their PG dissertations in Research Labs.

Collaborations with Corporates

Students of Management, Engineering and Social Sciences undergo 6 months internship and
co-op programs at corporates like American Express Bank, HCL Technologies, Headstrong,
HDFC Bank, ICICI Bank, TATA Consultancy Services.

The Department of Home Science, DEI has signed an MoU with Northern India Textile
Research Association (NITRA), Ghaziabad for joint research in yarn manufacturing, weaving
techniques, knitting techniques, non-woven techniques, fabric finishing techniques, pattern
making, textile testing, fabric and garment quality issues, garment designing and entrepre-
neurship programs. The MoU envisages exchange of academic and research staff, joint orga-
nization of seminar/workshops/ conferences and collaboration in student entrepreneurship
programs.

91
dayalbagh educational institute

Collaborations with Medical Research Centres & Hospitals

The Institute has established collaborations with some Medical Research Centres and Hospitals
in Agra where the students of Nursing Aids and Companion Help undergo Paramedical
training during their course, followed by placement, on completion of the course.

Ict-Enabled Networking Services and Online Courses at Dei

The Department of Physics and Computer Science has generated electronic course content
including video, Wiki and Course support webs for its Distance Learning Programme, since
2004. The Institute has a Multimedia Laboratory which houses cameras, projection systems,
and video/editing stations amongst other equipment. It provides a central point of content
generation for DEI’s distance education programmes. This facility is also used on a regular
basis to receive and transmit lectures real-time and hold interactive sessions with students
in remote classrooms, both in India and abroad.

Vidyaprasar
Vidyaprasar is the Institute’s online-collaborative learning, live webcast and content
management system. Vidyaprasar provides course web publishing, file storage and sharing
facilities through a web connection the Internet, thus ensuring full portability. It provides
course material, Wiki for courses in Computer Science and Engineering, live streaming
services, interactive seminars, e-books, online self-examination facilities and video-on-de-
mand services. It is sponsored by the National Mission on Education through Information
and Communication Technology (NMEICT), being a tri-institute collaborative initiative
coordinated by the Indian Institute of Technology, Bombay and the Amrita University.
As part of Vidyaprasar, the following objectives were proposed by the Institute:

Content Generation
It was proposed to upload content for 6 papers per semester in Computer Science and
Engineering with the following deliverables:
„„ Video
„„ Wiki development
„„ Web support system development
„„ Course Notes

Synchronous Delivery
The Dayalbagh Educational Institute has been involved in live streaming of video lectures
since 2004. Under its MoU’s with Institutes in India and abroad, live Internet-based video
streaming (using Windows streaming services or Real media streaming services) has become
a routine delivery mechanism for multiple locations. In the current project, DEI offers live
delivery of lectures through hardware-based video conferencing, using advanced streaming
solutions from Polycom. DEI has offered up to six courses per semester in live delivery mode,
since the second quarter of 2011. In a pre-arrangement with other Institutes, students in
remote classrooms hook up to the DEI classroom in order to participate in the lectures and
discussions, real-time.

DEI has also developed a Video-on-Demand System. In this system, the video repository
on the storage system is completely indexed with keywords. Each video is divided into 4-5
logical sections approximately, indexed with keywords and a one-line description. Google
based front end is used to provide search capability. The users can employ keyword-based
search, in response to which the system generates relevant links to video sections. The users
can playback links to corresponding sections of videos using a player embedded within the
browser.

DEI stresses on quality instruction in the classroom with an appropriate blend of the latest

92
 dayalbagh educational institute

research investigations. Modern electronic classrooms equipped with audio-visual and video
conferencing facilities support a synchronous and distributed model of education that caters
to wide student audiences, both at the main campus and its ICT enabled Distance Learning
Centres. With the Radvision Scopia Conferencing Facility, video conferencing is employed
for live classes in the campus on a daily basis and also, for conducting Ph.D. defences. The
system is used for transmission of classes to remote Distance Learning Centres in Madhya
Pradesh. DEI has also installed an advanced Live Streaming Solution from Polycom, through
which it can hold interactive sessions and real-time, one-way web casts. Through the Indian
Space Research Organization’s Educational satellite (EDUSAT) network, synchronous
delivery is facilitated in the Distance Learning Programmes. With National Knowledge
Network and leased line connectivity, videoconferencing facilities at ICT enabled centres
of the Institutes in Delhi, Madhya Pradesh and Tamil Nadu support a mix of vocational
and academic programmes. Special value-based programmes on Indian Culture, Music
and Spoken English are routinely transmitted to various centres in India and abroad using
Internet based video streaming through National Knowledge Network. Advanced back end
storage and front web service facilities provide the necessary infrastructure to support video
on demand, live streaming services and course delivery. Under the NMEICT- synchronous
Delivery Project “Teachers Empowerment, Students Empowerment, Integration of Tools for
Empowerment (Synchronous Delivery)”, all content is rendered on the web in accordance
with a stringent and well documented procedure.

e-DEI-de
e-DEI-Distance Education (Not for Profit) provides online delivery of certificate courses,
diplomas and degree programmes as modules of 2 to 3 weeks duration. The modules are
administered in an online format involving standard web delivery components. They
demonstrate a unique aspect of online consulting through discussion forums accessible
by audio and video conferencing. A student can enrol for any module or course and after
completing the same, he/she is awarded a completion certificate. The subjects for certificate
programmes range from common skills to highly demanded courses on management,
contemporary fields like Nanotechnology to esoteric subjects such as consciousness studies.
Gradually, the programme will come to include Diplomas and Degrees in Management,
Computer Science and Engineering. For these programmes, personal contact modules will
be organized for students of all the disciplines.

Course content is delivered synchronously via Polycom video conferencing as well as ISRO
EDUSAT routinely, to various Distance Learning Centres of DEI, many of which are on ISRO’s
EDUSAT, in the National Beam Extended C Band.

93
dayalbagh educational institute

Centre for Applied Rural Technology (CART)

This centre at DEI offers a large number of vocational courses through its Modular and
Certificate level programmes. These programmes are employment-oriented and offered at
a nominal fee, without any age limit. The Centre is equipped with state-of the-art facilities
to train students for good placement. The Centre is registered with All India Council for
Technical Education (AICTE) and recognized as Skill Knowledge Provider (SKP) in the
automobile and IT sectors, up to level 5 of National Skill Knowledge Qualification Framework
(NSQF)/National Vocational Education Qualification Framework (NVEQF).

Online Courses (SWAYAM, Coursera, NPTEL, EdX)

The Institute has participated in SWAYAM, a MOOCs programme initiated by Government
of India and designed to achieve the three cardinal principles of its Education Policy viz.,
access, equity and quality. An India-specific MOOCs programme on Visual Arts has been
launched by DEI in 2nd Phase, as a part of SWAYAM. The faculty and students of the Institute
also cater to several online courses through Coursera, NPTEL and EdX.

Moocskene Bharat (Massive Open Online Courses on

Skilling and Entrepreneurship Network)
The Institution allows mobility between formal and vocational streams of education to
increase employability through a country-wide network of centers, that conduct focused
modular programs for short duration across different sectors, to bridge skill gaps and nurture
trained manpower. The institute promotes skill-based education through multiple entries
and exits, with multiple lateral transitions between vocational and conventional education
systems. Provisions are made to promote and develop individual skill and experience as a
launch pad for entrepreneurship. This is achieved by

„„ Certificate Courses for students who are interested in enhancing their skills and
getting self-employed after Class VIII;
„„ Modular Courses which are short (9 weeks) courses for development of comple-
mentary and supplementary skills;
„„ Community Colleges that offer short, focused and modular courses with emphasis
on hands-on-training;
„„ Diploma Courses;
„„ B.Voc. in Apparel Manufacturing and Food Processing & Preservation;
„„ Skill development programs at different places in India and abroad, through its
strong network of distance education study centers and alumni association.

Links With Ngos Like SpHeeha (Society for Preservation of

Healthy Environment, Ecology and Heritage of Agra)
The Institute works in collaboration with the NGO, SPHEEHA which is committed to
preserve the ecology and heritage of Agra region. DEI is collaborating with SPHEEHA on
projects aimed at preserving the water table in Agra. SPHEEHA also helps in planting trees
in the DEI Campus.

Future Plans and Actions

DEI will continue to strengthen existing collaborations and explore new ones, with renowned
universities and organizations in India and abroad. The focus areas will be those that have the
largest impact on achievement of the academic and research goals of the institute, fostering
both, enrichment and exchange - academic and cultural. These will be achieved as follows:

94
 dayalbagh educational institute

Academic Enrichment
„„ Strengthening existing MoUs/ Exploring new MoUs.
„„ Floating joint courses using ICT.
„„ Promoting student exchange with credit sharing.
„„ Promoting joint supervision of Ph.D. theses.
„„ Promoting joint Degrees and Certificates.
„„ Sending students to partner institutes for Masters and Doctoral Work.
„„ Introducing International Colloquium series using ICT.
„„ Setting up formal programmes for UG and PG exchange.
„„ Identifying and implementing department-wise programmes while setting up
central points of execution.
„„ Identifying and implementing formal procedures for student selection.

Cultural Exchange and Enrichment

„„ Hosting students at undergraduate level from collaborating institutes and univer-
sities under MoUs.
„„ Promoting Real-life interaction through DEI outreach programme for societal
development and tribal welfare.
„„ Promoting a socio- spiritual way of life.
„„ Developing talent and links for international placements.

As part of these efforts, each department will promote the exchange of research personnel in
the forthcoming years, especially young faculty and advanced graduate students, for short
periods of time so that they may become familiar with the facilities, research methodologies
and culture of other institutions. Such undertakings would promote interaction and collab-
oration between faculty, staff and students of both the institutions through visits, exchange
programmes, collaborative research projects etc.

The Department of Home Science plans collaborative research with ATIRA designs Pvt.
Ltd, SITRA (The South India Textile Research Association), BTRA (Bombay Textile Research
Association) and SASMIRA (The Synthetic and Arts Silk Mills Research Association), in the
area of Apparel design; and with organizations like Mantra organic foods, CFTRI (Central
Food Technological Research Institute), and the Food Research Institute, NARO (NFRI) in
food processing and preservation.

95
dayalbagh educational institute

Creation of e-Course Books

It is proposed to follow IIT Bombay in generation of books for all courses. For each course, a
set of syllabi will be defined, and a broad-based Wiki will be delivered covering all the syllabi
identified. A course book providing comprehensive description of the course material will
be created for each course. The course books will be generated in PDF. The generation of the
on-line Wiki will be a collaborative effort and shall result in a wide coverage of the course-syl-
labi. It is proposed that DEI will develop textbooks for six courses per semester.

Projected Collaborations
Some of the areas in which the institute wishes to extend and establish collaborations are as
follows:

In a brainstorming session organized at the Centre for Consciousness Studies within a core
group of 11 researchers from various disciplines; courses, seminars, workshops and summer
programmes were planned in the field of consciousness, along with a fortnightly colloquium/
discussion forum for regular interaction between interdisciplinary researchers in the field. A
library is proposed at the Centre, with books and journals on consciousness. It will support
original research (both theoretical and experimental) in Consciousness Studies, develop
interdisciplinary graduate courses in Consciousness Studies, have a web support system
(like Vidyaprasar) with online courses, conferences and other resources, conduct lecture
series in Consciousness Studies at DEI, promote a dialogue between Science and Religion,
and collaborate with other centres doing similar work in traditional or scientific ways. An
Undergraduate Lab is planned on Microtubules, where young students can experiment
and pursue research. Also planned is the development of a whole-head SQUID system with
superconducting magnetic shield for consciousness studies pertaining to the brain and
instrumentation facilities like ECG (Electro Cardio Graph), EEG (Electro Encephalo Graph),
MEG (Magneto Encephalo Graph), Functional MRI (Magnetic Resonance Imaging) and GSR,
(Galvanic Skin Response) for studies of consciousness levels.

It is also proposed to establish a Bio Inspired System Centre, having both national and inter-
national collaborations. Collaborative work in this direction is already in progress, some of
the institutions being:

n Wireless networks, cloud computing: Indian Institute of Technology, Delhi

University of Maryland, College Park, USA
n Biometrics: Michigan State University, USA
n Bio-photonics: Harvard University, USA
Max Planck Institute for Science of Light,
Germany
University of Waterloo, Canada
Tata Institute of Fundamental Research,
Mumbai
n Massively parallel computing: University of North Carolina, USA
n Solar hydrogen production: University of Maryland, College Park, USA
University of Cologne, Germany
Delhi University, Delhi
n Neuromorphic VLSI: Indian Institute of Technology, Delhi
National Brain Research Centre, Gurgaon
Sur Labs, MIT, USA

96
 dayalbagh educational institute

DEI firmly believes that quality in education and research receives impetus through collab-
oration with other institutions and for several years, its MoU’s have reinforced this belief.
They have generated many opportunities for students through internships and advanced
video-conferenced courses. The present MoU’s with the University of Maryland, University
of Waterloo, Michigan State University, University of Missouri, IIT Delhi, IIT Kanpur, and
the Tata Institute of Fundamental Research will be strengthened in all aspects: teaching,
research, and exchange of faculty and students. Other MoU’s such as those with the Stanford
University, MIT, other IITs etc. are on the anvil.

Strategic Plan
DEI has a strategic plan for its Vision 2031 of becoming a global intellectual hub through
a dense network of international and national collaborations. In future, the institute aims
to leverage and enhance this web of collaborations between educators and researchers
to increase its international presence. With this, it aims to reinforce its own priorities of
academics and research, besides integrating its educational enterprise with others.

Some action items of this strategic plan are:

„„ Establish an Office of the Dean for International Relations, to oversee and

coordinate all international activities of DEI. It would establish partnerships with
countries having interest in common areas of education and research.
„„ Seek to develop and fortify collaborations with universities, institutions,
industries and corporates through well-defined and appropriate MoUs.
„„ Promote exchange programmes for faculty and students through faculty/student
exchange agreements with partner institutions. These partnerships would
support collaborative research endeavours, jointly developed courses and foster
joint supervision of graduate students. They would also feature well-developed
mobility programs for both graduate and undergraduate students, thereby, giving
them learning opportunities and exposure to varied cultures.
„„ Create a strong and coherent online presence through digital technology by
creating, collecting and communicating knowledge across the globe through the
digital initiatives of DEI.
„„ Develop educational resources that are available globally.
„„ Develop an institutional framework for joint, dual and collaborative degrees.
„„ Work with alumni to leverage their relations in countries/regions of emphasis or
interest.

In this ambitious effort our performance indicators are given below

„„ Measures of research output and impact from international collaborations:
publications, patents, citations of the international research collaborations and
partnerships.
„„ Number of new educational partnerships and quality of graduates and postgrad-
uates produced.
„„ Measuring the quality of international programs as defined by teaching–quality
metrics.
„„ Provide training opportunities with industry partners nationally and internation-
ally.

Over the last 100 years, the Dayalbagh Educational Institute has made phenomenal progress,
which has been possible in a large way because of the collaborations nurtured by the
Institute over the years. They have had a tremendous impact in enhancing the visibility,
identity and diversity of activities on campus. The collaborations with local NGO’s like

97
dayalbagh educational institute

SPHEEHA, hospitals and renewable energy organizations have strengthened the Sigma 6Q
model adopted by the institute. They have focused on air, water, health and energy for a
sustainable environment and society.

In addition, collaborations with the Corporate Sector and Skill Development Institutes are
strengthening the skilling initiatives of the Institute.

It is noteworthy that such collaborative efforts have permeated through all the 6 pillars of
education in DEI-namely, university education, skill education, open education, school
boards, technical education and entrepreneurial education. Renowned educationists, acade-
micians, administrators and scientists have been impressed with the unique educational
policy of the Institute as well as its effective translation, in terms of its curriculum design
and successful implementation. The Institute has indeed, carved a niche for itself due to its
unique ethos.

98
 dayalbagh educational institute

7
Infrastructure

99
dayalbagh educational institute

100
 dayalbagh educational institute

T
he key infrastructural elements that support core administrative and
academic activities consist of buildings, equipment, libraries, laboratories
and student amenities, information systems, networking and communi-
cation capabilities, data centers, automated administration systems as
well as various sustainable systems related to basic needs such as energy,
water and waste management.

Key Elements of Infrastructure

• Private cloud to support data and
content management, analycs and
global access
Off - shore Virtual
• Support academics with virtual
centres Infrastructure classrooms, labs and studios
• Networking and communicaon

• Support admissions and course

management
So • Support administrave systems e.g.
Open and
Distance Infrastructure Finance and Human Resources
learning • Support research with departmental
soware & Knowledge networks

DEI • Support academics & research

Main & Physical • Administraon facilies
off Infrastructure • Student amenies
campus • Sustainability iniaves

Support DEI initiative to become a Top teaching and learning institute

Economy Sustainability Efficiency Technology Super-connectivity

Physical infrastructure: This includes the infrastructure to support student amenities such
as sports, medical facilities, cafeterias, buildings and equipment related to extra-curricular
pursuits as well as academic activities, laboratories, reading and learning environments,
facilities for teaching and non-teaching staff, as well as buildings and spaces to support
institution administration.
Soft Infrastructure: This involves the human capital, and, institutions that support the hard
infrastructure.
Virtual Infrastructure: This relates to aspects such as private clouds, in-campus networking,
internet connectivity and leased connections to ICT centers.

101
dayalbagh educational institute

Historical Perspective
This section outlines the milestones in the progress of education in Dayalbagh, with respect
to the development of physical infrastructure.

Year Infrastructure Development

1915 Radhasoami Educational Institute (REI Building)
1927 Technical College
1930 Prem Vidyalaya (Girls Intermediate College)
1947 Women’s Training College
1950 Engineering College
2004 Women’s Polytechnic + Distance Education Programme
2008 DEI-ICT Distance Education Centers
MTV Puram (Tamil Nadu) and Soami Nagar (Delhi)
2010 Research and Technology Park
The Quantum Nano Systems Centre
Centre for Consciousness Studies
2011 DEI-ICT Distance Education Center
Bangalore (Karnataka)
2014 DEI-ICT Distance Education Centers
Murar (Bihar) and Amritsar (Punjab)

Infrastructure at DEI has grown to support, enable and enhance the work of its faculty, staff
and students and continues to create, maintain, enhance and refurbish the institutional,
physical and IT environment for academic learning, teaching, research, and development.

Principles for Conscious Infrastructure Planning

at DEI
This section describes the philosophy on which the infrastructure plans are based and links
with other sections of the plans. The following principles are followed with respect to infra-
structure planning:
„„ Economy: Doing more with less; also the guiding principle for all activities in DEI
„„ JWINS (just-what-is-necessary-and-sufficient): towards attainment of goals laid
out in the plan, the infrastructure support is necessary and sufficient.
„„ Sustainability: minimization of carbon footprint. Several features of the current
infrastructure plan are in line with this principle, for example, minimal use of
air-conditioners, and their deployment only where it is technically justifiable;
promotion and deployment of renewable energy resources and reducing use of
energy consumption throughout the campus. Waste management with a focus
on composting of leaf waste in the campus, promulgation of a no-plastics zone,
rain-water harvesting structures and a no-motor vehicle zone are all measures
adopted as a way of life to reduce the carbon footprint of the DEI community.
„„ Efficient use of Resources: demonstrated in many initiatives and ways of working
throughout the institute, such as:
• Using class room infrastructure in shifts;
• Common usage of specialized and costly equipment across the institute.
• Centralized organization of examinations in time-sharing mode across
multiple shifts

102
 dayalbagh educational institute

• Usage of lecture halls across departments and faculties

• Centralized parking space outside the academic area across multiple shifts
• Establishment of inter-disciplinary research centers which enable research
facilities to be utilized by all the researchers in the time-sharing mode.
„„ Technology: technology is deployed liberally if it enables better outputs. As an
example, a paperless administration is enabled by replacement of physical infra-
structure with virtual more efficient infrastructure.
„„ Education for all: DEI uses a blend of technology and connectivity to take
education to approximately 400 centers outside the main campus in the form of
off-campus, open and distance learning centers and off-shore campus.
„„ Need-based research: live laboratories have been created for agriculture,
agricultural technology, renewable energy, medical applications, consciousness
studies, etc.

Future impacts on infrastructure planning

The strategic plan for infrastructure (2018-32) has kept in view:
„„ Digital transformation
Dayalbagh has already leveraged the use of ICT technology to reach out to learners
in remote and distance centers. In its experience, learning is no longer bound
by the physical infrastructure, and, virtual classrooms have been established
in various centers. Courses are currently provided in distance or synchronous
modes.
Potential exists for using cloud infrastructure in the DEI education system to
deliver education to learners located in multiple locations. The fist steps have
already been taken by converting classroom infrastructure from physical space
to e-classrooms. A next step is to bring study material, reading and reference
materials for students into electronic form which allows the transformation
of physical spaces to other digital forms like e-library and connected kiosks, to
ensure anytime and anywhere connectivity.
„„ New frontiers of learning, knowledge and research
Four themes in the Academic Plan may be considered future thrust areas. These
incorporate:
• Experiential education
• Entrepreneurship
• Agricultural sciences
• Consciousness
„„ Anticipated growth of student and staff: It is expected that the primary growth
in student and staff strength would take place in off-campus centers, open and
distance learning centers and off-shore campuses. It is foreseen that the needs of
learners in distant areas will be met by virtual infrastructure, backed by automated
processes to enhance the efficiency of the institute’s resources.
„„ Continued focus on guiding principles in future infrastructure development
The infrastructure plan of DEI will continue to adhere to the original guiding
principles. Developing sustainable campuses is an integral part of the DEI belief
system, aligned with the Sigma 6Q principles. These principles will be used in
infrastructure development considerations.

103
dayalbagh educational institute

Current Status of Infrastructure at DEI

Physical Infrastructure
Infrastructure to support student amenities
„„ Sports: DEI believes in the mental, physical and spiritual development of its
students and has multiple sports arenas for boys and girls. Students have both,
indoor as well as outdoor facilities for sports and games.
„„ Medical facilities: Out-patient consultations, equipment for ultrasonography,
ECGs, ENT and clinical tests and X-rays, an emergency services center, physi-
otherapy, dental services, eye surgery facilities, dietitian services and a free
pharmacy are available for use of students and staff alike. The students also have
access to psychological counselors seven days in a week. A 20-bed hospital is
available for patients who need to be admitted for observation or treatment.
„„ Student Accommodation: Overall, 795 students of DEI avail of hostel accommo-
dation across various locations. There are separate buildings which host girls and
boys. Each hostel has a mess and a comfortable environment for students.
„„ IT infrastructure: Approximately 560 computers are available for use by students
across different faculties and locations.
„„ Library Facilities (physical): DEI has one central library and various departmental
libraries in the faculties of Education, Commerce, Engineering and Technical
College. It has a wide collection of textbooks, theses, magazines, journals, as well
as access to e-content via Inflibnet.

Infrastructure to support academics

„„ Class Rooms and e-Class Rooms: There are more than 100 class rooms and e-class
rooms spread across 6,605 sq m.
„„ Lecture Theatres: There are large lecture theaters available on the main campus
to accommodate a large student strength in any course.
„„ Laboratories and Workshops: Overall, 5672 sq m of space has been allocated for
laboratories and another 4673 sq m of space has been allocated to workshops for
various courses.

Incubation Cell
The Incubation Cell is currently being developed and it is expected to need more space in the
form of fabrication laboratories.

Reliable Power Supply

To ensure regular and reliable power supply, DEI has invested in multiple solar plants at
various locations with a total capacity of 660 KWp.

Safety and Surveillance

The DEI security laboratory was created in 2013. It undertakes security surveillance protocols
and monitors inputs from around 265 cameras 24 x 7. This is a proactive measure which
helps personnel to respond to situations in time and prevent mishaps.

Besides the above, there is also a Seminar Hall and Convocation Hall, each of which can
accommodate 300 students, a Guest House which has 16 rooms, and Staff seating space of
almost 1900 sq m.

104
 dayalbagh educational institute

Soft Infrastructure
Admission System
DEI has its own indigenous admission system which handles new student applications,
generation of admit cards, checking of OMR sheets, results processing and generation of
merit lists, which are finally displayed on the Institution website.

Course Management System

The course management system is an indigenous system which handles student course
registration, evaluation and grading as well as generation of mark sheets.

e-Library
OPAC (Online Public Access Catalogue) of all DEI libraries is available and operational with
bar code. In terms of access to research tools, the entire campus has e-connectivity through
the library website to Inflibnet and databases such as Prowess.

Virtual Infrastructure
The following activities are currently undertaken by Multimedia Lab: Edusat Teaching,
Videoconferencing, Video Streaming, Generation of e-content, Video archiving facility,
Web-support services, Data center facility and Technology tracking. In terms of infra-
structure, DEI has the capability to provide live stream reception for 1000 clients, platform
independent HD video conferencing through Polycom CMA software for 100 clients and
simultaneous recording for 5 classrooms.

Strategic Plan for Infrastructure: 2018 to 2032

The present section describes the three elements of infrastructure: physical, soft and virtual
IT infrastructure aimed at addressing the future needs associated with academics and
research, administration and student amenities.

Physical Infrastructure
The present physical and IT infrastructure at DEI is rapidly approaching its optimal capacity.
The strategic plan outlines future focus areas, keeping in mind the vision to use soft and
virtual infrastructure for meeting the needs of off-campus locations, open and distance
learning centers and off-shore centers. On the main campus, the aim is to provide infrastruc-
ture for new courses and to upgrade or maintain the existing infrastructure.

Strategic Plan to support Academics and Research

DEI Main Campus

„„ Enhance the number of technology-enabled classrooms and flexible teaching
and learning spaces, keeping in mind new academic courses and the aim of
reaching a larger number of under-served learners across multiple locations. DEI
will add new e-classrooms, classroom space for new courses and large lecture
theatres to accommodate 200 students each.
„„ Enhance student access and usage of technology through 800 additional
computer and peripherals.
„„ Create infrastructure for enabling students to undertake the journey of entre-
preneurship through enablement of ideas in incubation cells and fabrication
workshops.

105
dayalbagh educational institute

„„ Establish a student’s activity centre, which will allow students to develop their
interests in extra-curricular fields such as arts, theatre, music, dance, self-de-
fence, painting, literature, reading; and also enable them to develop various facets
of their personality through sessions on yoga and meditation and indoor sports.
„„ Development of inter-disciplinary labs, multi-disciplinary labs, mobile labs,
trans-disciplinary labs, cross-disciplinary and living labs. Details are in the
chapter on research laboratories.

Off-Campus Locations in India

At every off-campus location, the following infrastructure will be created to support
academics and research:
„„ Class rooms to enable students to study in dual shift mode
„„ Spaces for computer labs
„„ Workshop space
„„ Library space
„„ Outdoor sports fields and indoor sports courts and/or student activity centres

Open and Distance Learning centres in India

„„ Space for conducting examinations.

Off-shore Campuses
Infrastructure based on the same principles as the main campus and in accordance with the
rules of the country will be developed with the help of AFDEIs.

Strategic plan to support Institute Administration

This section comprises of infrastructure for student amenities and institute administration.

DEI Main Campus

„„ Enhance and extend student accommodation facilities for 1200 more students.
„„ Enhance the medical infrastructure with ambulance services.
„„ Create a new administrative block to consolidate all administrative departments
in a new facility to take care of growing student and staff strength.
„„ Creation of seminar halls for large gatherings and conferences.
„„ Double the room strength at guest house (to 32 rooms)
„„ Addition of a visitor’s room in each faculty for visitors.
„„ Enhance the renewable energy systems in the campus and add another 1 MW of
solar energy capacity.
„„ Add battery-operated vehicles to help those who need transportation within the
campus
„„ Maintain green corridors to ensure maximum green coverage. Landscaping and
gardening would continue to be priority in the future.
„„ Add parking space to accommodate increasing numbers of staff and students,
traveling to the institution by their own means (14000 sq m).
„„ Maintain and enhance surveillance and security measures as per need, to new
locations.

106
 dayalbagh educational institute

Off-campus centers
In the off-campus centers, each center would be developed to have the following infrastruc-
ture:
„„ Cafeteria, hostel and medical center.
„„ Surveillance and security, similar to the main campus
„„ Multi-purpose halls at every location
„„ Landscaping and gardening
„„ Renewable energy capabilities

Open and Distance Learning centers

„„ Space to accommodate students for examinations to be held at the Distance
centers across India.

Off-shore centers
The present plan requires that international locations be set up in accordance with the rules
of the country where they are being established.

Soft Infrastructure
The following aspects of soft infrastructure are anticipated for aiding academics, research as
well as administration.
„„ Enhance the Admissions Management System as per academic needs. The
admissions cell will work upon improving web presence in all phases, additionally.
„„ Enhance Course Management System in line with Institute policies accommo-
dating course delivery modes such as blended, asynchronous, semi-synchro-
nous, synchronous and online mode.
„„ Introduce wi-fi hotspots at various points for ease of access to digital content by
students and staff.
„„ Introduce automated time table software integrated with course management
system. An effort would be made to evolve towards a fully automated time-table
over a period of time.
„„ Introduce an enhanced version of financial accounting system with the ability to
upgrade, keeping in line with changes in government policies.
„„ Ensure data security of students, faculty and various institution departments

Virtual Infrastructure
The following initiatives are proposed for development over the next 15 years:
„„ Enhance computing abilities at all campuses
„„ Invest in data repository and access tools such as a private cloud to host appli-
cations such as Vidyaprasar, research apps and administrative apps, while
maintaining data security
„„ Develop virtual class rooms to reach out to learners
„„ Continue to develop virtual laboratories. These may be remote triggered,
simulation laboratories or measurement-involved laboratories. Approximately
20% of the courses may be expected to use these.
„„ Continue to develop virtual studios in all phases
„„ Take the help of IT to make learning available to students and faculty members
with vision and other disabilities.

107
dayalbagh educational institute

„„ Ensure that the infrastructure for leased lines to ICT and for open and distance
learning are sufficient to enable ease of access to content.
„„ Ensure security of the data center.

108
 dayalbagh educational institute

8
Governance

109
dayalbagh educational institute

110
 dayalbagh educational institute

T
he Dayalbagh Educational Institute has a well-defined, democratic,
decentralized, participatory, and inclusive governance system.
Based on the Education Policy of DEI established in 1975, the
Institute’s principles of governance include formulating policies,
defining action plans, and monitoring processes, including those for
admission, recruitment, award of degrees and diplomas, finances,
etc. The governance plan covers administrative, academic, judicial, and financial
aspects and comprises committees formed for enhancing academic excellence,
discipline, values and other areas of importance to the university. The highest body of
the governance structure is the General Body: most of the committees are statutory but
some are adhoc.
One of the unique features of the university is the Advisory Committee on Education and
also an emphasis on self-governance.

The University’s governance plan is part of an evolutionary process compared in the time
charts below and showing the current situation and that visualised in its Vision 2031.

Details are available in the annex.

111
dayalbagh educational institute

Overall Governance Structure of DEI

112
 dayalbagh educational institute

Organization Structure
The organisational structure of the university fulfills the two aims of good governance and
implementation of the Academic Plan. Supplementary committees and other bodies provide
guidance, feedback, review, allowing evolution and adaptation to the changing educational
needs of our society.

President/chancellor

director/vice chancellor

treasurer registrar controller of

examination

Asstt. Registrar Administrative Asst. Registrar Asst. Registrar Asst. Registrar

Accounts Officer Administration Examination Academic

Deans of Deans ICT

Faculties

Head of
Departments

Organizational Structure and Independent Bodies

Independent Bodies and Major Committees

Independent Bodies and Major Committees

Advisory Committee on Education (Ace)

The Advisory Committee on Education was founded in 1991 and reconstituted in 2002. Its
main objective is to enhance quality of teaching and research in the Institute and its colleges
and schools so as to reach to the highest level of educational standards.

113
dayalbagh educational institute

This committee is a think tank that suggests, interalia, measures for enhancing the quality
of the Dayalbagh Educational Institutions in accordance with the Dayalbagh Educational
Policy. Meetings are held every alternate month; the Committee also meets more frequently
when deemed necessary.

General Body
The General Body consists of a maximum of thirty members. This committee has the widest
membership allowing interaction and feedback on a broad range of issues.

Primary Body
The role of the Primary Body is to constitute the first Governing Body of the Institute; to
consider the Annual Report of the Institute and Accounts as submitted by the Governing
Body; to review and monitor the act(s) of the Governing Body.
The Primary Body shall not contravene any of the laws, rules regulations or directions,
having the force of law prescribed or given by the government, state or central or any legally
constituted body authorized to do so(membership details in Annex).

Academic and Administrative Audit Committee (Aaac)

The Academic and Administrative and Audit Committee is a special committee constituted
to of provide feedback about the functioning of the university on administrative and
academic matters. The AAAC consists of a few senior teachers of the university and senior
teachers from other universities. Members are nominated by the Director. The AAAC team
meets its objectives by visiting each faculty and department once every year, and meeting
each section of the university community, including students and research scholars, faculty
members, and office staff, to hear their grievances, if any, and any suggestions for the
improvement of academic and/ or administrative matters. The AAAC’s report is based on
consolidated feedback from different sections of the university and sent to the Director, for
further action. This is a unique system and allows each member of the university a way to
loop back their inputs.

Planning and Monitoring Board

The Planning and Monitoring Board regulates the implementation of the development
programmes approved by the UGC and advises the Governing Body and the Academic
Council on any matter which it considers necessary for the fulfillment of the objectives of
the institution. The Board meets at least once in every academic session (list of members in
Annex 2).

Internal Quality Assurance Cell

The Internal Quality Assurance Cell (IQAC),was constituted in September 1995 based on
the guidelines of the National Assessment and Accreditation Council set up by the UGC.
The activities of the IQAC envelop every component of the university system including:
Admission Criteria; Curriculum Design; Programme Selection; Curriculum Implementation;
Evaluation; Employability.

The Cell aims to improve the quality of teaching and research by regular feedback from
students; provide inputs for best practices in administration for efficient resource utilization
and better services to students and staff; inputs for academic and administrative audits and
analysis of results for improvement in areas found weak.

Students and staff can give their feedback and suggestion on teaching and administrative
performance by dropping their views in the Suggestion Box located in DEI Computer Centre,
or to the Coordinator, IQAC (see Annex for membership).

114
 dayalbagh educational institute

Major Committees
Board of Management (Governing Body)
The Governing Body’s role in the governance system of the Institute is to frame policies for
achieving excellence in teaching and research in the Institute. Its main areas of concern are
academic, financial, and judicial.

Academic Responsibility
In terms of academics, the Governing Body directs the affairs of the institute and exercises
general superintendence and control over it with the aim of:
„„ formulating the educational policies and programme for the growth and
development of the institute and implementing them;
„„ making bye-laws, amendments or repeals as per the rules;
„„ create faculties as it may deem fit from time to time, on the recommendation of
the Academic Council;
„„ introducing new courses of study and training in faculties of the institute including
non-university educational institutions to raise standards of education;
„„ conferring or granting degrees, diplomas and other academic distinctions or
titles;
„„ determining the cadre and grades of the staff of the institute;
„„ creating, suspending or abolishing posts and fixing the emoluments and
conditions of services of its employees;
„„ appointing teaching staff and such other staff, not provided for elsewhere, as may
be found necessary;
„„ constituting selection committees, or terminating the services of any employee
in accordance with rules;
„„ submit annual report of the Institute to the Primary Body.

Financial Responsibility
Opening bank accounts, prescribing the procedure for their operation, considering annual
accounts and the institute’s budget estimate as submitted by the finance committee; taking
such actions within the limits prescribed by the finance committee, appointing auditors for
the institute; receiving grants from the University Grants Commission, the Central and the
State Governments.

Judicial Responsibility
The Judicial Responsibility is to select the command seal for the institute and to provide
for the custody and use of the same; to give suitable directions, to holding trustees of the
institute regarding utilization of the properties of the trust; to sanction to file, withdraw,
defend or compromise any suit, appeal petition, application or any legal proceeding, civil,
criminal, revenue or any other proceeding of any nature whatsoever in any court of law
office or department or before any tribunal or to authorize any reference to the arbitrator
or arbitrators or reference by or on behalf of the institute and/or authorize person(s) to
discharge the above functions, including the authority to sign verify pleading and to engage
counsel; to constitute the Managing Councils for non-university educational institutions
and assign to them such powers and the functions as a deems fit to constitute a Distance
Education Cell and assign to it such powers and functions as deemed fit; to exercise such
other powers and perform such other duties, as may be necessary for the proper functioning
of the Institute.

Finance Committee
The purpose of the Finance Committee is to examine accounts and scrutinize proposal
of expenditure of the institute including those of non-university educational institutions

115
dayalbagh educational institute

(members list in Annex).

Academic council
The Academic Council’s function is to control and regulate the standards of education,
research and examinations in the institute including non-university educational institu-
tions, and to advise the governing body on all academic matters (members list in Annex).

Standing Committee of the Academic Council

The role of the Standing Committee of the Academic Council is to invite such other internal
members of the Academic Council as it may deem fit, for its meeting which are convened
under instructions from the Director. To advise on equivalence of examinations and such
matters as may be referred to it by the Academic Council or the Director. In every case where
the Standing Committee disposes of any matter, it is reported to the Academic Council at its
next meeting (members list in Annex).

Managing Councils (Technical Education & General Education)

The managing councils have such functions and perform such administrative and academic
duties for non-university educational institutions in Dayalbagh, as may be assigned to them
by the bye-laws and from to time, appoint such committees/ boards of studies, as may be
prescribed by the bye laws (members list in Annex).

Building Committee
The Building Committee’s role is to select and recommend sites for construction of buildings,
and to accord technical sanctions to the detailed plans and estimates. It approves the
construction of new buildings and alterations to existing buildings and invites and approves
tenders for the purpose (members list in Annex).

Equipment Committee
The Equipment Committee’s role is to scrutinize quotations and approve purchases of
equipment (members list in Annex).

Library Committee
The Library Committee supervises the work of the libraries of the Institute (members list in
Annex).

Computer Maintainence Committee

This committee includes ten members drawn from the University’s departments and
faculties three members as experts from industry and premier institutes.

The committee’s purpose is to maintain connectivity across DEI’s ICT centres,to maintain
internet connectivity in the institute, to vet all computer-related purchases, to keep track of
technical advancements and create infrastructure for maintenance of hardware and other
related items.

Alumni Committee
This committee comprises two to four members from different faculties headed by the
Co-ordinator Dean, Alumni Relations.

The major functions of the committee include making direct connections with DEI’s alumni,
maintaining the yearbook of batches graduating, providing the single point of contact for
alumni, publishing and circulating the alumni newsletter and organizing alumni reunions.

116
 dayalbagh educational institute

Admissions
Overall admissions are under the charge of the committees detailed below.

Admission Committee Framework

The Prospectus Committee is charged with designing the prospectus. This committee
includes representative(s) from each Faculty as well as the Central Administration Office.
This committee amends the prospectus for each forthcoming academic session.
The Entrance Examination Committee is charged with conducting the entrance exam for
which more than six sub committees are constituted (sub-committees in Annex).
The Arbitration Committee is comprised of a Chairman and two members and is responsible
for resolving all issues related to admission.

Academic Excellence

Governance Structure for Academic Excellence

Dean, Undergraduate Studies

The Director nominates the Dean of Undergraduate Studies from among the two Deans
who are members of the Governing Body, for a term of one year starting from 1st July of
each academic session. The Dean of Undergraduate Studies ensures that the quality of UG
education is of an appropriate level. The Dean also present the candidates for undergraduate
degrees at the Convocation for conferment of their degrees.

117
dayalbagh educational institute

Faculty Board of Studies

The Faculty Board for each Faculty consists of all the Professors and Heads of Departments
of the Faculty and two external experts, with the Faculty Dean as the Chairman. The recom-
mendations of the Board of Studies regarding revision of syllabus and/or new courses
approved by the Faculty Board are placed before the Academic Council of the Institute before
implementation. The Faculty Boards meet at least once every year.

Departmental Boards of Studies

The Board of Studies within each Department of the Institute, for each subject or relevant
group of subjects, consists of the Head of the Department as Chairperson; all Professors of
the Department; two teachers other than Head of Department and Professors by rotation
in order of seniority; and up to three persons not connected with the Institute who are
nominated by the Director, possessing expert knowledge of the subject(s).

Functions of Board of Studies

„„ To make recommendations about courses of studies and examinations in the
subject(s) with which it deals.
„„ To initiate proposals regarding new courses of study and propose changes thereto.
„„ Subject to the control of the Academic Council and the Faculty, to prepare
proposals for research work in the subjects assigned to the Board of Studies.
„„ To advise on any question referred to it by the Governing Body, the Academic
Council, the Faculty or the Director.

Students’ and Peer Group Feedback

A committee shall be set up to gather feedback from students and peer group, as to the
academic aspects of their course. The feedback would be gathered utilizing a variety of
methods, including written suggestions dropped in Suggestion Box. The feedback would be
used to help provide guidelines for improving students’ learning and experience within the
Institute. The DEI is a student-friendly institution and encourages maximum student partic-
ipation, including in self-governance.

Advisory Committee for Core Courses in the Institute

The coordinator for Advisory Committee for Core Courses will be appointed by the Director
for a term of three years. The committee will include the following members: Head of the
Botany Department, Head of the Mechanical Engineering Department, Head of the Sanskrit
Department, Head of the Psychology Department, and staff teaching the core courses, Indian
Culture, Comparative Study of Religions, Agricultural Operations, and Rural Development.

Appointment of Examiners Committee

The examiners for end semester examinations are appointed by the Director. For this purpose,
the Director may consult the panel of 3 to 5 names prepared by the Head of the department
or senior-most teacher of the subject, where there is no department, and forwarded by the
Dean/Principal.

Selection/Promotion of Staff Committee

A Selection/Promotion of Staff Committee deals with all matters related to the selection and
promotion of staff members.

118
 dayalbagh educational institute

Class Committee
Every class in each of the departments of the Institute shall set up a Class Committee, usually
consisting of 6 members. These members are selected by students from amongst themselves,
with the support of their class teachers. The number of members in the Class Committee
may vary depending on class size. The functions of the Class Committee are to provide a
means of self-governance to the students. The students will be able to go to Class Committee
members with any problem they may have, especially concerning academics. Thus, Class
Committee members provide a conduit through which problems related to academic issues
may be sorted out. These issues are then brought to the attention of concerned teachers
and, if needed, the Head of Department. The Class Committee system will train students in
self-governance.

Excellence in Research

Governance structure for Excellence in Research

Dean, Postgraduate Studies and Research

The Director nominates the Dean of Postgraduate Studies and Research from among the two
Deans who are members of the Governing Body, for a term of one year starting from 1st July
of each academic session.

The Dean of Postgraduate Studies and Research is a member of Research Degree Committee
of all faculties; is Chairman of RDC in the absence of the Director; take necessary steps to
maintain and improve the academic standards in research and PG studies and accordingly
process matters through the concerned faculty boards and present them to the Academic
Council; present the candidates for research degrees and postgraduate degrees/diplomas at
the Convocation for conferment of their degrees/diplomas.

Research Entrance Test Committee

The Institute notifies, department-wise, the number of seats available for Ph.D. Programme
before the beginning of each semester. A Research Entrance Test and interview are conducted
for determining suitability of candidates for their admission to Ph.D. Programme.
A duly constituted Research Entrance Test Committee is in charge of implementing the
entrance test and interview, of the eligible candidates. A person holding the qualifications
specified is considered eligible for research study leading to the award of the degree of
Doctor of Philosophy under the relevant Faculty of the Institute provided that the Research

119
dayalbagh educational institute

Degree Committee (RDC) concerned is satisfied that the candidate possesses the requisite
qualifications to take up the proposed research work.

Certain categories of candidates will be exempted from appearing at the Research Entrance
Test, including those who have qualified National Eligibility Test as NET-JRF (Junior Research
Fellowship)/GATE (Graduate Aptitude Test in Engineering); a candidate who is recipient
of National Doctoral Fellowship or other fellowships from government/semi-government
organizations such as the Council of Scientific and Industrial Research (CSIR), University
Grants Commission (UGC), All India Council for Technical Education (AICTE)and similar
national-level organizations awarded through an All India selection procedure conducted
by the agency/organization concerned; candidates who have qualified S.L.E.T. (State Level
Eligibility Test), recognized by U.G.C.

Departmental Research Advisory Committee

A Departmental Research Degree Committee is constituted in each Department. After
admission to the Ph.D. Programme, candidates study the prescribed courses, including
one on research methodology, for a minimum period of one semester. The Departmental
Research Committee with the Head as its Chairman and the senior staff members as members
recommend courses to be covered by the candidate. The Departmental Research Committee
will also be responsible for organizing the colloquia and presentations by students.

The candidate submits the topic of her proposed research work along with six copies of
synopsis, endorsed by the proposed Supervisor, Head of the Department and the Dean
within six months of admission, which are placed before the RDC for consideration.

Research Development Committee

This Committee closely monitors issues related to research work leading to the award of
the Ph.D. degree. The RDC consists of the Director of the Institute, the concerned Dean, the
Head of the Department, and two external experts in the subject, appointed by the Director
in consultation with the Head of the Department and Dean concerned. The Supervisor is a
co-opted member of the RDC for his candidate. Should there be any difficulty in procuring
presence of external experts in RDC, their opinion may be obtained by correspondence out
of which at least one is available for consideration during the meeting. The RDC must satisfy
itself that the subject offered is one which can be profitably pursued in the Institute and
that the candidate possesses the requisite qualifications. The RDC then approves, amends
or rejects the proposal. The date of submission of a synopsis which has been approved is
considered as the date of registration of the candidate. The recommendations of the RDC are
reported to the Academic Council at its next meeting.

A candidate may request changes in the topic of his thesis with the approval of the RDC
within one year from the date of registration.

Other issues relating to the research, not provided otherwise in rules, may be decided by
the Director on the advice of a Committee consisting of the concerned Dean, Head of the
Department and the Supervisor.

Appointment of Examiners Committee

On finalization of the panel of examiners by the RDC, the Director appoints two external
examiners from the recommended panel of external examiners, at least one of which
should be from outside the state. External examiner(s) can also be appointed from outside
the country. The Supervisor and the Co-Supervisor, if any, are collectively treated as one
examiner, as internal examiner, and they submit a joint report.

If an examiner fails to submit his report of a thesis within a period of two months from the

120
 dayalbagh educational institute

date of receipt of the thesis, steps may be taken to send reminder before considering recall of
the thesis and appointment of another examiner.

Ethics and Plagiarism Monitoring Committee

The DEI has established an Ethics and Plagiarism Monitoring Committee, to enhance
awareness about responsible conduct of research and academic activities, promotion of
integrity and deterrence from plagiarism.

The Committee will be responsible for holding seminars/ awareness programmes and
trainings every semester on responsible conduct of research, project work, assignments,
thesis, dissertation, promotion of academic ethics and integrity, for students and staff.
It shall instruct students, faculty and staff about proper attribution, seeking permission
of the author wherever necessary, acknowledgment of source compatible with the needs
and specificities of disciplines and in accordance with rules and regulations governing the
source. Cardinal principles of academic integrity and elements of responsible conduct of
research and publication ethics are included as compulsory course work for M.Phil. and
Ph.D. scholars; and in Orientation and Refresher Courses organized for faculty and other
members of academic staff. The student, faculty, staff and researchers will be trained in the
use of plagiarism detection tools and reference management tools. Students, faculty, staff
and researchers will be encouraged to register on international researcher’s Registry systems.
The Ethics and Plagiarism Monitoring Committee has put into place software which will
detect plagiarism in theses, dissertation, term papers, reports, and other publication. Every
student submitting a thesis, dissertation, term paper, report or any other such document will
submit an undertaking indicating that the document has been prepared by him or her and is
his/her original work and free of any plagiarism.

A Zero Tolerance Policy will be followed with respect to plagiarism in the core area: the core
work carried out by the students, faculty, staff and researchers must be based on original
ideas.

Examination and Results

Dayalbagh Educational Institute has an elaborate and detailed system of examination

ensuring that students are graded by regularity in classes as well as daily performance.
It focuses on evaluating the academic growth of the student throughout the year. The
examination system has a Central Examination Committee, Faculty Level Examination
Committee, Results Committee, Result Degree Committee and Grade Moderation Committee
both at the Institute level and Departmental level. These enable a ground level analysis of the
academic performance of the students, ensuring that the students are encouraged to give
their best bringing about their all-round development.

121
dayalbagh educational institute

The structure of the examination system is described below:

Central and Faculty Examinations Committees

The Examinations Committee, at both central and faculty levels, will be responsible for
appointment of examiners and conduct of examinations.

Appointment of Examiners
The examiners for end-semester examinations are appointed by the Director. For this
purpose, the Director may consult the panel of 3 to 5 names prepared by the Head of
the department or senior most teacher of the subject, where there is no department and
forwarded by the Dean/Principal.

If, during an examination, an examiner becomes unable to act as such or when an examiner
is not available, the Director appoints another examiner to fill the vacancy.

Conduct of Examinations
There Examination Committee oversees conducting examinations in the Institute including
its non-university educational institutions consisting of the following members: all deans
and principals, the registrar, as convener. The Registrar prepares and duly publishes a
programme for the conduct of the end-semester examinations specifying the date of each
examination and the deans and principals conduct the examination in their respective
faculties/institutions accordingly.

Results Committee
A Results Committee consists of the Director (chairman), all the deans and principals,
registrar (secretary).

The function of the Results Committee is to prepare the results of the examinations after
satisfying itself that the results conform to expected standards. In any case where the result
is unbalanced, the committee will take action.

Cases where the use of unfair means in examinations is reported by the Dean/Principal
concerned along with the report of the invigilator(s)/member(s) of the flying squad and
the Centre Superintendent and the report of the Examiner are also examined by Results
Committee of the Institute.

Grade Moderation Committee

Each Faculty constitutes a Grade Moderation Committee which normalizes the grades
assigned by the course instructor. The Committee scrutinizes the marks assigned by each of
the course instructors and identifies natural gaps and clusters so as to assign the appropriate
grades to all the students. The Grade Moderation Committee comprises members
nominated by the Head of Department concerned.

Welfare of the Institute Fraternity and Society

The Institute is committed to ensuring welfare of all members of the university fraternity.
The following mechanisms are already in place and these will continue to function with
suitable amendments and value additions as and when required.

122
 dayalbagh educational institute

Framework: Welfare of Institute Fraternity and Society

Community Welfare
There are several committees which are formed in the Institute to ensure the welfare of
community at all levels.

National Service Scheme Committee

Objective of NSS scheme is “Personality development of students through community
service”. Student volunteers and Programme functionaries are engaged in constructive
and productive programmes involving students in various awareness drives, shram-daan,
social reform, communal harmony projects, production of assets for community, for relief
work, blood donation, environmental protection, literacy programme, health education,
campaign etc. Each volunteer contributes 240 hours of community work over 2 years.

Administrative Structure at institute level:

„„ NSS unit: Institution is allotted NSS unit as per the strength of the students, by the
Programme Coordinator (P.O) in consultation with NSS Regional Directorate and
State NSS officer considering the demands of the institution.
„„ Enrolment of NSS Volunteers: At college level the NSS volunteers are enrolled
from first and second year degree-class students. Students belonging to
minority communities, scheduled castes and scheduled tribes are encouraged to
participate in NSS. They are given due representation where more students desire
to join NSS. In co-educational colleges the girls are also motivated to join NSS.
„„ Programme Officers: The Programme Officers are responsible for the organiza-
tion of NSS unit, implementation of NSS programme under the supervision and
direction of Principal of the college or Head of the institution. One P.O. is incharge
of one unit only. Only those belonging to the teaching faculty are considered for
appointment as P.O. The P.O. is responsible to carry out instructions issued by
the Programme Coordinator of the University, NSS Regional Directorate and
State NSS Officer for the implementation of NSS activities as per the NSS Manual,
programme guidelines and administrative and policy directives.

123
dayalbagh educational institute

Extension Activities Committees

The Institute is engaged in service to society in the form of work for the weaker sections
of society, literacy missions, empowerment of women, welfare of the divyang, agricultural
operations, teaching underprivileged children, etc.

Students Welfare
The following Extension Activities Committees are concerned with Student Welfare:

„„ The Committee for Differently-abled is meant to create an environment at the

institute level to enrich higher education learning experiences of differently-abled
persons. Creating awareness of the capabilities of differently-abled persons,
constructing facilities aimed at improving accessibility, purchase of equipment
to enrich learning etc., are the broad categories of assistance under this scheme.
„„ Remedial Coaching Committee Remedial coaching aims to improve the academic
skills and linguistic proficiency of students;to raise their level of comprehension
of basic subjects; to provide a strong foundation for further academic work; to
provide career guidance and psychological counseling for capacity-building to
those who are in need of such counseling.
„„ Training and Placement Committee The Institute has a Training and Placement
Cell at central and faculty levels to counsel and help place students in jobs.
Companies are invited for students’ placement, co-op training and internship in
programmes of study across the university.
„„ Students Grievance Committee Members: All deans and principals. Any student
having complaint about any matter related to any issues can file a written
complaint to the chairman of the committee. After receiving the complaint, an
enquiry committee is set up to find the facts. Then an appropriate decision for
fixing the penalty (if any) is taken by the committee.

Institute Grievance Redressal Committee

The Grievance Redressal Cell consists of a senior faculty member as the Chairperson, Third
Party members and the Convener. The cell deals with grievances received in writing from
students about academic matters, financial matters, issues related to the library, accommo-
dation, conditions of sanitation, preparation of food, availability of transport, etc. Its primary
functions are:
„„ To make all necessary arrangements for receiving representations/ complaints/
grievances from students relating to general administration, examination and
evaluation and any other problems relating to the functioning of a student in the
college.
„„ To examine the grievances
„„ To make necessary recommendations to the Chairperson
„„ To handover the grievances related to examination and evaluation to the Registrar
(evaluation)
„„ To do all such things as may be assigned by the Convener.

Grievance Redressal Committee for Sexual Harassment

of Women at Workplace [Sexual Harassment of Women at
Workplace (Prevention, Prohibition and Redressal) Act, 2013]
Female students and staff of the Institute who feel aggrieved or harassed on any account
may address their grievances to the Convener of the committee. The committee consists of a
Chairperson / Special counselor, Third party members and Convener.

124
 dayalbagh educational institute

Right to Information (RTI) Cell

The RTI Cell was set-up in the Institute since the inception of the Right to Information
Act, 2005, so as to provide necessary information about admissions, recruitments, the
governance system, results, curricula and evaluation, etc. The information is furnished by
the Public Information Officer within the stipulated time. Also, the appeal of the applicant is
heard by Appellate Authority of the Institute in case, the applicant is not satisfied by the reply
provided by the PIO.

The main objective of the RTI Cell is to ensure the transparency in the functioning of the
Institute and to respond to queries of the applicant.

Composition of RTI Cell:

„„ Appellate Authority: Registrar of the Institute
„„ Public Information Officer: Administrative Officer (Computers)
„„ Delegation of Power: The director of the institute reserves the right to resolve and
furnish the information.

Scholarship Committee
The Institute has a Scholarship Committee which looks after government scholarship
matters. The constituents of the committee are Chairman (of the rank of professor),
programmer, accountant and two more members. The committee ensures the fulfillment of
all government norms for attaining the scholarship falling in various categories.

Security and Vigilance Committee

The security of every student is of prime importance in the Institute and it has adequate
arrangements for the security of its students on the campus. A student requiring help
regarding any issue concerning security may contact the class proctor, dean of the faculty
or principal of the college. This committee comprises Security Officer (male) and Security
Officer (female) at the institute level.

Canteen Committee
The committee provides for student needs during the Institute’s working hours and also
provides hospitality to Institute guests as and when required. The committee comprises of
the members of the staff of the institute as well as students belonging to the B.Voc programme.

Proctorial System

125
dayalbagh educational institute

Central Proctorial Board (Discipline Committee)

The members of the proctorial board are the chief proctors of the faculties and look after the
general welfare of the students; they are also authorized to check any student on disciplinary
grounds.

There is a Students’ Welfare and Discipline sub-committee at the Faculty/ college level. The
faculty representatives in the Students’ Welfare and Discipline Committee are the ex-officio
Conveners of the faculty committee, and the Dean is its Chairman, who will also nominate
other members in the sub-committee. It comprises of a Chief Proctor separately for male and
female students at the Institute level as well as at the Faculty level along with the sub-com-
mittees formed by the members at the faculty level.

Anti-Ragging Committee
Structure: The Chief Proctor of the Institute along with the proctors and Chief Wardens
of hostels constitute the Anti-Ragging Committee; the Director is committee’s Chairman.
Anti-ragging squads consisting of the Chief Proctor and Faculty Members may patrol the
campus during the mid-day break, and at the start and end of the day. The committee
counsels the senior students with a view to curbing ragging.

Faculty Proctors
They constitute the authority above the class proctors, at the faculty level.

Class Proctors
Students are distributed class-wise in groups to each Class Proctor. They ensure discipline
with respect to uniforms, presence at the morning assembly, and associated activities.

Class Committees
The Chief Proctors and the Proctors at faculty level are in charge of these committees. Their
task is to understand and resolve students’ problems, referring them to higher authorities
if solutions do not emerge. The committees are made up of Chief Proctors at faculty level,
Proctors (forming sub-committees) and students.

Sports & Games, Cultural Activities & Major Events

The DEI system of education emphasizes sports and games, as well as on cultural activities,
deeming them necessary for the integrated development of students. The system of
governance thus includes the following committees:

126
 dayalbagh educational institute

Central Sports and Games Committee

There is a central Sports and Game Committee for supervising and training students of DEI.
The Committee consists of the following members: The Director: Chairman; Convener:
Nominated by Director; Secretary: Sports Officer; Coach and Organizing Secretary: Sports
Officer; two or more faculty members from each faculty nominated through the Dean /
Principal; Faculty in charges for sports nominated through the Deans/ Sports Officer.
The committee is responsible for organising sports events, a march past on special occasions,
athletic meets, marathons on days of national importance and also to help students prepare
and participate in games at the zonal/state/national level.

Cultural Programmes Committee

The Cultural Programmes Committee consists of a cultural advisor nominated by the
Director, a cultural coordinator nominated by Director, one cultural coordinator and co-co-
ordinator from each faculty nominated by the cultural advisor and cultural coordinator with
the consent of the Deans/ Principals. Its functions include:
„„ To organise the cultural activities
„„ To evaluate the students’ overall performance
„„ To enhance cultural skills
„„ To nurture students’ talents
„„ To organise the cultural/ literary/ fine arts competitions among different faculties.

Youth Parliament Committee

DEI actively participates in the Youth Parliament competition at various levels.
The objectives are:
„„ To strengthen the roots of democracy
„„ To enhance the habits of critical thinking and expression
„„ To develop tolerance and good citizenship
„„ To learn how it may be possible to become good politicians
„„ To explore new ideas and visions for development

Youth Festival Committee

The following members are the members:
„„ Advisory committee: One member nominated by Director
„„ Convener: advisory committee nominate the convener of Youth Festival
„„ One faculty member from each faculty in preparation team

The objectives are:

„„ To provide platform to the students where they can show and share their talents
„„ To provide training for enhancing students’ skills in various activities
„„ To identify talent among students at DEI level for inter-college and national Youth
Festival competitions.

Awards and Honours

Distinguished Alumni Award
The Dayalbagh Educational Institute confers the Distinguished Alumni award at the
Convocation to DEI alumni who have attained positions of eminence in any walk of life,
or made outstanding contributions to society in academic, professional or social fields and

127
dayalbagh educational institute

whose achievements have brought laurels to the Institute. The award consists of a plaque
and a citation.

The Selection Committee consists of the following members who shortlist a few names and
submit them to the President, Dayalbagh Educational Institute:
„„ Director, DEI - Chairman
„„ Registrar, DEI - Member Secretary
„„ One nominee of the President, DEI - Member
„„ The President, The Association of Alumni
of the Dayalbagh Educational Institutions (regd.) - Member
„„ One nominee of the Governing Body - Member

The President, DEI recommends/proposes none, one or more from this list for consideration
of the Academic Council and the Governing Body.

128
 dayalbagh educational institute

9
Accreditation Plan

129
dayalbagh educational institute

130
 dayalbagh educational institute

Accreditation Plan for DEI

in the context of DEI’s
Education Policy, 1975

An Overview of the Accreditation Plan for DEI

D
EI’s accreditation plan is based on the creation and expansion of
supporting mechanisms such as administrative cells and peer
committees to support research and teaching at DEI, as well as
outreach activities in agriculture, entrepreneurship, consciousness
and others. A unique feature of this plan is that it seeks to develop
strengths to meet the rating criteria used by National and Interna-
tional agencies (such as QS etc.) for evaluating universities, in addition to enhancing it.

The World University Rankings (QS and Times Higher Education) are some of the most
reputed, global university rankings that measure the performance of universities using
a range of indicators. Parametric scores are combined into an overall score that is used to
determine the university’s rank. For example, the QS ranking system uses six indicators:
academic peer reviews, employer reviews, faculty-to-student ratios, citations per faculty
member, proportion of international faculty and proportion of international students.

It is important to note that the criteria used by these rating agencies is evolving continuously
and may change considerably over the next 15 years. As an instance, humanities played a
much smaller role in the ranking system earlier, as compared to today. DEI must therefore,
focus on the intrinsic quality of teaching, research and outreach, in line with its unique
vision, while ensuring that all activities have a measurable impact on the rating mechanisms
employed by international agencies.

DEI argues for holistic criteria consistent with the qualities and values embodied in the 1975
DEI Education Policy. It believes that a world-class Indian university in the 21st century
must focus on entrepreneurship and job creation for the ever-increasing population of
low-income youth. It must also develop sustainable solutions for national priorities related
to water quality and supply, food quality and security, access to health-care and access to
education.

131
dayalbagh educational institute

The administration of DEI intends to forward this perspective at a global level based on
rating trends by national and international agencies.

Specific objectives of the accreditation plan are :

„„ Continually monitor the rating criteria of international agencies and optimize
DEI’s teaching and research activities to maximize its rating, while adhering to its
defining Education Policy.
„„ Maintain high ratings and improve them further. Some targeted rankings are
by NIRF, NBA and NAAC, three important national-level rating bodies; besides
others.
„„ Create new, holistic criteria based on DEI’s Education Policy, specifically
emphasizing the combination of excellence with relevance to contemporary
societal needs. Efforts would be made to promote these criteria amongst leading
rating agencies.

Creation of Administrative Support Cells

The primary focus of DEI’s strategic plan is to create supporting cells for activities of the
institute that help improve its international ranking and support the implementation of the
DEI Education Policy of 1975. DEI plans to form/expand the following cells during the first
five years of its strategic accreditation plan:

Training, Placement and Publicity Cell

This cell will facilitate work experience for students during their education through the
cooperative education programme and internship opportunities. The cell, together with
DEI’s alumni network will support DEI’s graduates in their search for employment. It will
also develop the institute’s public and media profile.

Incubation, Entrepreneurship and Intellectual Property

Rights Cell
This cell will help create an environment for entrepreneurship and provide assistance with
patents to both, students and faculty. The cell will assist and encourage micro-entrepreneur-
ship at all socio-economic levels, primarily for the lowest and least empowered members of
society. It will help DEI alleviate youth unemployment and poverty by placing students in
jobs and producing job-creators via sustainable micro-entrepreneurships.

Research Consortium and Research Support Cell

This cell will promote interdisciplinary research and aid the transition of traditional
departments to multi-disciplinary research divisions. It will also promote DEI’s activities in
agriculture, entrepreneurship, etc., through journal and conference publications or other
forms of outreach.

Purchase Cell
This cell will assist the procurement of state of the art instruments, building equipment and
soft infrastructure at low cost, enabling the faculty to focus on its primary duties.

Institute Statistics and Management Information System

(MIS) Cell
This cell will collect and maintain data pertaining to students (admissions, examinations,
placements, fees, competitive examinations, publications, patents, sports and cultural

132
 dayalbagh educational institute

activities, etc.), staff (salaries, training, research funds, grants from government, consultancy,
publications and citations, patents, awards, etc.), institute finance (unit costs, building
costs, maintenance costs, infrastructure, etc.), peers, employers and Friends of DEI (public
perception, peer perception, employer perception, etc., as required by ranking agencies) for
data-mining, data-analysis and report generation.

A snapshot of citation data from one of DEI’s younger faculty members -

The Institute Statistics and MIS Cell will collect and facilitate the presentation of such data for
improving the international ranking of DEI

Resource Mobilization Cell

This cell will support the creation of funds from skill programs, corporate social responsi-
bility projects, agricultural operations, personnel, etc. These funds will be used to sustain
education and research programs.

ICT, e-Education (e-DEI), e-Publishing and Virtual University

Cell
The cell will support teaching in the
synchronous mode; help in conduct and
evaluation of examinations; maintain
A videoconference
connectivity between the staff, mentors,
between DEI and
alumni, employers and Friends of DEI; Michigan State
and assist in interdisciplinary research, University on Nano-
project funding, outreach, employment, technology - This
video conferencing, preparation of e-book illustrates the use
/ e-study material, e-DEI courses, etc.: of ICT, which the
the elements to ready the foundation of a Virtual University
future virtual university. Cell will support

133
dayalbagh educational institute

Support Cell for REZ to SEZ

Development of an innovative ecosystem is proposed to support rural economic zones. DEI
aims to transform students into young men and women who will generate ideas and invent
technologies that are useful for society, in line with the national policy of “Make in India”. The
innovations will be translated into viable products and services with the help of innovation
partners, translational research partners and industrial partners to meet the needs of the
society at large. This support is important in progressing from Rural Economic Zones to
Special Economic Zones, besides helping DEI address the problem of youth unemployment
in a sustainable manner.

A student teaching an unemployed woman sewing, as part of a micro-entrepreneurship initiative

Maintenance Cell
Proactive maintenance of systems and energy sources is necessary for frugal and cost-effec-
tive utilization of resources. A maintenance cell will look after the soft and hard infrastruc-
ture as well as instruments and research facilities in the institute.

Virtual University Administration Cell

A futuristic university should have a global presence, not necessarily in physical form: this
new administrative cell will cater to the needs of local communities virtually.

Administrative set up for Off Campuses (such as at MTVPuram)

An off-campus of DEI is proposed at Melathiruvenkatanathapuram (MTV-Puram), a fairly
remote village in Tamil Nadu. This will be an educational, research and innovation campus
designed to augment the efforts of DEI towards promoting entrepreneurship, micro-entre-
preneurship and nano-entrepreneurship in rural areas. Connectivity, skilling and incubation
will be the main features of this and other off-campuses which this cell will support.

Cell for Promotion of Potential Research Areas

This cell will promote and publicize research activities in key areas related to Sigma-Six-Q
such as Agriculture, Dairy, Air Quality, Water Quality, Education, and Healthcare, as well as
other emerging areas, such as neuro-theology. It will promote niche research areas globally,
to help secure international recognition. The cell will also promote the use of e-learning tools
in Sanskrit (and other Indian languages) developed by DEI’s language laboratory, (i-c-n-c)-
TALL across the globe.

The cell will be responsible for promoting the rating criteria in national and international
ratings agencies that reflect the values of the DEI Education Policy (1975) through all forms
of outreach and publicity.

134
 dayalbagh educational institute

Activity Planning and Coordination Cell

The plan includes coordinating the academic session and activities in 380 information
centers, nine off-campuses in India and seven abroad, as also on the main campus. This
cell will be the center for activity planning and monitoring of all activities of Dayalbagh
Educational Institute.

Vision Cell
This cell is planned to work directly under the guidance of the Advisory Committee on
Education (ACE), with Director of DEI as Chairman.

Peer Committees for Ranking and Monitoring

DEI plans to create several peer committees that will monitor its activities and review their
impact on its ranking. These include:

Committees for every national and international ranking

agency
The chairpersons of these committees may be co-opted in ACE meetings for effective
implementation of procedures and adoption of new ways to obtain better rankings. Each
committee will be charged with developing new criteria that reflect DEI’s vision of combining
excellence with relevance to contemporary societal needs and promoting arguments in favor
of adoption of these criteria by different rating agencies.

The Academic and Administrative Audit Committee (AAAC)

This body shall be made more effective by granting it executive powers. The existing proctorial
system will be strengthened by making it work under the guidance of AAAC.

135
dayalbagh educational institute

A graph depicting the simplified, hierarchical relationship between the administrative cells

It is clear from the description of these structures that they exist only to support the activities
of DEI’s faculty, staff and students and not to govern or restrict their activities. Ultimately, the
administration hopes to evolve towards a self-governance or minimal-governance policy,
whereby DEI will become transformed into a virtually leaderless collection of independent
scholars working for the benefit of the society in a spirit of cooperation and selfless service.
The objectives of DEI’s accreditation plan include maximizing the score obtained by the
institute according to criteria in use by national and international agencies, along with
proactive engagement of rating agencies to modify their rating criteria to reflect the needs of
developing countries such as India, and the unique strengths required of institutes that aim
to satisfy them.

136
 dayalbagh educational institute

10
Laboratory
Development Plan

137
dayalbagh educational institute

138
 dayalbagh educational institute

Present Framework…..

i-c-n-c TALL
Biomedical Engineering

Neuroscience Neuromorphic Lab

Science of Music & Colours

Intra-disciplinary Curriculum Labs & Interdisciplinary Research Labs

• Chemistry • Psychology
• History, Culture and • Information Theory
• Computational Science
Philosophy • Systems Engineering
• Mathematics
• Biology • Language • Quantum Computing
• Physics • Music • Artificial Intelligence
• Education

Future Ini�a�ves

Cogni�on and Pedagogy

Lab-on-a-Chip
Mobile Labs
Virtual Simula�ons Lab Quantum Nano Science
Open Source Labs Remote triggered lab

• Psycho neuro behaviour • Physical Cyber System

• Neuro Theology
• Philosophical Science • Geo-information and
• Computational
• Cognition and Pedagogy Remote Sensing
Neuroscience
• Quantum Cloud
• Mathematical biology
Computing
• Artificial Intelligence

139
dayalbagh educational institute

Interdisciplinary Laboratories
Quantum and Nano Science
The Quantum Nano Systems Center acts as an interdisciplinary nodal center to promote
quantum science. The in-house multi-channel SQUID-based MEG provides measurements
for experiments carried out in various fields like psychology, physics, language, music and
education in a magnetically shielded facility.

Shielded room at
Quantum Nano
Systems Center

Quantum Cloud Computing

SQUID-based Magneto-encephalography is done here through Quantum Cloud Computing
to demonstrate quantum teleportation.

Neuropsychology Lab

Ne
uro
psy Concept of the
Psychology ch Neuroscience Neuropsychology lab
olo
gy

This laboratory envisages the utilization of several neuropsychological and neurophysio-

logic methods including quantitative electroencephalography (QEEG) and electrooculog-
raphy (EOG), electromyography (EMG), and other behavioral measures.

Computational Neuroscience
Computat
ional Concept of
Neuro- Computational
Empirical Computa
Science neuroscience
Research onal
laboratory
Modeling

140
 dayalbagh educational institute

Cognition Science laboratory

The laboratory is actively used in the course on cognition, which involves the scientific study
of the mental processes, perception of tasks and performance. The “Information, Commu-
nication Neuro Cognitive Technologies Assisted Language Labs” (i-c-n-c TALL) facilitates
cognition, neuro-linguistics and consciousness studies.

Concept of Cognition Science laboratory

Multidisciplinary Laboratories
Virtual Simulations Laboratory
It showcases a unique connection between the lab bench of the past and the experiments for
the future. Addition of new dimensions to the virtual labs has been visualized, in near future.

Present and future initiatives of Virtual Simulation Lab

Remote-triggered Laboratory
These are an important aid in realizing DEI’s vision of education for all, the least, the lowest
and the lost.

The advantages of a remote triggered lab are:

„„ easy access to real and costly equipment
„„ real-time access and with consistent reproducibility
„„ minimized maintenance because of handling by limited personnel

141
dayalbagh educational institute

Set up of the remote triggered lab at D.E.I

Lab-on-a-Chip
Lab-on-a-chip technologies are being developed, which will allow operations in chemistry,
physics, engineering and complex cell biological labs which normally require an elaborate
laboratory; on a much-miniaturized scale, within a portable or handheld device. This will
include micro fluidics, nanotechnology and material synthesis.

Lab-on-a-Chip

Mobile Labs
The mobile laboratories would serve as tools to disseminate scientific education in remote
areas and enable on-site testing of air,water and soil quality.

Geo-information and Remote sensing Laboratories

DEI emphasises agriculture as a way to provide entrepreneurial and skilling education.
Good agricultural outputs call for precision farming in which the GIS and Remote sensing
laboratory has a vital role. The potential applications of remote sensing in precision farming
include assessing the type and stage of plant growth, geographic areas, etc.

Concept of Cognition Science laboratory

142
 dayalbagh educational institute

Transdisciplinary Laboratories
NeuroTheology
The Center for Consciousness Studies facilitates the unprecedented, trans-disciplinary
research at DEI which integrates neuroscience with the Science of spirituality. This emerging
field is termed neurotheology.

This lab will facilitate investigation into the scientific basis of Super consciousness-ulti-
mate reality and is a step towards “Sustainable NeuroTheology”. The laboratory will include
quantum cloud computing, quantum teleportation, neuroimaging, neurolinguistics and
neurophysiological techniques.

Concept of Transdisciplinary
Neuro Theology Lab

Cross-Disciplinary Laboratories
Green Laboratory (Sigma Six Q)
The main campus at D.E.I has zero carbon foot print. A sustained green campus will require
the development of

Renewable Energy Laboratory

The DEI Campus runs solely on solar energy. Solar power is provided to class rooms, labora-
tories, hostels, residential and all other facilities linked to DEI. This includes the transport
vans also, that are indigenously converted from fossil fuel to transport system dependent on
solar energy.

Case Study
DEI is a 100 % Solar powered Campus.

DEI has received recognition from the Uttar Pradesh Electricity Regulatory Commission
for its exemplary work in harnessing solar power and spreading awareness in students
about saving energy. The university has been successful in meeting a major portion of
its electricity demands and distributes its surplus energy to local colonies in Dayalbagh.
In 2012, a solar power plant was set up on the campus. With constant upgradation of
the system, the university now produces 700 kilowatts of energy. By 2018, the university
aims to increase its capacity to two megawatts. On a daily basis, DEI produces between
2,500 to 2,800 units of electricity. The varsity has a grid tie-up with Dakshinanchal Vidyut
Vitran Nigam to whom it sells its surplus energy.

For long-term sustenance, DEI plans to develop renewable energy labs that can explore
modes of renewable energy such as wind and biogas to facilitate sustainable infrastructure
at DEI.

Air and water quality laboratory

Air and water quality are two very important parameters for a sustainable model of good
living standards. Exclusive testing facilities and mobile labs shall enable better and faster

143
dayalbagh educational institute

onsite monitoring of the same.

Waste management laboratory

“Zero waste” is the target. The laboratory will work on innovative composting methods,
recycling of waste and novel means to minimize waste.

Case Study
“Zero Waste” and “Zero Carbon footprint” at Radha Nagar Colony, Dayalbagh, Agra.

The project strives for maximum recovery from waste, through composting, recycling
and reuse. The aim is to make Radha Nagar a zero-waste community. The long-term
objective is thus, to reduce the environmental degradation caused by solid waste. Efforts
are on to develop Radha Nagar as Resource Recovery Center (RRC), a decentralized
facility for managing all community waste.

Waste segregation by DEI students Resource Recovery Center

144
 dayalbagh educational institute

Incubators (Laboratories for canonical innovation) and Open

Source Laboratories
Timeline
Proposed Laboratory Facilities and expected time frames

Mathematical Biology Laboratory

This cross disciplinary lab incorporates mathematical approaches to address problems
pertaining to biology. Currently efforts are being made to provide solutions to the flow of
vascular blood and maintain a four-channel data acquisition system equipped with a multi-
channel flow meter with flow sensors.

Multi-channel data acquisition system for blood flow measurement

This laboratory has both, theoretical and practical applications in biological research. This
can describe systems in a quantitative manner, implying that the biological processes will
be simulated and properties predicted. That may not be evident while performing real
experiments which require precise mathematical models. This laboratory will integrate
mathematics with life involving concepts of topology and quantum theory.

3D printing
In near future, research will be aimed to refine, optimize, standardize and indigenize
(Bhartiya Swadeshi) FDM based 3D printing technology. This incorporates:

145
dayalbagh educational institute

„„ Setting up an experimental test bench facility for conducting experiments using

3D printers.
„„ Pilot demonstration of low cost Bhartiya Swadeshi 3D printer, by optimizing
process parameters.
„„ Facilitating the adoption of 3D printing technologies in domestic manufac-
turing to increase competitiveness through the development of the low cost and
high-performing Bhartiya Swadeshi 3D printer.

Indigenous 3D printers

Some items created by students using indigenous 3D printers

Students of DEI working on 3D printers

Living Laboratories
Laboratories on Land-Biosphere DEI
The Dayalbagh Educational Institute has decentralized Labs on Land. This includes the
Dairy Campus, fruit orchard at the Seminar Hall Complex, Biodiversity Parks at Solan and
Rajaborari.

Agriculture operations
Under this course, information on modern crop production technologies for resource
conservation, farm management and quality products is disseminated.

146
 dayalbagh educational institute

Agricultural Operations

DEI herbal garden

The Herbal garden in dairy Campus contains plants from the families such as Asteraceae,
Acanthaceae, Bombacaceae, Convolvulaceae, Poaceae, Rosaceae, Oleaceae, Cactaceae,
Geraniaceae, Liliaceae, Lamiaceae, Plumbaginaceae, Poaceae, Rutaceae.
Important medicinal plants such as Giloy, Ashwagandha, Safed Musali, Bacopa, Dragon
Fruit, Olive, Rose, Tylophora, Shatavari, Vashaka, Sadabahar, Aloevera, bajradanti, Chitrak,
Mulethi, papaya, Bhringraj, Turmeric, Stevia, Sarpgandha are cultivated.
Five varieties of Tulsi and five of Mentha are maintained in the garden. These medicinal
plants are used for the treatment of throat infections, bleeding, piles, fever, cough and cold,
blood dysentery, diarrhea, leucorrhoea, hair loss, burns, skin diseases, intestinal worm
infestations, muscular pains, diabetes, blood impurities, general weakness, hypertension,
jaundice, malaria, vomiting, inflammation, etc. Plant products are supplied to the pharmacy
on regular basis.

147
dayalbagh educational institute

Aloe Vera Turmeric

Medicinal plants at REI

DEI has two polyhouses that provide a controlled environment. The polyhouse conditions
can be controlled remotely, from a laboratory.

Polyhouse at Dairy Campus

Biodiversity Park at REI and Multi Fruit Orchard at Seminar Complex

DEI has established a biodiversity park to protect the environment by conserving many
plant families endangered by urbanization. It is expected that this will positively impact
the conservation of local flora and fauna. DEI has taken the initiative of conserving plants
and trees of Agra and a semiarid region for which seven acres of land at the REI Interme-
diate College has been converted into a biodiversity park . The Biodiversity Park consists of
almost 1500 plants and trees representing 150 different species collected from Haldwani and
Jodhpur.

Agri-entrepreneurship program
The program provides multi-level training to students in commercial plantation, natural
product extraction and marketing; a program on agri-entrepreneurship is being developed
on a 10-acre land near Chandmari-ka-teela. Rosa damascene (Damascus rose), olives,
medicinal plants will be planted on a commercial scale for this purpose. Students will be
operating this program under aegis of Agriculture Operation.

Students planting saplings during the Agriculture Operation class

at Seminar Complex Garden

148
 dayalbagh educational institute

Initiatives by DEI at village Pradahan, District Sirmour, HP

Orchard and Medicinal plants at Sirmour, HP

e-Commerce
The ICT centers of DEI in the urban and rural areas act as resource centers for incubation of
commercially viable ideas, building startups, counseling and mentoring. Last mile connec-
tivity of the artisan to the international market and help with getting the direct benefits of
their labor and creativity is part of this endeavor.

149
dayalbagh educational institute

Advanced dairy
The Dayalbagh Dairy was established in 1931and equipped with up-to-date machinery from
England, Denmark and America.

Pasteurized flavored milk products at DEI Dairy

ADyNaM( Agri Dairy Nano Processing of Multi-products) foods

The ADyNaM project facilitates the processing of agricultural and dairy based raw produce
to make secondary products. Women are trained on production of pickles, chutney,amla
candy and squashes. Recently, a Level-1 food testing laboratory has been setup to implement
quality control and comply with food safety standards.

Food processing activities in tribal areas

150
 dayalbagh educational institute

Mapping of laboratories onto research divisions

A plethora of laboratories are proposed to support the undergraduate, postgraduate and

core courses. They will have a pivotal role in fostering excellence in academic research in the
chosen (key) areas, as laid out in the vision and mission document.

151
dayalbagh educational institute

152
 dayalbagh educational institute

11
International Students,
Programs and Partnerships

153
dayalbagh educational institute

154
 dayalbagh educational institute

I
n 2011, DEI laid down its vision for the next twenty years i.e. from 2011-2031,
outlining the path towards becoming a top international university. Vision
2031 identifies potential for excellence in broad, trans-disciplinary areas,
skilling and entrepreneurship. India is growing rapidly and undergoing a
technological revolution. In this interconnected world, there is a need for
students to understand and work with global diversity. Towards this end, DEI
has been collaborating with the best Universities in the world through exchange programs
and research collaborations.

DEI has already established International collaborations and MoUs with several Institutes
in Asia, America and Europe. These are listed in the Annexure, along with details of the area
of research and collaboration, the scope of activities and benefits. These collaborations have
led to joint conferences/seminars and workshops, exchange visits of faculty and students,
shared projects, publications, training of manpower and common curricula / courses.

Modes of Internationalization
The Institute has adopted a multi-modal, three-pronged approach for extending the benefits
of its programs to the global audience, besides catering to its own students through interac-
tions with international students and faculty.

„„ Technology interventions
• Already in use, to be expanded
„„ Exchange programs
• Principle of economy
• Principle of reciprocity and even
exchange
• Credit equivalence and transfer
„„ International off-campuses
• 9 proposed in strategic plan

Modes of Internationalization of Education at DEI

Technology Interventions
DEI uses technology as a great enabler for interacting globally. The first formal, joint course
was offered to the University of Maryland, College Park in 2006. There have been multiple
agreements with various universities since then and technology interventions are used
regularly for learning and collaborative research.

155
dayalbagh educational institute

Joint research and inter-

national courses based on
technology interventions
• Joint course with the
University of Maryland
• Discussion on expansion of
collaboration with Michigan
State University
• Research discussion with
Stanford University

International Courses and Research based on Technical Interventions

International Off-campuses
The Institute has six off-campuses (known as ICT campuses) with a special focus on
education of rural and tribal population. It is proposed to develop nine International
off-shore campuses under a 15-year strategic plan.

Exchange Programs
Joint activities have been undertaken with several international partners to exchange
scientific knowledge and cultural traditions at the global level. Within the agreed fields,
the partners exchange faculty and students for research, teaching and study; exchange of
scholarly publications and other information in areas of interest to both parties, including
library collections and services; joint research activities; and participation of scholars in
seminars, conferences and other academic meetings.

Zero-economic liability and a need-blind system of education is one of the cardinal features
of DEI. This is also reflected in the international programs and student exchanges, where
the fee terms require the students to pay for tuition at their home institute, based on the
principle of even exchange. International students at DEI can also avail of the several models
of subsidized education available to home students, such as industry co-operative programs,
entrepreneurship, earn-while-you-learn and the like.

Credit Equivalence and Credit Transfer

The Institute offers a flexible, choice-based credit-based system, where the students have
the liberty to choose courses based on their program requirements, academic performance,
preferences and completion of pre-requisites.

The coursework is graded on a relative, 11-point scale that is at par with existing interna-
tional standards; with an easy translation to other systems of grading (such as percentage,
4-point CGPA system, etc.).

The institute is reputed for its open and welcoming culture, at all levels. Students who have
completed program requirements at some other institute partially, are able to transfer their
credits to the DEI system for completion of courses.

156
 dayalbagh educational institute

Academic Programs
Several academic offerings at DEI are of tremendous interest to international students. The
institute offers short-term, modular and diploma courses on Consciousness and Theology,
Yoga and Meditation, Ayurveda, Renewable Energy, Music (Vocal: Classical & Folk, Sitar,
Tabla, Dance, Fine Arts), Creative Writing, Sanskrit, Hindi and other regional languages.
These courses reflect the essence of Indian culture.

In future, the Institute may offer winter courses in Textile Designing and Printing, Hindi,
Sanskrit and other Indian languages. The admission of international students to academic
programs would be fair and transparent. While the Institute does not propose to restrict
admissions to any program, it is expected that students from developing economies would
be attracted to the local, need-based skilling programs while specialized programs on
eastern civilization studies should be of considerable interest to students from developed
economies.

Research Collaborations
DEI has several international research collaborations and interdisciplinary research divisions
(Agriculture, Entrepreneurship, Classical Studies, Digital Life, Life and Mathematics, Esoteric
Arts and Science, Sustainability (Sigma Six Q),Thinkism and Maintenance Network) which
are expected to invoke significant international interest.

The Complete Spectrum: Rural and Tribal to

International
DEI caters to a complete spectrum of education by providing an enriching exposure of rural
and tribal life to an international audience.
The educational institutions in Dayalbagh, with over a hundred years of service to humanity
and a deep commitment towards ensuring accessibility of education regardless of social,
financial and geographical barriers, have developed model solutions towards the cause
of equal opportunity. Dayalbagh Educational Institute has been contributing to social
upliftment actively through education, healthcare, vocational training, agriculture, financial
support, social reform, and technical assistance. This work is backed by collaborations with
some of the leading universities in the world.

157
dayalbagh educational institute

The Strategic Implementation Plan

Plan Period 2018 – 2022 2023 – 2027 2028 – 2032

International Off-Campuses 2 4 9

Gross Engagement of 1600 3500 8000

International Students (10% of total) (~15% of total) (~25% of total)

Expected International Students

200 400 500
at Main Campus

Expected International Students

600 1500 4000
at International Off-campuses

Expected International Students

at Domestic 100 100 200
Off-campuses

Expected International Students

100 300 800
in Exchange Programs

Expected International Students

in Technology Intervention 600 1200 2500
Programs

International Partnerships 30 65 100

Offices at all
An on-campus off-campuses
office and Offices at new and a Central
Office of International Affairs
offices at off-campuses International
off-campuses Liasoning
Center

The Institute plans to create nine international off-campuses at Atlanta, Chicago, New York,
San Francisco, Toronto, London, Sri Lanka, Dubai and Nepal. The complete strategic plan in
two 5-year phases, along with the implementation plan for the next five years is as follows:

Strategic Implementation Plan for Phase – I (2018 - 2022)

The Institute envisages to expand its global outreach by strengthening of existing partner-
ships with several world-class institutions and forging new partnerships with leading insti-
tutions around the world. The Institute already has student exchange programs with several
international partners, including the University of Kiel, Germany and the University of
Maryland, College Park, USA.

„„ 2018: Dayalbagh Educational Institute has already received an expression of

interest from several universities for collaborative partnerships, including the
University of Hong Kong and the University of Calgary. By the end of 2018, the
number of formal international agreements would be 15. The Institute already

158
 dayalbagh educational institute

has a significant reach in Si Lanka which will be strengthened and expanded by

offering additional programs to meet local needs. The main campus would also
be open to admission of international students.
„„ 2019: The first international off-campus of DEI would be established in Colombo,
Sri Lanka, which is already a site of several activities in that country. The Institute
would open admission and engagement for international students at the remotely
located campuses of the Institute. Academic and research activities would also be
strengthened in Nepal. An office of international affairs would be set up on the
main campus.
„„ 2020: DEI has been ranked at grade ‘A’ by the National Assessment and Accred-
itation Council (NAAC), which is recognized by most countries. The Institute
would seek accreditation from other internationally reputed bodies to facilitate
a reverse transfer of credits, including those earned through technology enabled
programs.
„„ 2021: The second international off-campus of the institute would be established
in Nepal, a neighboring country with economic and academic conditions very
much like rural India.
„„ 2022: The number of formal international agreements by the end of this year
would be 30, and several international partners for this have either been identified
or are under consideration. The total population of international students at the
end of this phase would be 1600, spread over the main campus, domestic and
international off-campuses through exchange programs with partner institutions
and enrollment in technology intervention programs.

Strategic Plan for Phase – II (2023 - 2027)

In the second phase, the number of international students is expected to grow to 3,500
(break-up provided in the table). Off-campuses during this phase would be set up in San
Francisco and New York, with a branch of the office of international affairs at each one of the
off-campuses. The number of international partner institutions at the end of this phase is
expected to be 65.

Strategic Plan for Phase – III (2028 - 2032)

An increase in the number of courses, interdisciplinary & trans-disciplinary research
offerings, coupled with a strong international reputation would make the programs of the
institute even more attractive for international audience. During this phase, off-campuses
would be set up at Atlanta, Chicago, New York, Toronto, London and Dubai. The institute
already offers certification programs at these locations. The number of international students
in various modes, as detailed in the table, is expected to grow to 8,000 and the number of
international institutional partners would grow to 100. A central office would be set up for
international liaison by coordination between various international off-campuses and other
centers of learning.

International Partnerships
Dayalbagh Educational Institute has a long history of partnerships with leading Institu-
tions worldwide. The design and implementation of an internet-based distributed video
streaming network at the Multimedia Laboratory, DEI pre-dates many of the existing
well-known technology enabled learning platforms. As a result, besides being a center for
research on content distribution and media technologies, the Multimedia Laboratory is a
central location for accessing and disseminating course content globally. This facility is also
used for reception and transmission of live lectures and interactive sessions with students
in remote classrooms, both in India and abroad on a regular basis. Details of some interna-
tional partnerships between DEI and other institutes are as follows:

159
dayalbagh educational institute

University of Maryland, USA

The University of Maryland, College Park, USA (UMD) is the longest serving international
partner of DEI. Through technology enabled classrooms, students at DEI can participate
in two-way, interactive video-conferencing courses from the UMD, along with their peers
from that University, as in courses on operating systems and computer networks. Students
from both Universities also participate in a course on Information Centric Design, which is
offered jointly by UMD and DEI.

DEI and UMD have completed a DST–NSF Collaborative Project on “Transition Metal Oxide
based Nanoarchitectures for Photoelectrochemical Hydrogen Generation”successfully,
under the Material World Network Program. Under this Collaboration, there have been 9
exchange visits and five publications in journals of repute.

Graduate Students in Computer Science from DEI participating in Summer Term,

2013 with Prof. Ashok Agrawala, University of Maryland, College Park, USA.

University of Waterloo, Canada

An agreement between DEI and the University of Waterloo, Canada (UW) was signed in July
2008 in a unique, video-conferenced ceremony. There has been considerable progress under
the umbrella of the MoU, in the form of joint research, publications, faculty and student
visits, joint colloquia and conferences, joint authorship of books and undergraduate student
exchange in the form of internships, co-operative visits and entrepreneurship.

DEI and UW initiated the Indo-Canadian Research Colloquium, UW and DEI: Education and
Research in Dialogue in summer 2016 and summer 2017 respectively. The colloquia elevated
the relationship between the Institutions.

160
 dayalbagh educational institute

Indo-Canadian Research Colloquium in Summer, 2016 UW and DEI:

Education and Research in Dialogue

Michigan State University, USA

Dayalbagh Educational Institute signed an agreement for academic cooperation with the
College of Engineering, Michigan State University (MSU), in 2012. The agreement has led
to collaborative projects of social value, multiple exchange visits by faculty, students and
delegations; cooperative supervision of research; collaborative projects of social value and
joint publications. A new research project on developing pathogen sensors has also been
initiated recently, towards which two joint proposals are being submitted for funding. A list
of collaborative activities with MSU has been provided in Annexure. The agreement was
renewed in 2017. It also includes the College of Agriculture and Natural Resources and the
College of Education.

Kiel University, Germany

Kiel University, Germany (CAU) and DEI have a long history of partnership, even though a
formal agreement between the Universities was signed in 2016. The details of the collabora-
tive activities in Engineering, Sciences, Humanities and Languages have been provided in
Annexure.

Faculty and Student Exchange with Kiel University, Germany

The collaboration between the two Universities also percolates down to pre-University level.
Department of English Studies, DEI, successfully organized the “DEI- KIEL Faculty –Students
Exchange Programme” from March 9 to March 28, 2015 as an initiative towards the interna-
tionalization of English language and literary studies. The visiting team from CAU comprised
of a faculty member and two students of MA (English). During the three-week exchange
program, the visiting faculty conducted three workshops for the students of MA and PhD
on themes of contemporary relevance in literature which include “Hermeneutics: Cultures
of Making Sense”, “Poststructuralism: The Function of Literature”. The visiting students

161
dayalbagh educational institute

attended classes, presented seminars and conducted a 3-day workshop on “Learning English
Through Personal Maps: Biographies Sketched” at the (i-c-n-c-) TALL for the students of
eighth grade of the Prem Vidyalaya Girls’ Intermediate College.

DEI intends to collaborate with Prof. Anand Srivastav and Dr. Lasse Kliemann at University
of Kiel on difficult optimization problems of engineering design and process optimiza-
tion and with faculty of humanities (Prof. Bober from Theology) at University of Kiel on
personality modelling with soft computing techniques (Artificial Neural Network, Fuzzy and
Neuro-Fuzzy modelling) and correlation to professional competence, including modelling
of consciousness integrated personalities with qubits and validation through psychological
instruments and meditational practices.

University of Arkansas, USA

The Department of Botany, DEI and the University of Arkansas, USA have recently entered
into an agreement, whereby the two institutions have started working towards programs
for exchanging academic, research and other educational resources. This includes research
reports, reprints and other publications. Information about faculty specialties and program
offerings are also made available to each other. The agreement entails programs for student
exchange, either by reciprocation of benefits or through fee for participation in specific
programs. The institutions are also exploring avenues to develop financial resources to
support educational activities, including joint grant proposals. As a first step in this collabo-
ration, students from the University of Arkansas visited DEI in December 2016, followed by
another visit in December 2017.

Oakland University, USA

Oakland University (OU) entered an agreement with DEI in 2015. The institutes have
organized three conferences jointly: ICAM 2014 at Oakland University, ICAM 2015 at KNIT
Sultanpur and ICAM 2017 at IIT BHU, Varanasi in December 2017. A collaborative research
project is also under consideration.

Stanford University, USA

Stanford University has research collaboration with DEI in Physics. The two institutions also
partner in programs of social relevance, with a special focus on rural and tribal population in
India, particularly related to frugal innovation. The frugal science project aims at nurturing
curiosity and scientific temperament in students from economically challenged settings,
as a practical extension of the Sci-High program. The two institutions also use technology
interventions routinely, for research collaborations and discussions besides reaching out to
the marginalized population.

The “Frugal Science” Project with Stanford University USA for nurturing curiosity and promoting
scientific temperament in rural and tribal areas

162
 dayalbagh educational institute

University of Hong Kong, Hong Kong

The University of Hong Kong, one of the highest ranked universities in the Asian continent,
plans to conduct joint exchange programs with DEI. These programs would be of tremendous
interest to students from the western continents who want to learn about the eastern civili-
zation and philosophy, Asian studies, oriental culture etc. This partnership would showcase
a full spectrum to the western audience, with expert faculty as well as immersive programs
specializing in both south-east and central Asian traditions. Following initial discussions,
the Vice President and team of the University of Hong Kong visited DEI to see various
departments and facilities, and hold sessions with students, faculty and administration to
finalize the details of the pilot exchange program.

Administration and Faculty from The University of Hong Kong discussing a proposal for exchange
programs with the Management at DEI

Princeton University, USA

The research group at the Department of Physics and Computer Science, DEI working on
String Theory and Quantum Field Theory has strong ties with Princeton University, with a
recent joint publication (See Annex).

Hokkaido University, Japan

Collaborative research work by the Dept. of Physics and Computer Science, DEI and
Hokkaido University, Japan involved theoretical and experimental studies on low-power,
all-optical switching with pharaonisphoborhodopsin (ppR) protein, based on nonlinear
excited-state absorption at different wavelengths. The research work was published in the
journal, IEEE Trans. Nanobiosciences. Details of the publication can be seen in the Annexes.

Harvard University, USA

Collaborative research work by the Dept. of Physics, DEI and Computer Science, Harvard,
involved theoretical and experimental studies on low-power, all-optical switching with
bacteriorhodopsin protein coated silica micro resonators and its application to the design of
all-optical computing circuits. The research work led to 3 publications and 2 presentations
in international conferences. Details can be seen in the Annexes.

163
dayalbagh educational institute

Washington University, St. Louis, USA

Work involving studies on biomass/fossil fuel combustion, emission and control has been
initiated recently between Department of Chemistry, DEI and Department of Energy, Envi-
ronmental and Chemical Engineering, Washington University in St. Louis, USA under the
scheme of UGC Raman Fellowship.

Bertolon School of Business, Salem State University, Massa-

chusetts, USA
Members of the Dept. of Management, DEI have collaborated with the Bertolon School of
Business, Salem State University, Massachusetts, USA, in examining the role of academi-
cians and Institutions of higher learning in developing students. The collaboration has led to
papers being presented in Conferences. The details can be seen in Annexes.

Arizona State University, Arizona, USA

Investigators from the Department of Chemistry and Department of Physics and Computer
Science, DEI have been authorized to work on the Indo-US Project entitled ‘Semiconductor
chip/chiplet based novel approaches for efficient Solar-Water Splitting: A. Photoelectrochem-
ical Hydrogen Generation; B. Photocatalytic Hydrogen Generation’ by UGC, under the ‘21st
Century Knowledge Initiative Scheme’ with Prof. A.M. Kannan, from Arizona State University,
Arizona, USA. Details are provided in the Annexes.

Some activities under the Indo US Collaboration of the Chemistry Department, DEI

Other Partnerships
DEI has several other active collaborations and partnerships with premier universities
globally, including joint supervision of research with the National Institute for Materials
Science, Japan and similar academic partnerships with University of Missouri, USA; HAN
University of Applied Sciences, Netherlands and the University of British Columbia, Canada.
Specifically, DEI is initiating steps to an establish academic exchange programme with the
International Centre for Theoretical Physics (ICTP) at Trieste, Italy and Perimeter Institute,
Canada. These organizations offer excellent training opportunities for students in physics
and offer a platform for research.

164
 dayalbagh educational institute

International Programs
International School on Quantum and Nano Computing
Systems
The Annual International School on Quantum and Nano Computing Systems and Applica-
tions (QANSAS) organized by the DEI towards the end of November every year since 2008
attracts some of the most acclaimed researchers in the fields of quantum and nano-com-
puting from across the globe, including Nobel Laureates. This school also features a ‘Special
Forum on Consciousness: Integrating Eastern and Western Perspectives’.

The International School on Quantum and Nano Computing Systems and Applications
has been organized at DEI annually since 2008

East-West Integration Forum at Consciousness Conference

At DEI, a center for Consciousness Studies was established in 2011, in which several student
activities including a quiz competition on consciousness, focusing on the role of microtu-
bules in the brain were organized. since then, the Centre has been hosting luminaries in the
field from across the world such as Prof. Stuart Hameroff, University of Arizona; Prof. Jack
Tuszynski, University of Alberta and Prof. Elizabeth Behrman, Wichita State University.

The Centre for Consciousness Studies at DEI has carved out a niche for itself in the annual
conference of consciousness researchers all over the world, the ‘Toward a Science of
Consciousness’ (now called ‘The Science of Consciousness’) (TSC) series. The tradition in
the TSC-series has been to organize it in alternate years at Tucson, Arizona, USA and every
other year, somewhere else in the world. Soon after visiting DEI in 2011 for Quantum-Nano
School QANSAS 2011, Prof. Stuart Hameroff, the chief architect of the TSC-series decided to
hold the TSC 2013 conference at DEI, and invited participation on behalf of DEI in the then
forthcoming TSC 2012 at Tucson, Arizona. DEI rose to the occasion and organized the highly
successful Eastern Philosophy Forum in TSC 2012 at Tucson by video-conferencing, which
confirmed its bid for organizing TSC 2013. The Center hosted the Twentieth International
Conference from March 3 to March 9, 2013 with over 400 leading scientists and researchers
from the world over. The East-West Integration Forum has been organized by DEI at TSC
conferences regularly since 2012. It was conducted at Tucson, Arizona, USA in 2012, 2014,
2016, 2018 and at Dayalbagh Educational Institute in 2013; Helsinki, Finland in 2015 and San
Diego, California, USA in 2017.

165
dayalbagh educational institute

The East-West Integration Forum at the Consciousness Conference has been

organized by DEI jointly, since 2012
Programs in Sri Lanka
In December 2010, the first move was made to explore the possibility of starting Distance
Education in Sri Lanka. An exploratory team surveyed the region and by early May 2011,
the concept started materializing. Two one-year-certificate-level vocational programs were
identified for launch. One was the Motor Vehicle Mechanic (Four-Wheeler) (MVM) course
and the other was the Modern Office Management and Secretarial Practice program. In
summer, 2011 the draft of an application for the registration of DEI Study Centre in Colombo
was finalized in Chennai and filed before the Tertiary and Vocational Education Commission
(TVEC), Government of Sri Lanka for the session 2011-12. Mentor and facilitator teams were
set up and trainers were groomed for both programs, at MTV Puram and Chennai under the
novel Training-the-Trainers (TOT) program.

Through the sustained efforts of the Sri Lankan team, several MoUs were signed. These
included two premises: one with the Arul Study Circle, which has since moved to its own
premises and the other with the Vocational Training Authority of the Sri Lanka Government for
imparting practical training to the students of MVM. The DEI Study Center was inaugurated
later in summer, 2011 and the MVM program was launched in the autumn of the same year.
Starting winter 2012, the vocational program in modern office management and secretarial
practice has been running successfully. The Government of Sri Lanka has approved the
programs run by DEI.

With a view to promote links with the industry abroad, DEI has entered into an agreement
with Lanka Ashok Leyland, thereby offering programs in Telematics and renewable energy.

Other International Programs

The institute offers programs in hybrid mode through technical interventions, to several
international centers of North America, Europe, Australia and the Middle East in Indian
music, Indian culture, various skill development courses (e.g. textile design and printing,
apparel design), along with certification and post graduate diploma programs in theology and
consciousness studies. In future, DEI aspires to continue to provide high quality education to
students of various academic streams and offer opportunities to its members, that are aligned
with the current national needs and emphasis.

The benefits of the system of education at DEI extend beyond the barriers of geograph-
ical separation. The institute aims to provide affordable and accessible education to entire
humanity, without discrimination or distinction. One of the major aims enlisted in DEI’s
Vision is to become a globally renowned institution offering courses that are relevant to the
international community, with emphasis on academic excellence and holistic development.

166
 dayalbagh educational institute

12
Library

167
dayalbagh educational institute

168
 dayalbagh educational institute

The libraries of Dayalbagh Educational Institute combine conventional and technolo-

gy-based methodologies of learning.

They are spread across the campus at central, faculty and departmental levels with the latter
providing a book bank facility to students. The campus provides special access to differ-
ently-abled students. They are spread across the campus, off-campus, ICT centers and the
distance education centers.

The library facilities are classified in the figure below:

Digitization of
• Quantum and Nano Computing Virtual Center
• Center for Consciousness Studies
• Systems Science
Research Center • Video lectures from international conferences
and schools

• Course portal
• e-DEI-de
VidyaPrasar • Video-on-demand
• Live webcast
• Read an e-book

Central e- • e-journals

resources • e-books

Departmental • Book Bank

• Books and journals

Libraries • Journals subscribed by faculty

• Book assets through gifts

A Library Committee is responsible for management and gets requirements from the faculty,
students and other mentors for the degrees, diplomas, certificates and modules running in
the institute.

169
dayalbagh educational institute

Technology Interventions for Access to

E-Resources and Databases
The web-based portal Vidya Prasar is the Institute’s on-line collaborative learning, live web
cast and content management system. It provides course web publishing, file storage and
sharing facilities through a web-based connection to the internet, ensuring portability. The
central e-resource runs an open source software named NewGenLib and maintains the OPAC
(Online Public Access Catalogue) for all DEI libraries along with barcoding.

The physical and digital journals available in SHTEMC, (Science, Humanities, Technology,
Engineering, Management and Commerce) cater to school teaching, Technical, University,
Open, Vocational, Skill and Entrepreneurial education, thereby, making way for “border-less”
and cross-border learning and research.

Library on Wheels: Kiosks and Interactive Library

Portal
The campus will be connected to the central e-library through kiosks and mobile libraries.
These facilities shall be the new technologies replacing the traditional library cabins. The
library on wheels would be the physical extension of books, Vidya Prasar, MOOCSKENE
BHARAT and other e-portals.

Access to Libraries of Collaborating Partners

DEI has collaborations with national and international institutes of eminence and industries.
The libraries of the collaborating partners can be accessed through appropriate channels,
providing a seamless access to faculty, researchers and students.

Local Library Resources at Off-Campuses and

Off-Shore Campuses
The traditional library cabins have been replaced now with virtual libraries which are
accessible in off-campuses and off-shore campuses.

Knowledge flows from international repositories to various ICT/IC Centers such as Rajaborari
(the distance education center in Madhya Pradesh), MTV Puram (education center in Tamil
Nadu), Murar (Bihar), Amritsar (Punjab), Bengaluru (Karnataka).

Creating the Repository, Open-Ware, Freeware,

Software and Tools
Services such as provision of references, reprographic facilities and inter-library loans are
available to students and faculty. The Multi-media Center and Central Library acquire, and
supply resources based on the user’s demand in all formats such as print, digital and visual
e.g. institutional repositories, online databases, multimedia information resources.

With new technologies creating advancements in learning, the library caters to the needs of
not only the present academic community, but also of the community which the institute
aspires to create in future. As “laboratories that learn,” the library spaces are designed to be
re-configured easily, in response to new technologies and pedagogies. These learning labora-
tories are emerging in the form of IT-enabled labs in all faculties.

170
 dayalbagh educational institute

Technology Intervention for Moocskene Bharat

and E-Courses
E-connectivity across the campus enables access to the library website having more than 4740
e-journals and 9 databases of 18 internationally renowned publishers under e-Shodhsindhu
Project through Inflibnet. In addition, the Library has procured 2 Databases viz. “ProQuest -
Dissertations & Theses, A & I” and Prowess.

DEI library is also a member of DELNET. Virtuality enables libraries to penetrate into learning
and research spaces for design, picking and reorganizing virtual content as well as e-services.
DEI is one of the partner institutes in a nationwide free online education platform launched
by Government of India. Called the Massive Open Online Courses on Skilling and Entrepre-
neurship Network (MOOCSKENE BHARAT), it is an open source for uploading study material
related to skill programs and entrepreneurial activities at DEI.

The Institute has moved from the single departmental library model towards a more flexible
array of services, designed to address new information seeking patterns in its faculty and
students and the increasingly inter / multi-disciplinary nature of academic inquiry.

171
dayalbagh educational institute

172
 dayalbagh educational institute

13
Societal Contribution

173
dayalbagh educational institute

174
 dayalbagh educational institute

S
ocietal Contribution is a distinguishing objective of the educational
framework of DEI. Connecting to the community is not a short-term
welfare activity, it is an integral part of the learning experience which
enables students to develop the qualities of the Head, Heart and Hand,
thereby integrating academic excellence with social relevance. DEI aims
to empower society to progress from socio-economic well-being to the
highest level of moral and spiritual evolution.

There are two means by which the Institute seeks to fulfill its societal mission. The indirect
means is by developing (through its and quality and value-based education system) ‘Total
Quality Persons’ or ‘Super Persons’ who act as powerful agents of social transformation.

The second approach is through direct social engagements in the six key areas of
“Siqma Six Q” way of sustainable living viz. Innovation, Air Quality, Water Quality, Health and
Education, Agriculture and Dairy, and Values with emphasis on Women’s Empowerment.
Innovation at DEI is extensive and wide-ranging with achievements in the areas of skilling
and entrepreneurship, renewable energy, ICT and education. The second and third areas
concern two issues of national and global concern - Air Quality and Water Quality. The
Institute and its surrounding communities practice, research and continuously implement
effective measures of addressing these issues. In the third area, Education and Healthcare,
DEI has rendered exemplary service by making quality Education and Healthcare accessible
to all socio-economic groups by harnessing technology through its wide network of more
than 100 Open and Distance Learning Centres and Off Campuses spread throughout the
country and abroad. The cause of promoting Values and Women’s Empowerment is being
promoted by the value-based educational system to provide sound moorings to the students.

The impact of our societal outreach is increasingly visible through a number of success
stories. An authentic role model of rural and tribal community development in the tribal
village cluster of Rajaborari located in the forest heartland of Madhya Pradesh.

The vision and strategic plan for the future is to expand, diversify and intensify the social
outreach efforts of the Institute from the local level to the global through expansion of its
network of outreach centres from the existing 100 to 400 in a period of 15 years.
The Societal Contribution of DEI is equipped to meet international benchmarks such as
those in the UN’s sustainable development goals.

Vision and Objectives for Societal Contribution at DEI

175
dayalbagh educational institute

Means of Societal
Contribution
Innovation Air
Developing ‘Total Quality Persons’ (Super Quality
Intelligent and Super Conscious Beings)
Health & Sigma Water
through Education
Education 6Q Quality

Agents of Social Transformation Agriculture

Values
& Diary

Direct Societal Engagements

Focusing on Six Sigma Q
Managerial &
Leadership
Societal Impact: Snapshots Enhancing Skills
 Success stories Physical, Technological
Mental &
 Achievement Metrics Spiritual
Skills
Societal
 A Replicable Model: Rajaborari Consciousness Outreach as
Mainstream
Crisis Education
Reaching Beyond Benchmarks
Management Research &
DEI Societal Outreach Goals & Innovation
Adaptability Empathy,
Brotherhood
& Spirit of
UNESCO: Sustainable Service
Development Goals,2017

The Concept and Philosophy of Societal Contribution at DEI

At DEI, social service is a regular component of the undergraduate programme. It is

implemented through the NSS scheme and wide-ranging activities from healthcare to
computer literacy to cultural-moral value development. It is also carried out through special
educational programmes on entrepreneurial and skill development or teaching internships
in remote and backward areas. Research activities in DEI are planned for societal benefit
in renewable energy, education of specially-challenged learners and air and water quality
management, to name a few.

Societal contribution at DEI has the following features:

„„ It is a mainstream process and not a separate outreach activity.
„„ A high level of engagement is practiced through in-group volunteering (by
working and, often, living amongst the beneficiaries, rather than by offering
facilities from outside).
„„ It facilitates communities in their native surroundings keeping cultural roots
intact.
„„ It aims to connect with the Least, the Lowest, the Last and the Lost.
„„ It focuses on wealth creation in the community and not monetary contributions.
„„ It focuses on developing self-sustainability rather than depending on external
assistance.
„„ It aims to create an abundance of social, moral and spiritual wealth in the
community along with material well-being.

176
 dayalbagh educational institute

The concept of societal contribution at DEI can be graphically represented as follows.

The DEI Concept of Societal Contribution

Societal Contribution is identified from the perspective of both, education and society.
From the educational perspective, the aims are:
„„ Making education relevant to life
„„ Preventing the alienation of students and teachers
„„ Developing in them a keen sense of social sensitivity and responsibility
„„ Expanding the teacher’s expertise by application of theory to real-life situations
„„ Fuller development of the qualities of the Head, Heart and Hand
„„ Nurturing a synergetic ‘Super Connectivity’ amongst students, teachers and the
community
„„ Fulfilling the role of education as a developing, perfecting and emancipating
venture.

Aims from the social perspective are:

„„ Economic independence through skilling and entrepreneurship
„„ Holistic health: physical mental and spiritual
„„ Environmental conservation
„„ An inclusive and egalitarian society
„„ Women’s empowerment
„„ Value-based quality education for all
„„ Reaching the Lowest, the Least, the Last and the Lost
„„ Evolution from Homo Sapiens to a community of Homo Spiritualis: a Super-
conscious and Super-connected society.

177
dayalbagh educational institute

The Means of Societal Contribution

There are two broad strategies at DEI, the first being developing Total Quality Persons to
serve as agents of social transformation of the highest order. The second is direct societal
engagement in areas of Six Sigma Q.

1. The aim of the DEI system is to develop the Total Quality Person, or, the Complete
Person, endowed with Super Intelligence, Super Consciousness and a high sense of
Social Sensitivity and Values. A spirit of brotherhood and commitment render him a
powerful agent of social transformation.

In order to achieve these aims, the process of development is an evolutionary one,

starting from the age of three months through formal schooling to higher education
with a variety of supplementary inputs in music, culture, languages, social work, to
name a few. The main rungs of the educational ladder are:
„„ Early Childhood Programme (3 months -3 years)
„„ Pre-School (3-5 years)
„„ Primary (Classes I-V)
„„ Upper Primary (Classes VI-VIII)
„„ Secondary (Classes IX-XII)
„„ University (Graduation and beyond)

The complete range of competencies developed in a student through the Institute’s

policy of innovative and value-based system of quality education is realized through
the curriculum, the co-curriculum, and the hidden curriculum.

2. Direct societal engagement in areas of sustainable living: the Sigma Six Q Approach
This second approach of direct societal engagement, besides being a unique societal
welfare activity, also acts as a core learning experience for our students. To ensure a
sustainable model of societal development the DEI follows the Sigma Six Q Approach,
which aims at achieving excellence through Quality, Value, Innovation and Creativity,
in the following areas:
„„ Innovation (for societal well-being)
„„ Air quality
„„ Water quality
„„ Agriculture and dairy activities
„„ Education and health
„„ Value-education and women’s empowerment

The Multiple Dimensions of Societal Contribution

Viewed from the perspective of Six Sigma Q, the current status of societal contributions of
DEI are described below.

Dimension 1: Innovation
Dayalbagh Educational Institute has always followed a visionary approach in introducing
relevant and timely innovations since its inception. It has believed that innovation should
not be confined to laboratories and research reports but lead to social transformation of
the community. Innovations at DEI encompass all the six fields mentioned above. Some key
efforts in this direction are described here.

178
 dayalbagh educational institute

„„ From skilling to entrepreneurship through innovative karkhanas

„„ Start-up incubators: REZ to SEZ
„„ Renewable energy
„„ ICT-based initiatives: networking, surveillance, biometric identification, etc.
„„ ‘Jugaad’ (frugal) innovations
„„ Business advisory clinic

1. From Skilling to Entrepreneurship through Innovative Karkhanas

Economic self sufficiency is a pre-condition for societal progress. Training and finding
gainful employment for India’s vast young population is a national challenge towards
meeting which DEI has launched the Household Entrepreneurial Model in the form of three
innovative karkhanas or workshops for training and providing entrepreneurial skills to the
youth, especially among women and other weaker sections of the society. These three
karkhanas are:
i. ATMA (Apparel and Toy-making
Association)
ii. ADyNam (Agricultural and Diary
Nano-Processing of Multi-Products)
iii. AAM (Automotive and Multi-skilling
Garage)

2. Start-up Incubators: REZ to SEZ (Rural

Economic Zone to Special Economic Zone)
DEI has designed the following three models for
promoting entrepreneurship in remote areas:

Model 1: Supply of raw materials and marketing

are done by DEI, and processing is done by
adivasis. In this model, they pay a rental charge
or processing fee to DEI. REZ to SEZ Model

Model 2: Supply of raw materials, processing and marketing – all three managed by adivasis.

Model 3: Supply of raw materials and processing are managed by adivasis, but marketing is
done by DEI.

The household entrepreneurial model was introduced through ATMA, AAM and ADyNaM
at Rajaborari. Efforts are being made to link the local producers to the regional national
and international markets through the REZ to SEZ Model (Rural Economic Zone to Special
Economic Zone).

The household entrepreneurial model for tribal and rural folk, especially women, at present,
runs under CORE or the Centre of Rural Entrepreneurship programme. This Centre is
connected to the urban market through the COuRE (Centre of Urban and Rural Entrepre-
neurship) programme. Further scaling up of the model is by means of ICT networking to the
International market Zone through IiCOuRE (India international Centre of Urban and Rural
Entrepreneurship) or Special Economic Zone (SEZ).

3. Renewable Energy
Efficient, economic and reliable end use of renewable energy is very important for sustainable
development of the marginalized population and their inclusion into the mainstream. With
68% population of India residing in villages, the importance of using renewable energy
sources cannot be overstated.

179
dayalbagh educational institute

In the adopted villages of Rajaborari, Timarni and MTV Puram, solar power plants have
also been erected to generate electricity for running water pumps, anti-theft electric shock
fencing and a hooter alarm system. To sensitise the adivasis to energy conservation, LED
lights were distributed to them.

The Institute has taken steps to initiate the production of other renewable sources of energy
such as biogas used for lighting, and has also assisted the local government in installing
windmills in the village of MTV Puram in Tamil Nadu.

4. ICT-based Initiatives
i. Providing a safety net: Digital surveillance
The Dayalbagh Educational Institute Security Lab was created in December 2013
in response to the overall situation prevailing in the country, and in compliance
with the UGC’s directives.
The services of video surveillance are not just confined to the campus but have
been extended to the neighbouring communities too. The DEI security lab is
coordinating with the adjacent residential area of Dayalbagh as part of its social
responsibility in organizing a Security Surveillance Network that will exploit
latest IC technology, contributing to the concept of Smart Agra. DEI proposes to
take up research on security surveillance protocols with this network as a real-life
open laboratory.
ii. Communication Networks
Partnering with BSNL, optic fibre networks, LAN connectivity, cloud computing,
wi-fi enabled campus are some recent initiatives which have tremendously
boosted the connectivity of the main campus with the more than 100 ICT/
Open and Distance Learning (ODL) centres and off campuses. This has made
the expertise available at DEI main campus available to these Centres and their
local community. In the next 15 years the Institute plans to expand the high speed
dedicated connectivity to the targeted 400 ODL centres and 23 off-campuses in
India and abroad.
iii. Biometric Identification of Infants and Toddlers
In collaboration with Michigan State University, USA the Physics Department
of the Institute has developed technology for biometric identification of young
children who are not covered under the Adhaar identification scheme of the
Government of India. This technology will be of immense help in providing
identity to infants who can be traced in cases of child abduction, human
trafficking or missing children. Saran Ashram Hospital at Dayalbagh is also a
collaborator in the project.

180
 dayalbagh educational institute

Volunteers at the Biometric Identification Camp

5. Jugaad Innovations at DEI

DEI promotes an innovation culture coupled with economy of inputs. Some of the resulting
frugal innovations are presented here.
i. Jugaad Innovation of e-vehicles at DEI
Students of the Technical College and staff have designed and assembled
battery-operated vehicles to aid in mobility of the elderly or physically challenged
persons. These vehicles are now plying on the campus roads and will soon be
converted to solar-operated vehicles.
ii. Jugaad Innovation in Green Constructions at DEI
DEI has launched innovative green constructions on the campus such as security
check posts and a creche. These are also being expanded to its off-campus centres
and will be extended to the community. These are low-cost, environment-friendly
innovations with scope for development.
iii. Jugaad Innovation in 3D Printing at DEI
The revolutionary potential which Additive Manufacturing (AM)
technologies hold, has prompted DEI to take up programs for its widespread
adoption. The Institute has initiated Jugaad Innovative AM (Additive Manufac-
turing) methodology involving students to build their own 3D printers using
open access technology.

This approach targets skilling youth in STEM (Science, Technology, Engineering and
Management) fields by providing them hands-on experience We aim to develop a
sustainable ubiquitous LUMINOS (Learners, Users, Manufacturers, Innovators, Operators
and Serviceman) ecosystem that not only facilitates but encourages action-based learning,
exploration and innovation.

6. Business Advisory Clinic

The DEI Department of Management operates a Business Advisory Clinic which has been
offering professional advice to entrepreneurs in the local community.
The business advisory services at DEI aim to provide holistic advice in a variety of entrepre-
neurial cases - the start-up phase, the growth stage and the winding-up stage.

181
dayalbagh educational institute

7. Partnering with Govt. for SKILL INDIA Mission

Universities can provide a common platform for the Government funding agencies and
industries with CSR interest to converge for the cause. DEI has partnered many government
Ministries and Departments including the Ministry of Textiles, Ministry of MSME, UP Skill
Development Society, etc. to provide skill training in various sectors. It is providing skill to
Indian youth under the following Govt. schemes:

i. DDU Kaushal Vikas Kendra (Vocational Degree Programmes)

ii. Uttar Pradesh Skill Development Mission (Modular Courses)
iii. Prime Minister Kaushal Vikas Yojna
iv. Training Through Established Institutions (Under HRD)

Such partnerships are a boon for the skill acquisition and certification of the underprivileged
youth of the society. (Please refer to the chapter on ‘Skilling’ for details)

8. Partnering with Industry for Social Outreach

The Industry has an obligation to spend a fixed percentage of their turnover in Corporate
Social Responsibility activities. They have substantial funds to invest and are looking for
useful social avenues for their outreach programmes. DEI has initiated partnerships with
industry for its societal contribution activities and can extend the venture to provide a
common platform for industry and society to come together for mutual benefit.

The partnership of the Institute with Microsoft and the Maharashtra Government is a case
in point where the Institute is providing ICT skill based programme (which is one of the
skill based courses offered) at no cost to locals of Harisal (a village in Maharashtra) with the
objective of developing Harisal as a digital village.

Microsoft is also partnering with DEI to provide ICT support in the area of school education
for providing online Tablet-PC based interactive learning to the school children at Rajaborari
in Madhya Pradesh. Partnership with Honda Motors has resulted in setting up of Skill-
Training Garages-AAM for Rural/Tribal youth in MP. The institute has been actively forging
such partnerships for training and research with the following companies:

i. India Yamaha Motors Pvt. Ltd.

ii. Maruti Suzuki India Ltd.
iii. TVS Motor Co. Ltd.
iv. BHEL
v. IOC

DEI proposes to carry out live projects in the needy villages, resulting in relevant R&D as well
as infrastructure development. CSR funds of PSUs and private companies can be tapped to
supplement MNRE/DST/UGC research funding to come up with a meaningful research and
development.

Dimension 2: Air Quality

Air quality has become a critical issue affecting the lives of millions. A similar crisis is being
faced in Agra and the surrounding areas.

The Institute regularly monitors the air quality on the basis of SPM (Suspended Particulate
Matter) once a week. This is being undertaken by the faculty and research scholars of the
Chemistry Department as follows:

182
 dayalbagh educational institute

i. Monitoring of PM (particulate matter) twice a week as part of lab and research

work.
ii. Coverage includes rural and crowded city centres.
iii. Appropriate controlling measures are suggested to the sponsoring authorities
for follow up as the readings signify a consistent rise in impurities suspended in
the air
We discourage motor vehicle use, waste burning, industries around the campus, and use of
coal/cow dung for heating and cooking purposes. Solar heating plants have been installed in
hostels for heating water and cooking.

In collaboration with the NGO, SPHEEHA (Society for the Preservation of Healthy
Environment and Ecology and Heritage of Agra) measures to control air pollution have been
taken (tree plantation, solar powered modes of transport/e-rickshaws etc.).

Dimension 3: Water Quality

The Institute regularly checks water quality parameters such as bacteria, calcium and fluoride
levels. Rain water is harvested with pits and channels interconnected for the collection of
water. This exercise has helped increase water levels allowing improved water availability
throughout the year.

The Institute has extended a helping hand to the civic bodies by giving land for the construc-
tion of a sewage treatment plant (STP) under the Ganga Water channelization project.
Treated water from the STP is used for irrigation. The department of Chemistry has applied
for a patent for water quality improvement (A Process for Decontamination of Toxic Heavy
Metals Polluted Water) which has cleared the final hearing and is awaiting registration. The
method will be applied to detoxification of water not only on campus and the neighbouring
community but is also expected to serve wider societal interests as a preventive healthcare
measure.
Measures to reduce soil pollution include proper disposal of waste, segregation at source
and use of non-toxic cleaning agents are being practiced in the neighbouring community
with active student participation.

Dimension 4: Education and Healthcare

Two sub-dimensions of human resource development, education for societal transforma-
tion and healthcare for a vibrant society, are discussed here:

Education for Societal Transformation

The DEI ethos has been expressed by the words of its Founder Director, Dr. M.B. Lal
“……..We should try to see that modern trends become only supplements and not substitutes
of our basic concepts of education. We do not like to put the clock back but would certainly
do well to introduce a more humane and realistic approach in education to meet the present
day needs of our society.”

Dei’s educational mission is being implemented at many levels and in varied sectors as
listed below:
i. Providing affordable quality education for the masses
ii. School internships as a means for educational upliftment of remote and backward
areas
iii. Harnessing technology to take education to the last mile
iv. Flexible, open and distance learning system for greater social inclusion
v. Network of Information and Communications Technology (ICT) Centres
vi. Skilling India online, everywhere: MOOCSKENE Bharat
vii. Research in areas of societal concern

183
dayalbagh educational institute

viii. Promoting urban slum literacy and life-long learning

ix. Generation of e-content
x. Initiatives and experiments in education

A description of some these points follows:

Providing affordable, quality education for the masses

DEI seeks to reach the masses by offering its wide array of value-based quality educational
programmes in general, vocational and professional areas at minimal fees. It is also about
to initiate a need-blind admission policy where an applicant’s ability to pay for education
will not be a factor in deciding his admission so that access to ‘good’ education is within the
reach of ‘the lowest, the least, the last and the lost’ in society.

Access and expansion to all levels especially targets underprivileged sections of society
promoting equity and inclusion without compromising on quality and excellence.

In the past five years more than 56 new courses with the above principles in view, were
started including certificate-level vocational courses; diploma and postgraduate diploma
level courses; M. Phil. and postgraduate courses and innovative integrated programmes.
In the adopted villages of Rajaborari and Timarni (in Madhya Pradesh), progress is clearly
visible in education from primary to tertiary including vocational education. The following
figure gives a snapshot of the progression from primary level to university level. Both general
and vocational education continue to expand and diversify.

In these villages, education is closely connected to the local culture, but provides exposure
to current developments in knowledge. It follows the pattern of DEI schools with a holistic
framework including the physical, intellectual, moral, emotional, social and spiritual
domains. Some glimpses are shown in the photographs below.

184
 dayalbagh educational institute

School internships as a means for educational upliftment of remote and backward areas
The Faculty of Education has put three types of internships in place for the benefit of remote
and underserved pockets in the country. These are: visiting internships by B.Ed. trainees;
online teaching internships by B.Ed. trainees; train-the-teacher internships by M.Ed.
students.

These programmes have been in place since the 2015-16 session in the tribal village belt
at Rajaborari and its sister institution at Timarni both located in Harda district of Madhya
Pradesh. Batches of B.Ed. students travel to schools in these remote places for their
internships, taking regular and tutorial classes supported by technology and also try to
bring about holistic grooming by organising a variety of cultural and literary activities and
workshops for soft skills development.

Yoga training programme by Education Faculty during internship programme in Rajaborari, a remote tribal
village in Madhya Pradesh

Interns who are unable to visit these places reach out via a customized system of SCOTLS
(Student Centric Online Teaching Learning System) schools in Rajaborari, Timarni (MP),
Melathiruvenkatanatha Puram (Tamil Nadu) and to other locations.

185
dayalbagh educational institute

To help improve quality and empower local teachers, the Faculty of Education conducts
train-the-teacher programmes through its M.Ed. students. They visit the remote schools in
Rajaborari and Timarni and work in collaboration with the rural/ local teachers to upgrade
their pedgogical skills by preparing resource plans, lesson plans, audio-visual teaching aids
and organising workshops and demonstration lessons according to their needs, especially in
spoken English.

Harnessing technology to reach the last mile

ICT has enabled DEI to offer low-cost, quality education in a wide variety of vocational and
mainstream courses that are run in the synchronous, asynchronous and blended modes.
Taking quality education through ICT to the doorstep of the learner has been made possible
in DEI through its wide network of 100 Learning Centres and 6 off-campuses in India. The
learning centres and off-campuses are planned to grow to 400 and 23 respectively by 2032.

Recently, experiments were conducted on virtual classes integrated with Learning

Management Systems accessed by school students on mobile devices such as tablets.

Flexible, open and distance-learning system for greater social inclusion

The Institute follows a flexible credit-based system which will soon be made into a choice-
based credit system offered on campus and through the wide network of ODL and ICT
centres coupled with a low fee structure. The educational services of DEI are designed to be
inclusive of all social classes.

Distance Education using the blended mode of teaching has been launched in nearly 100
centres all over India with over 2000 students, especially aimed at weaker sections, tribal
population and women who constitute its major enrolments.

Network of Information and Communication Technology (ICT) Centres

In 2009, DEI established an ICT Centre at Rajaborari which was connected through EDUSAT
link provided by Indian Space Research Organisation, leased line connectivity between
Dayalbagh and Timarni, and a wireless link between Rajaborari and Timarni. ICT has
enabled DEI to offer low-cost, quality education, routed via its Distance Education and ICT
Centres, in a wide variety of vocational and mainstream courses that are run in synchronous,
asynchronous and blended modes.

Skilling India online, everywhere: MOOCSKENE Bharat

DEI’s proposed ‘Skillpedia’ in regional languages, called Massive Open Online Courseware
Skilling and Entrepreneurship Network for India (MOOCSKENE-BHARAT) which offers free
online learning in multiple languages through ICT-based instruction across the country.

186
 dayalbagh educational institute

The innovative venture will help to extend the benefits of the DEI’s innovative and flexible
educational model that integrates regular education from the school to the university level
with skilling, vocational and technical education, with emphasis on entrepreneurship, to all
sections of society.

Research in areas of societal concern

The DEI has identified some thrust areas for research, closely linked to social concerns and
include:
i. Sigma Six Q: Earth and Atmosphere, Infrastructure, Community Life, Global
Warming, Water, Renewable Energy
ii. Application of Systems Thinking, Multidisciplinary Thinking, Sustainability of
Human Life, Jugaad/ Frugal Thinking to societal problems
iii. Cyber Security, Values and Ethics
iv. Development, Conservation and Enrichment of Community Culture, Religion,
Languages, Linguistics, Literature, Human Development

Promoting urban slum literacy and lifelong learning

The DEI runs non-formal classes in the local slums to spread literacy upto class 5 among
school dropouts and non-school goers. It also conducts regular training programmes to
enhance artistic and vocational skill training among children and adults from these under-
privileged areas of the urban slums.

The Department of Life Long Learning and Extension aims to empower individuals and
better the living conditions of people in surrounding villages by making available a compre-
hensive range of appropriate and effective opportunities to its participants, raising opportu-
nities for self-employment and economic independence, and generating awareness, about
protection and conservation of the environment.
Some of the programmes run by this department include:
i. Non-Formal Education Centres or Bal Shiksha Kendra in an urban slum, Nagla
Haveli, in the neighbourhood
ii. Awareness campaigns in areas of social, political, health and financial matters
iii. Skill-training courses
iv. Workshops and training especially for women empowerment

Generation of e-content
A large volume of e-content has been generated for undergraduate classes under the e-
Pathshala project of the Government of India. Different faculties have produced e-lecture
videos for courses which are being used for distance learning centres, with the expertise
available on the main campus. Recently B.Ed. trainees have started generating e-content
based on prescribed school textbooks for the benefit of students of remote and under-staffed
schools. M .Ed. student interns are developing e-teaching resources in collaboration with
local teachers under the train-the-teacher programme. Once completed, it will be put up as
open source material for the benefit of the teaching-learning community.

Initiatives and experiments in education

Revitalizing science education
DEI believes science education is essential for all-round progress. It has initiated some
creative schemes on campus and in remote areas to kindle an interest in students for science.
These include:
i. Si-Hi: A summer school in science for high school students has been started on
a regular basis.
ii. Virtual laboratories, under the Ministry of Human Resource Development, have
expanded the access to laboratory experimentation in remote areas.

187
dayalbagh educational institute

iii. Frugal science experiments, especially those in collaboration with Stanford

University, USA, have infused a spirit of enquiry and creativity among school-
going students. The very successful Foldscope (a paper folding real microscope
@ $1) developed by Manu Prakash a young researcher from Stanford, has been
widely used by children of Rajaborari, Delhi and Agra, to explore the hidden
secrets of their surroundings.

Foldscope and training in the use of Foldscope

iv. Hole in the Wall, a Computer Literacy programme for underprivileged children
is organised regularly by the DEI faculty as an extension of the Medical camps,
mentioned in the following sub-section.

Computer literacy among young learners

v. SCOTLS: A system of online teaching for remote schools

The SCOTLS (Student-Centric Online Teaching-Learning System) is a customized
system of Online Teaching designed at DEI in which a teacher at one end can
teach online a number of remote students at diverse locations in an interactive
manner. This has been launched initially as part of B.Ed. and M.Ed. internship
programme and is extendable to all levels of education. It has two benefits: first,
it provided a quality learning experience to the under-resourced masses, and,
second, exposure to prospective teachers as to how the latest technology tools can
be integrated into pedagogy. Recently, the system has been made more interactive
by providing tablets to individual students with an aim to intensify interaction
between the teacher and the learners.

Healthcare for a vibrant society

Holistic health care and well-being is provided through healthcare centres and initiatives;

188
 dayalbagh educational institute

DEI has taken up three essential kinds of healthcare measures:

i. Lifestyle changes
• Clean and sanitary living conditions (general cleanliness, toilets, drainage,
waste disposal and recycling). The students and faculty of the Institute
frequently go on cleanliness drives to raise awareness and promote cleanliness
in the campus and neighbouring localities under the NSS programme
(photographs below).

Clean Surroundings Campaign

• Healthy consumption habits

• Yoga and meditation centres, where training in yoga and meditation are
conducted.

ii. Preventive measures

• Public health measures and preventive medicine
• Air and water quality monitoring
• Organic farming and dairying
• Nutritional supplements for growing children (mid-day meals)

iii. Therapeutic measures

• Access to hospitals and healthcare centres with AYUSH facilities
• Mobile dispensaries
• Tele-medicine
• Multi-speciality medical camps
• Neuro-psycho-cognitive counselling

The proposed Faculty of Integrated Medicine (AYUSH) at DEI looks at the use of alternative
therapeutic methods for a strong body, mind and soul. The objective is to provide the best
health care, and research in integrated and alternative systems of medicine, and to provide
medical services to the needy and community at large. This includes a rehabilitation unit,
physiotherapy, a pathology laboratory and diagnostic services, homeopathy telemedicine

189
dayalbagh educational institute

and yoga. Dietary consultations and neuro-psycho-cognitive counselling at the hospital

facilitates better living and thinking.
Telemedicine and e-consultations provide access to specialized experts for people in remote
areas. Some of its features are listed below.

„„ Multi-specialty medical camps

Societal outreach includes Multi-Speciality Medical Camps in surrounding
adopted villages under the National Service Scheme. These offer free medicine
distribution and consultation services, physical examination: ultrasonography,
blood tests, dental treatment, etc., open to all.
These are organized regularly in rural neighborhoods locally, and in centres all
over the country at the following locations: Noida, Gurgaon, Chennai, Bengaluru,
Mumbai, New Delhi, MTV Puram, Rajaborari, Murar, Timarni, Agra.

Medical camps and tele-medicine facilities

In Dayalbagh area, medical camps are organized by the NSS wing of the university, usually
on alternate Sundays. The villagers have developed confidence in the personnel so much
so that children walk up confidently without their guardians to the desk of the concerned
doctors.

190
 dayalbagh educational institute

Dimension 5: Agriculture and Dairy Farming

Rural life, agriculture and allied vocations are the soul of Indian culture and the economy. At
DEI, there is a sustained effort to connect students to this aspect of Indian life not only through
varied curricular programs, but also through intensive community outreach programmes.
Some of our significant efforts and achievements in this direction are summarized below.

Community agricultural activities

As part of their daily schedule, residents of the neighbouring Dayalbagh community begin
their day by performing Seva or
Shramdaan (service) in the community
agricultural farms. Students at all levels
from DEI participate in these activities,
especially when the wheat and paddy
crops are harvested on a faculty-wise
rotation basis. Thus, they literally ‘till and
toil’ with their hands and connect to their
agrarian roots getting a rare exposure,
perhaps not available in any other
university. DEI students participating in agricultural work with the local
community on a Sunday morning

Core course on Rural Development

Besides the regular theory classes, this core course provides opportunities to all undergrad-
uate, diploma and certificate students to work and learn while contributing to the community
agriculture activities (sowing, weeding, transplanting and harvesting seasonal crops).

Activity during Agriculture Operation: A pictorial representation

DEI has been awarded the status of a Deen Dayal Upadhyay Kaushal Kendra in Dairy
Technology. As part of their practical courses the, students learn to produce a variety of milk
products which are in great demand not only in the neighboring community, but are also
provided to the university and available to all students.

Extension of consultancy and support services to remote tribal villages

Experts from DEI and Dayalbagh provides their expertise in modern techniques of cattle-
rearing including breeding, nutrition, healthcare and treatment, to the tribals of Rajaborari.
The aim is to improve breeds, increase the milk yield and reduce the mortality of cattle. Using
ICT services, online e-counseling and e-consultation services are provided to adivasis who
are engaged in cattle-rearing and dairy farming.

191
dayalbagh educational institute

Some other highlights of our initiatives in agriculture include:

i. Precision agriculture for ‘more crop per drop’

ii. Organic cultivation

iii. Composting
iv. Forest conservation: The following activities formed the focal strategy for making
Rajaborari an eco-forest area:
• Improved afforestation and re-afforestation
• Enhanced protection for plantation and natural regeneration
• Provision of fuel wood and pasture land for villagers
• Community-based forest protection and conservation
• Generating mass awareness on the need of forest conservation
• Advocacy for environmental protection
• Enhanced protection for plantation and natural regeneration
v. Bio-diversity parks for protection of endangered plant species and other purposes
including pharmaceuticals.

Initiatives in the area of Dairying

i. Scientific processing of milk products: 36 milk products have been produced.
ii. B. Voc. course and milk collection facilities at Timarni, Rajaborari, Amritsar.
iii. International standardization and export of milk products: The DEI Dairy has
acquired FSSAI certification as well as other international quality certifications
for the sale of milk products in India, and export to other countries including
USA.
iv. Skilled students in international trading
v. Innovation and research in manufacturing of new products.
vi. Cooperative milk collection centres
vii. Animal husbandry: special rearing practices from birth to death

192
 dayalbagh educational institute

Dimension 6: Values
The Philosophy, Policy and activities of the Institute are driven by a system of individual and
social values since its very inception.
The Education Policy of our Institute is based on the inculcation and nurturing of values
through quality education.

This is being achieved by the cultural and religious bearings, value-based education model
and efforts of various councils and committees such as-IQAC (Internal Quality Assurance
Cell), AAAC (Administrative and Academic Audit Committee) and the apex ‘Think Tank’ of
the Institute – the ACE (Advisory Committee on Education)

The values to be developed amongst the students are developed through two chief means:
i. Value-based quality education
ii. Imbibing from a value-rich environment and heritage of a model community
around the DEI main campus and the network of ICT Centres and Off Campuses

The attempt to nurture Higher Order Thoughts (HOT) among students and faculty to raise
their level of consciousness is an ongoing strategy through various activities of the Institute.
Thus, it is hoped that a culture of values, higher order thinking, and higher consciousness
will be developed not only among the inmates of the Institute and its far flung off campuses/
centres but the entire neighbourhood and the society at large.

Reaching beyond Benchmarks

The UNESCO has declared a set of 17 Sustainable Development Goals (SDG), including
removal of poverty and hunger, environmental conservation, education. It is a matter of satis-
faction that DEI has been able to initiate programs to meet all these goals in its sustained,
holistic and futuristic societal outreach plans.

Thus, the Institute is carrying out its mission for the moral and spiritual upliftment of the
society through its educational and other outreach programmes, with a clear vision and
dedicated implementation.

193
dayalbagh educational institute

194
 dayalbagh educational institute

14
Skill Development to
Entrepreneurship

195
dayalbagh educational institute

196
 dayalbagh educational institute

S
kill development and entrepreneurship are integral to the Academic
Program of DEI, since inception in 1917. In recent years, DEI has
launched several vocational courses, in sync with one of the primary
objectives of the Government of India: producing a highly skilled
workforce for nation building. DEI now is one of the single largest skill
providers in the country. DEI has also been recognized by the MHRD
and the Government of UP as a key public sector agency for vocational
training. The Sector Skill Council of Green Jobs has certified DEI as the best Solar Skill
Training Institute, nationwide.

Skilling at DEI begins as early as the pre-nursery level. Tinkering, living and mobile labs allow
school children to engage through play while learning. At senior levels, students pursue
different vocations through a variety of modular programs, along with their regular courses.
Crafts such as carpentry, spinning and weaving, leather work, smithy, molding, gardening,
printing, tailoring are taught to senior pupils, and simpler things like paper cutting, clay
modeling, brush-work, gardening, fretwork, takli, to small children. Factories, workshops,
mini industries, the dairy and agricultural lands serve as laboratories for field work, experi-
mentation and team-work at DEI. The industrial associations of DEI secure financial resources
for the educational institutions and usher in employment opportunities for their alumni.

DEI strives to develop respect for soiled hands and uphold the dignity of labor in its students.
Unique schemes for student welfare like ‘Earn while you Learn’ have sown the seeds of
responsibility and self-reliance in the pupils of DEI.

DEI took a quantum leap in the arena of entrepreneurship development through well-
established laboratories and Skill Parks in various fields, viz. Automotive Workshops, Apparel
and Toy Manufacturing, Agro & Dairy Business, Consciousness Studies etc. An intelligent
marketing network was established, connecting rural and tribal zones to global economies.
Setting up e-Portals and Business Advisory Clinics has also opened novel avenues for entre-
preneurship to the students of DEI.

Skill Framework of Dei: 1917-2017

DEI offers Bachelor’s in Vocation programs in 9 disciplines. It has been ranked as topmost
Skilling University in the country.

The nine B. Voc. programs offered by DEI

197
dayalbagh educational institute

DEI also has the distinction of being the country’s first Community College to turn out a
batch of students with Vocational Diploma in Automobile and Vocational Diploma in IT
under the National Vocational Education Qualification Framework (NVEQF) of the AICTE.

First batch of NVEQF students receiving certificates from the minister of Human Resources Development

Students of B.Voc. in Food Processing prepare articles of food and sell these through kiosks
in the campus. Similarly, students of Dairy Technology prepare many items of consumption
from milk, such as flavored milk, butter, shrikhand, dark chocolate etc. and sell them in the
campus and outside. Dairy products have the distinction of possessing FSSAI and HACCP
certification , besides the export permit to USA and some other countries. Thus, the students
not only get to know the processes involved in the manufacture of various milk items, but
also the conditions for acquiring relevant certificates and export permits.

Similarly, students of Apparel and Textiles and Textile Designing and Printing prepare and
sell items in kiosks and exhibitions. This offers them an opportunity to earn while they learn
and they become self-reliant even while studying.
The students of Renewable Energy become well conversant in installation and maintenance
of solar plants. DEI won the Championship Trophy at the National Solar Skill Competition,
2017 for the Best Solar Skills Training Institution by the Skills Council for Green Jobs. This was
possible since DEI is completely solar powered by a 750 kW power plant, offering hands-on
practical training to the students. Similarly, students of other B.Voc. programs acquire
practical skills in their respective fields.

Team DEI receiving the Champions Trophy at National Solar Skill Competition, 2017

198
 dayalbagh educational institute

Skill development in DEI started in 1927 by the way of Technical Schooling, followed by the
introduction of a compulsory, work based core course in 1976. The current Vocational Skill
Framework of DEI is aligned to the National Skills Qualifications Framework (NSQF), which is
a competency-based framework of the Ministry of Skill and Entrepreneurship Development
(India) that classifies educational qualifications into levels, based on difference in knowledge,
skills and aptitude.

Skill development at DEI from pre-nursery to university level

Skill Level NSQF Level(s) Salient Features

Pre-Nursery to Primary Young learners (3 to 10 years) are introduced to structured

play way activities for identifying their interests and
strengths. Children’s Recreation Centers (CRC) have also
been established in all the Primary Schools. The School of
Art and Culture builds creative skills in children besides
imparting knowledge pertaining to traditional folklore
and heritage, art, craft, acting, music, dance etc.

Middle School (Classes -2, -1 & 0 Tinkering Labs promote the idea of ‘TOD-MOD-JOD’
7 & 8) (break-bend-join) for inculcation of hands-on skills. The
School of Languages and Music fosters cultural mooring
and holistic brain development. Several Modular courses
of short duration (2 to 3 months) are run under DEI and its
distance learning centers at more than 80 cities in India.

High School 1&2 Structured Discovery Labs help students develop a

scientific flair. Several Modular Courses of short duration
(2 to 3 months) and Certificate Courses of one to two-year
duration are run by DEI. (ref. Appendix 15 B – List of
Modular Courses and Certificate Courses)

Intermediate 3&4 Modular and Certificate Courses are run for school
dropouts and students with special abilities (ref. Appendix
15 B – List of Modular Courses and Certificate Courses)

Diploma 3, 4 & 5 A unique facility of lateral transition from vocational

to regular education is provided by 1-2 year certificate
courses e. g. Students studying Modern Office Management
are eligible for lateral admission to B. Com. on course
completion.

University Level

Under-Graduate 5,6 & 7 DEI has launched B.Voc. programs in the following
(Diploma, Advanced trades - Apparel Design, Textile, Food Processing, Dairy
Diploma, B. Voc) Technology, Automobile, Renewable Energy, Water,
Sanitation, Waste Management and Internet of Things.
The B.Voc. Program provides multiple entry and exit points
to students. The Institute awards a certificate on successful
completion of each year of the course. The curriculum is
designed in accordance with the roles identified by Sector
Skill Council (SSC) in respective areas; certificates are
awarded by SSC after evaluation of relevant job roles.

199
dayalbagh educational institute

Skill Level NSQF Level(s) Salient Features

Post Graduate (M. 8&9 The Institute runs M.Voc. programs (three Semesters,
Voc.) along with a Summer Term) in several disciplines such
as Apparel Design, Textile, Food Processing, Dairy
Technology, and Renewable Energy. This program serves
the following categories of students:
1: Who have already acquired NSQF certification Level 7
in some industrial sector and opted for admission to skill
based courses under NSQF in the same trade with similar
job roles
2: Who have acquired NSQF certification Level 7 but intend
to change their trade (with a skill bridge course in the first
or second semester)
3: Who have acquired the Bachelor's degree from a
recognized university, in second division or higher

Research (Ph.D) 10 onward The Institute conducts doctoral programs in diverse

fields of research such as Arts, Commerce, Education,
Management, Science, Social Sciences, Technology,
Consciousness etc.

Skill Centers in Dei

DEI is home to several skilling centers like the Centre for Applied Rural Technology(CART)
and Deen Dayal Upadhyay Kaushal Kendra (DDUKK), which have executed some unique
vocational schemes.

Center for Applied Rural Technology (CART)

CART imparts skills at pre-university levels through several certificate-level vocational
programs, standalone modular programs and courses specifically designed for women at a
nominal fee. The curriculum of most of these courses covers the NCVT prescribed syllabus
for ITIs. The All India Council for Technical Education recognizes CART as a Skill Knowledge
Provider (SKP) for students of the three-year Vocational Diploma in Automobile and
Information Technology. The Center offers an “Industry Oriented Course” to the students of
second year Diploma in Mechanical Engineering. Education & training is also provided to
the final year students to make them committed for the development of the Nation through
exposing them to rural environment and the various rural development schemes. Also,
CART runs the “Automobile Service, Repair & Training Centre” to train the students of B. Voc.
(Automobile) and Diploma in Automobile Engineering, in addition to the students of Motor
Vehicle Mechanic Program.

Deen Dayal Upadhyay Kaushal Kendra (DDUKK)

The DDUKK was allotted to DEI in 2015-16. It imparts skills at university level with industry
participation. DDUKK skills students at NSQF levels 5, 6 & 7 as Diploma, Advance Diploma
and B. Voc. respectively, NSQF level 8 & 9 as M.Voc. and NSQF level 10 as Ph.D. Several well
equipped, state of the art laboratories under DDUKK, implement the concept of living labs
and fundamental incubators. Students also run enterprises with community outreach in
sectors like agriculture, dairying, garments, food, textile and IT services.

Quantum ‘Jugaad’
Jugaad is a colloquial Hindi word which means “An innovative fix; an improvised solution
born from ingenuity and cleverness”.The Quantum Jugaad Centre, DEI utilizes frugal
resources for innovation. This center tries to solve problems by system integration approach.

200
 dayalbagh educational institute

Wastage of energy, material and manpower is reduced, besides reemploying them suitably,
to improve system-efficiency. The center aims at devising ingenious solutions for socioeco-
nomic problems of the world.

Skill Enhancement
Lateral & Diagonal Transitions (Lateral Entry Schemes)
Skill based learning in DEI involves lateral as well as vertical mobility. The program offers
multiple exit options, wherein a candidate can exit the course with a Diploma in a specific
skill-set or move to a related degree course. After earning a B. Voc. degree, one has two
options viz. starting a micro enterprise or moving to a master’s course followed by research
in the relevant area.

Meritorious students may be admitted to higher study programs through lateral entry, after
Complete educational dual-mode pathways
clearing requisite tests, at appropriate stages of the Certificate/ Diploma/ B. Voc. Programs.

with multiple entry and exit points

Self-employment/job in informal sector/entrepreneurship
Pathway for vocational
and skill development

EXIT

EXIT

EXIT
Modular Certificate Diploma
Courses Courses Courses

conventional education
Entry into vocational skill
development pathway

Entry back into

Pathway for skill development along

Children’s Discovery Labs Modularized Skill

Recreation (Pre-NSQF levels Development Courses
with conventional education

Stage-0 from -2 to 0)
Stage-1 Stage-2
Center (NSQF Level 1 to Level 4)
Stage-0 Stage-1 Stage-2

Class I to Class VI to Class IX to Class XI to University

Education
Class V Class VIII Class X Class XII (UG/PG/PhD)
EXIT
EXIT
EXIT

EXIT

Self-employment/job in formal or informal sector/entrepreneurship

Educational Pathways for Vocational Skills along with Regular Education

201
dayalbagh educational institute

Recognition of Prior learning (RPL)

RPL refers to the mobility between vocational and general education is achieved by
alignment of degrees with NSQF.

Lateral Entry and Recognition of Prior Learning at DEI along with NSQF Levels

Rise of Entrepreneurship by Sector

Agriculture
„„ Agriculture Operations
Through the core course of “Agricultural operations”, students are equipped
with the scientific know-how of modern crop production technologies, resource
conservation, farm management etc.
„„ DEI Herbal Garden
The Botany department has established a “Herbal Garden” in dairy premises.
Medicinal plants grown here are used for treatment of various diseases. Plant
products are supplied to pharmacy on regular basis. On demand, plant saplings
are also supplied to the visitors.
„„ Protected Cultivation
Two poly-houses have been set up to facilitate protected and off-season cultivation
along with remote controlled acclimatization of plants that are either developed
through tissue culture or need transplantation to remote locations.
„„ Biodiversity Park at REI
A Biodiversity Park has been established by DEI on a seven acre land at the REI
Intermediate College. Student camps are held regularly for maintenance of the
park. It consists of almost 1500 plants and trees, representing 150 different species
collected from Haldwani and Jodhpur.
„„ Fruit Orchard at Seminar Complex

202
 dayalbagh educational institute

During the monsoon of 2016, over 9000 plants and trees were planted here by
students. The park is lined with bougainvilleas on the outside and shrubs inside.
The third layer consists of tall trees which serve as wind breaks. The park has been
designed to protect the plant extremes of heat and cold, thus creating a micro-cli-
mate congenial for cultivating delicate fruit plants like guava, pomegranate,
lemon, mango, mulberry, jack-fruit etc. Five ponds have been dug for rain water
harvesting. For the first time in U.P, olive plants were planted for academic
research.
„„ Agri-entrepreneurship program
To train students in commercial plantation, natural product extraction and
marketing; a program on entrepreneurship is being planned on a 10 acre land
near Chandmari-ka-Teela, Agra. Damascus rose, olives, medicinal plants will be
planted on a commercial scale here.
„„ Smart Agriculture at village Padahan, District Sirmour, HP
In Padahan, Sirmour District, Himachal Pradesh, medicinal plants such as
Ashwagandha, Shatavar, Ruta, Jatamansi and Celery are cultivated. Vegetables
like tomato, capsicum, chillies, colocasia (arbi), maize and ginger are also being
grown. In the coming years, it is envisaged that this site would see state-of-the-art,
smart agriculture employing precision and remote-controlled systems.
„„ Proposal for utilization of land for bio-diesel
It is proposed to develop twelve acres of land near Chandmari-ka-Tila, Agra for
specific projects such as a 1 MW Photo-voltaic Plant, River Bank Water purifi-
cation Plant (sanctioned by DST) with a facility for water testing and Jatropha
Curcus cultivation for bio-diesel.

Dairying
A training program was launched in 1994 by DEI on Dairy Products. In 2015 DEI, became the
first Deen Dayal Upadhyay Kaushal Kendra in the country with Vocational Programs in Dairy
Technology. Since then, Programs like B. Voc, M. Voc. and PhD have been launched in Dairy
Technology by DEI. Skills in the areas of Dairy Farming, Dairy Technology, Dairy Microbi-
ology, Dairy Chemistry, Dairy Management and Dairy Engineering are imparted through
state-of-the-art laboratories/facilities.
DEI is privileged to have the first students’ run mini dairy plant with FASSAI license,
HACCP certification, export permit from Export Inspection Agency, Government of India
and commercial permit from US Department of Agriculture for the import of flavored milk
and butter in the whole of North India. The mini Dairy plant provides students with a much
needed exposure to entrepreneurship in Dairy Sector.
The Dairy plant receives pure cow milk from RSS Gaushala, Dayalbagh, which is utilized for
the production of a variety of dairy products such as flavoured milk, shrikhand, kalakand,
basundhi, misti dahi, salted butter, probiotic yoghurt, chocolates, etc. The products are free
from artificial flavours, colors and preservatives, besides having minimal fat and sugar.

Textile Manufacturing
DEI has been a pioneer in employing ICT for teaching the subject of textile manufacturing
through 91 outreach centers in India and 7 abroad, via realtime lectures.

Renewable Energy
For sustainable development, DEI has taken some initiatives towards harnessing renewable
energy through solar thermal and solar photovoltaic (SPV) power plants. The institute has
solar thermal cooking systems in all the hostels. The university campus is powered by 9

203
dayalbagh educational institute

distributed roof-top solar PV power plants. The micro grid is being converted into a Smart
Micro Grid with centralized monitoring and control through a DST CERI R&D project. There
are plans to increase the capacity from 658.2kWp to 1.5 MWp. Besides the Dayalbagh campus
of the institute, a total of 40kWp of power is generated by ICT Distance Educations Centers in
various cities. DEI was given the Excellence Award and Certificate of Appreciation for using
the CST system for Community Cooking in the Institution and second prize in UP State for
Energy Conservation measures adopted in the Institute, on 29th April.

Internet of Things
For the first time in the country, DEI started a B.Voc program on Internet of things (IOT) in
2017. Skills are imparted in the fields of embedded systems, micro-controller programming,
mobile application development, web application development, software development,
testing and data analytics using state-of-the-art facilities. DEI has advanced labs for 1G -
5G Networks, Multimedia and Instrumentation besides system labs for mobile and web
application development. Entrepreneurial exposure is provided to students through
internships, ‘Earn While You Learn’ schemes and the Incubation facility.

Outstanding Initiatives
Some outstanding illustrations of DEI’s innovative enterprise for the underprivileged sections
of the society are its ATMA (Apparel and Toy Manufacturing Association), ADyNaM Foods
(Agro& Dairy Nano-processing of Multi-products), and AAM (Automotive and Multi-skill)
karkhanas in the rural and tribal belt of Rajaborari Estate in Harda District of Madhya Pradesh.
With these programs, DEI has been able to reach out to the last, the least, and the lost.

ATMA (Apparel And Toy Manufacturing Association)

Through the Associations of ATMA initiative, DEI has been training rural women around
Dayalbagh and 10 villages of Rajaborari (District Harda, MP). The activities of ATMA include
skilling rural and adivasi women in apparel manufacture, making toys, pillows, cushion
covers, bags and home furnishings. Tribal men too, are trained in karkhanas in bamboo
processing, shoe and bag manufacturing, etc. Learners are paid on the basis of the quality
of their products. Exhibitions are organized in neighboring cities and village fairs to sell the
products.

Under ATMA, women are trained in manufacture of apparel, toys, bags, and home furnishings

ADyNaM Foods (Agro& Dairy Nano Multiprocessing Foods)

Under the ADyNam initiative products such as amla murabba, squashes, candy, pickle,
supari, mango candy & pickle, jackfruit pickle, lemon pickle and chilli pickle are produced
regularly. ADyNaM aims to skill tribal and rural women in processing locally cultivated,
raw agricultural produce. Tribal women from all age groups are trained under the ADyNaM
karkhanas by DEI faculty, who visit the Rajaborari Estate regularly. During the training,

204
 dayalbagh educational institute

learners are provided with the raw materials, machines etc., and given a small stipend. A
Food Testing Lab has been established by DEI to ensure hygiene and superior quality of
the food products prepared by the tribals. This model of entrepreneurship, which is also an
“earn-while-you-learn” scheme, has empowered the local women greatly by providing them
earnings throughout the year.

Processing of raw material and sale under AdyNaM

AAM (Automotive And Multi-Skill) Karkhana

The AAM karkhana imparts basic skills in repair and maintenance of farm equipment,
pumps, solar lanterns, and 2-4 wheelers. Many young men trained here have opened their
own vehicle repairing businesses. DEI has also signed MoUs with industries such as Yamaha
Motors to train and place tribal students.

Earn While You Learn

There are various opportunities for students in DEI to earn some money along with their
regular programs of study. and get paid for their workmanship in cash or kind, the latter
is in terms of daily needs such as grain, pulses, oil, clothes, school uniforms, provided at
extremely low subsidized rates. They are paid on an hourly basis for such services. Some of
them are:
„„ Running canteens
„„ Working at DEI Dairy
„„ Providing uniforms to students
„„ Driving e-vehicles within the campus
„„ Monitoring CCTV live feed
„„ Repair and maintenance of automobiles
„„ Making soft toys and clothes
„„ Electrical maintenance and repair in Dayalbagh colony, of distribution
substations, backup generator stations, overhead lines etc.
„„ Operating the e-classrooms for relay to ICT centers
„„ Assisting the admission clerks
„„ Helping with civil and architecture work in the institute
„„ Repair and maintenance of instruments related to Science and Engineering
faculties
„„ Working in the students’ mess

205
dayalbagh educational institute

REZ &SEZ : Education Through Vocation

A vocational training center was established in 1980-81 in the Rural Economic Zone (REZ)
of Rajaborari, MP, a tribal area predominantly, to impart training in handloom weaving,
manufacturing canvas goods, carpentry, tailoring and embroidery. Certificate programs
offered by DEI also include textile designing and printing, motor vehicle mechanic, garment
manufacturing, plumbing, electrician etc. Soft skills such as spoken English and personality
development are included in the program.

DEI has partnered with BSNL in rolling out telecommunication services in Rajaborari which
has hence, become a smart and connected tribal economic hub, with access to markets.
Villagers are trained in bamboo technology, who have since, made a slew of bamboo products
including music speakers. The government of Madhya Pradesh has signed an agreement
with DEI to promote bamboo technology in Rajaborari.

Tribal women using telecommunication services in Rajaborari, MP

Business Advisory Clinics

DEI acknowledges that it has a major role to play in Management Education as well as
assisting Micro Small and Medium Enterprises (MSMEs). Through its Business Advisory
Clinic (BAC) initiative, DEI offers free advisory services to MSMEs who cannot afford the
services of professional management consultants. At the same time, by working on real-life
case studies, the management students of DEI get exposed to practical issues facing the
Indian MSMEs.

Roadmap
Broad Objectives
„„ Integration of cultural skills with the National Educational Framework
„„ Parity of skill based vocational learning with conventional education
„„ Motivation of students for high performance in skill-based courses.
„„ Incubation of original ideas
„„ Creation of employment avenues for rural learners and globalization of rural
economies
„„ Woman empowerment
„„ Conservation of traditional skills and heritage in rural clusters
„„ Technical support for rural innovations

206
 dayalbagh educational institute

Short-Term Objectives (5 Years)

„„ Increase the number of modular programs on Employment Skills
„„ Provide on-line courses for all the skill-based programs
„„ Develop state-of-the-art infrastructure for skill development.
„„ Create a separate School of Vocational Education
„„ Establish an Entrepreneurial Cell to promote start-ups

Long-Term Objectives (6-15 Years)

„„ Provision of vocational courses to every student in line with his preferences
„„ Enhancement of mobility between vocational and regular education by alignment
of degrees with NSQF
„„ Provision of courses to students with intrinsic and cross sector progression
pathways
„„ Obtaining standardized, consistent and acceptable outcomes from training as
specified in NSQF
„„ Quality training for achieving international equivalence of NSQF.
„„ Recognition of Prior Learning (RPL) to permit transition from informal to
organized job markets
„„ Development of a Learner Support Center for global Skill Development.
„„ Development of a Skill Park for DEI, an Entrepreneurial University

207
dayalbagh educational institute

208
 dayalbagh educational institute

15
Role of Alumni

209
dayalbagh educational institute

210
 dayalbagh educational institute

A
lumni relations have played an important part in the growth and
evolution of Dayalbagh Educational Institute, to its present status.
The alumni of the Institute have served as brand ambassadors, loyal
supporters and credible agents of its alma mater. Going forward,
DEI has set milestones which the Institute aims to achieve through
its partnership with alumni in coming 5 years. It has formulated a
15-year strategic roadmap to be an ‘Institute of Eminence’, with support of its alumni.

A unique feature of the Alumni Association of DEI is its broad and holistic perspective.
The alumni have been associated with different departments and faculty levels actively,
and their interactions have yielded the successful organization of alumni meets on a
regular basis. For instance, ‘Management Interaction for Learning Assisting, Nurturing
Generation Next (MILAN)’ is one such regular alumni event organized by the Department
of Management. Similar events are hosted at Faculty of Engineering, Faculty of Science and
DEI Technical College.

Besides the work through alumni associations, the alumni have contributed tremendously to
various initiatives of the Institute. DEI- Volunteer Group (DVG) is one such group of alumni
and friends, which has partnered with DEI since last few years. A large number of alumni and
friends of DEI are supporting its off-campus activities also, in various capacities.

Differentiating feature of the Role of Alumni in DEI

Education at Dayalbagh begins at pre-nursery stage,continuing up to post-graduation and

beyond. The Institute considers all students who have been associated with the institute at
any level, at any point of time, since 1917, as its alumni. This provides DEI with a signifi-
cantly large pool of alumni,compared to most Institutes. The Institute announces its ‘Distin-
guished Alumni Award’ annually, at the time of Convocation to honor one or more alumni
of the Institute, who have achieved positions of eminence in different walks of life or made
outstanding contribution in academic, professional or social arena, bringing laurels to the
Institute. Students who have passed out from the Institute after 1917 are eligible for the award.

211
dayalbagh educational institute

Some distinguished winners of the Alumni Award

History of Alumni Association at Dei

The history of alumni association at Dayalbagh Educational Institute is as old as education
in Dayalbagh. It is noteworthy to mention here, that the first alumni association was formed
within nine years of DEI’s existence, in the year 1926. The name of the alumni association
then,was ‘R.E.I Old Boys Association’. This association was established to foster active partic-
ipation and continued interest
of the ex-students in the affairs
of their alma mater. The
association took the help of
young boys in building up the
institution as masons. This
association made significant
progress within five years of its
inception and its first formal
office was constructed in the
year 1931. After nearly 50 years,
the Old Boys Association
became defunct. The D.E.I. Ex-
Students Association was
formed in the year 1978, which
was reconstituted as Dayalbagh Ex-Students Association in 1995. After 10 years of its exis-
tence,this Association got dissolved as well, and The Association of Alumni of Dayalbagh
Educational Institutions came into being in 2005. This association continues to partner with
the Institute through vigor and passion. DEI has also promoted the concept of “friends” of
DEI, to motivate others towards joining the alumni in their efforts, thereby increasing the
pool of talent and support to DEI’s mission.

212
 dayalbagh educational institute

Role of Alumni at Dei

Since the formation of the alumni association in 1926, the alumni of the Institute have
partnered with the Institute physically, emotionally and financially (तन,मन,धन). They have
contributed through three main functions, namely, advisory, brand-building and fraternal.
Under advisory functions, the alumni support the Institute by providing student services like
mentorship,counseling, guidance, governance, event management and resource mobiliza-
tion. Under brand building, the alumni strengthen communication with all the stakeholders
of the Institute, and the outside world. Fraternal functions of the alumni association include
physical and emotional presence for the institute and its members.

Aims and Objectives of the Alumni Association

In order to help the University achieve its goal, the alumni of the Institute formed The
Association of Alumni of Dayalbagh Educational Institutions (AADEIs) in the year 2005, in a
meeting held at Dayalbagh, Agra. It was formally registered under Societies Registration Act,
XXI of 1860 on December 28, 2005.

213
dayalbagh educational institute

Activities of the Alumni Association at Dei:

Present Status
The alumni association of the Institute supports its mission and objectives actively through
advisory, brand building and fraternal functions,besides providing financial support. Some of
the initiatives of the alumni association in last 5 years are as follows:

„„ The Alumni Placement Assistance Cell (DEI-APAC)works closely with the

Placement Officer of the Institute for campus placement. In the recent years,DEI-
APAC was able to ensure placement for 90% of Engineering and 70% of MBA
students. DEI-APAC has regional committees in four regions of the country and
maintains links with the alumni for placement support. Job fairs are organized
in these regions,time and again. Reports on placement support are submitted by
regional committees annually.

„„ DEI-APAC helps in arranging co-op internship for the students. It also arranges
to oversee such training by linking students to alumni working in corresponding
organizations. A unique mentorship program run by DEI-APAC assigns expert
alumni to guide the final year engineering and management students in their
projects in distance mode.

214
 dayalbagh educational institute

„„ DEI-APAC works closely with the Institute-Industry Partnership Cell (IIPC) at DEI
and conducts regular surveys to collect feedback from prospective employers
about their manpower requirements. Feedback is also gathered for designing
and developing the curriculum of the institute. This feedback is put up before
the Board of Studies, Faculty Board, Academic Council and the Governing Body
of the Institute. Courses (including vocational and work experience courses) are
modified to suit the needs of the industry. For instance, a specialization course in
B.Tech. Engineering was introduced in line with such recommendations.
„„ The alumni association arranges for short courses/lecture sessions to prepare
students for interviews, improve their communication and resume writing
skills etc. A cell is run by the association for guiding and mentoring students for
national tests like GATE/NET/SLET/IAS etc.
„„ The alumni association offers short-term courses on spoken English, personality
development and interview skills, resume writing, elementary computer courses,
Tally, ERP 9, advanced computer courses on networking (etc.) in campus on a
regular basis, not only for students, but for alumni as well.
„„ The alumni association helps in the development of instruction manuals for
vocational courses under the Distance Education Program of DEI. It also helps in
designing courses for various subjects including MBA, in online mode through its
network of subject experts.
„„ The alumni association identifies the learning needs of advanced learners and
responds to them. As part of the Under Graduate Research Awards (UGRA)
scheme, the Institute,supported by the alumni association, has initiated a few
awards to encourage bright students at the UG level from science and engineering
streams,to undertake research projects.
„„ The alumni association supports the multimedia laboratory of DEI in monitoring
the trends and issues pertaining to developments in the Open Source Community,
for the benefit of the university’s educational processes.
„„ In order to facilitate the visit of eminent researchers to campus as adjunct
professors, the alumni association supports DEI in inviting such people to stay
and work in DEI for long duration. The alumni association runs a scheme for
providing funds to pay honorarium to persons of eminence who hold Chairs of
Excellence in various departments. The department of Music is one such example.

215
dayalbagh educational institute

„„ The alumni association helps DEI in organizing national and international

alumni meets to establish contacts with individuals at senior positions. This
helps increase the number of job enablers for co-op education in engineering
and management programs of the institute. Every year on January 1, the Institute
and the Alumni Association, jointly organize an international, alumni meet. It is
more popularly termed as ‘Shiksha Diwas’. This meet is organized with a view to
spread the alumni network across the globe. It helps in identification of academi-
cians,industry professionals and entrepreneurs who can contribute towards the
vision of the Institute.
„„ The alumni association supports DEI in its outreach programs. One such example
is the organization of a bi-monthly, free, medical camp for locals, under the aegis
of the NSS wing of the Institute.
„„ The alumni association supports DEI in developing AYUSH courses by arranging
for visiting faculty and helping in syllabus-updation.
„„ The alumni association publishes a periodic newsletter to showcase its contribu-
tion towards the development of the Institute and community at large.

„„ Wealth Creation by Alumni: The alumni association has been promoting

distance education and development of ICT facilities, in addition to the corpus
of the Institutesince the last five years. Details of such contribution in the last 5
years are as under:

• The alumni association provides funds for Under Graduate Research Awards
(UGRA) to encourage undergraduate students to pursue research projects. So
far, approximately INR 27 lacs have been provided by the association under
this head.
• The alumni association has funded the installation of EDUSAT facilities
at 57 study centres. It has funded the development of ICT Centres at Delhi,
Dayalbagh and Bangalore, as well. Approximately INR 7.8 crores have been
contributed by the association under this head.
• Alumni association also provides funds for the development of Multimedia
Lab and e-class rooms at DEI. Nearly INR 2.3 crores have been provided by the
alumni association under this head.

216
 dayalbagh educational institute

• The alumni association has provided seed funds for initiating research in the
area of Astro Particle Physics, which eventually matured into an MoU with
TIFR. It created a Chair of Excellence in some departments of the University.
INR 6.3 lacs were contributed by the association under this head.
• The alumni association provides financial support to students and staff of DEI
for foreign visits, to attend conferences, establish academic contacts with other
educational institutes of eminence, etc. For example, every year, the alumni
association provides travelling assistance to DEI contingent for attending the
Science of Consciousness Conference organized by the University of Arizona,
USA. In the last 5 years, the alumni association contributed INR 60.3 lacs
approximately, under this head.
• The alumni association provides financial support for the purchase of
laboratory equipment in the institute. Under this head, the alumni association
has contributed INR 2.5 crores, approximately.
• The alumni association helps DEI in obtaining quality / standard certifica-
tions. Under this head, INR 6.5 lacs were contributed towards ISO 9001 certi-
fication.
• The alumni association aids campus development. A furnished guest house
has been made available by the alumni association for the Institute.

Resource Augmentation at Dei: 5 Year Action Plan

In addition to the ongoing pursuits of the alumni association, the Institute expects
enhancement in the role of alumni, towards the following initiatives in particular:
„„ Assistance will be sought from alumni in teaching specialized courses. Apart from
the existing courses taught in regular and online modes, the alumni association is
expected to become an active partner in AYUSH courses, proposed to be offered
by the Institute in near future.

The alumni association is expected to partner with DEI in imparting education

based on its consciousness model and research initiatives of the Centre for
Consciousness Studies. It would support all the education initiatives of the Institute
and partner in periodic evaluation of techniques for quantifiable measurement of

217
dayalbagh educational institute

student-development across all age groups, from pre-school to Ph.D.

„„ Each alumnus will adopt an identified student of the Institute under the proposed
‘Each One-Coach One’ scheme and groom the student through various stages
of his/her career such as training and final placement. This contribution will be
rendered on the dimensions of तन and मन, rather than धन in line with the ethos
of the Institute.
„„ Besides the training and development activities of the Institute, the alumni
association is expected to establish another wing of DEI-APAC, namely DEI-A
Entr-AC (DEI-Alumni Entrepreneurship Assistance Cell). DEI-A Entr-AC will focus
on providing skill training, consultancy service, entrepreneurship counseling and
mentoring programs to facilitate entrepreneurial pursuits of students at DEI, and
the community at large. It will also encourage students to take up entrepreneur-
ship as a career.
„„ The scope of alumni-supported employability skills training will be enlarged to
include entrepreneurial skills. Short term courses on communication, analytics,
negotiation skills, venture capital, risk management etc. are proposed to be
offered.
„„ In coming 5 years, the alumni association shall focus on providing industrial as
well academic expertise to the Institute, in the most effective way possible. It
will support the expansion programs of the Institute,including development of
off-campuses in India and abroad.
„„ The alumni association is planning to establish an ‘Alumni Research Wing’ in the
Institute. This will facilitate industry relevant research in the Institute through
active support of the alumni, along with financial assistance for the same.
„„ The alumni association plans to establish an ‘Alumni Entrepreneurship Cell’ in
the Institute. It also plans to provide financial support by the way of seed money
for indigenous entrepreneurship opportunities, explored by students of the
Institute.

Role of Alumni in Providing Resources for the

Institute: Strategic Plan for 15 Years
The Institute has already embarked upon an ambitious plan to achieve its Vision for 2031.
It plans to undertake scalable expansion to provide affordable and quality education to the
least, last and the lost. The number of students in DEI is estimated to go beyond 30,000, by the
year 2031-32. This will require considerable resources in terms of faculty, industry mentors
and learning associates, not only in India, but abroad also. The alumni of the Institute are
committed to shoulder this responsibility along with the Institute. Apart from supporting the
global expansion plans of the Institute, the following broad areas are being examined by the
alumni for partnership with the Institute:

218
 dayalbagh educational institute

„„ Global Expansion of Quantum Jugaad Model: The Quantum Jugaad model of DEI
is built on the cornerstone of economy and flexibility, at both nano and macro
levels. The Institute has already demonstrated a robust beginning in this pursuit
with the production of a variety of items like dairy products, garments and soft
toys, etc. In the next 15 years, the Institute will aspire for the global expansion of
this model with the help of its international alumni base.
„„ Global Expansion of Quality and Value Model: Total Quality Management (TQM)
is firmly embedded in the education policy of DEI. This concept emphasizes
on 2 key aspects, namely, quality orientation and value-based education. The
quality value model renders itself readily to affordable and quality education. The
benefits of this model need to be shared with global stakeholders, particularly
those in the developing countries. This provides a potentially successful example
of South-South co-operation. The role of alumni is perceived to be crucial in this
endeavor.
„„ Global Expansion of Sigma Six Q Model: Sigma Six Q is a sustainability model that
adopts practices based on six qualities, for better worldliness. These qualities are
innovation, air quality, water quality, education and healthcare, agriculture and
dairying and values. The Institute has embedded these qualities in its education
policy. It also aims to achieve massive scalability of this model. The alumni of the
Institute are expected to demonstrate active partnership in coming 15 years to
help DEI accomplish this objective.
„„ Global Expansion of Theology, Consciousness and the Scientific Exposition
of Spirituality: One of the salient strengths of DEI lies in the area of theology,
consciousness and scientific exposition of spirituality. Indicators across the
globe point to the increasing demand and popularity of this field, mainly due

219
dayalbagh educational institute

to reasons like the rise of terrorism, civic disorder and religious bigotry. DEI
has taken initiatives to provide a scientific outlook to the field of consciousness
and spirituality, which hitherto, remained confined to the domain of religion. A
large number of alumni of the Institute, in both India and the West, have shown
keen interest in the Post Graduate Diploma in Theology course, offered by the
Institute. Alumni have also been active in research in consciousness studies. A
large number of alumni participate in The Science of Consciousness, an interna-
tional conference hosted by the University of Arizona, USA. The Institute has also
started a blog on DEI Quantum Nano and Consciousness Centre. A large number
of followers (of the blog) are from Western countries like Germany and USA. In
the next 15 years, such pursuits are bound to increase, and alumni are expected to
play a crucial role in dissemination as well as convergence of Eastern and Western
philosophies.
„„ Global Expansion of Alumni Associations from Partnering Institutions: An
increasing and desirable trend in various educational institutions within India
and abroad is collaboration of alumni associations with partnering institutions,
particularly, those institutions which share a large proportion of the common
alumni-base. In the next 15 years, DEI would like to forge such relationships with
its MoU partners such as the IITs, IIMs, TIFR, University of Waterloo, University
of Maryland etc.
„„ Global Wealth Creation: In coming 15 years, Dayalbagh Educational Institute
intends to strengthen its partnership with the alumni association to support
its broad goal of imparting holistic education. The Institute is not interested
in monetary contributions; rather, it looks forward to “wealth” creation by the
alumni. The connotation of wealth in this context refers to creation of oppor-
tunities for the Institute,specifically aimed at entrepreneurial pursuits. This
is especially important for the benefit of students at research, internship and
vocational fronts. Additionally, the term wealth refers to the strength of value and
quality attributes in the Institute.

The alumni of Dayalbagh Educational Institute play an active role in supporting their alma
mater. The alumni imbibed high values as students during their formative years; they feel
indebted to their alma mater and try to support it as much as possible today. Since 1926,
they have been contributing towards the enhancement of the quality of education being
imparted to the students. DEI, as the Institute of Eminence, is looking forward to the
continued support of its alumni in achieving its mission and objectives.

220
 dayalbagh educational institute

16
Technology Interventions

221
dayalbagh educational institute

222
 dayalbagh educational institute

A
t Dayalbagh Educational Institute (DEI) technology has been
harnessed and deployed in education, collaboration and community
development. DEI has made significant investments in infrastruc-
ture, developed innovations in education with technology interven-
tions to reach the lowest and last sections of the Society. Dayalbagh
Educational Institute (DEI) uses Technology for effective communi-
cation of teaching thus improving the teaching-learning process.

Current Status
Listed below are Technology Interventions at DEI which have already been implemented.
These are detailed in the subsequent sections.

SWAYAM @ DEI
SWAYAM (https://swayam.gov.in/) is a programme initiated by Government of India and
designed to achieve the three cardinal principles of Education Policy viz., access, equity
and quality. An India specific MOOCs (Massive Open Online Courses) in Visual Arts has
been launched in 2nd Phase as a part of SWAYAM (https://swayam.gov.in/) to which DEI is
contributing with 16 papers. Presently this course includes 2 papers (1. Portrait Study and 2.
Landscape Study).

Vidyaprasar: The DEI Open Course Portal

DEI launched Vidyaprasar (www.vidyaprasar.dei.ac.in), an on-line collaborative learning,
live web cast and content management system on its Founder’s Day (January 31) in 2011, to
provide students with state-of-the-art learning resources. In its present state of development,
Vidyaprasar provides course web publishing, file storage and sharing facilities through a
web-based connection to the Internet thus providing full portability. Vidyaprasar presently
hosts course websites and material,with learning resources such as indexed lecture videos,

223
dayalbagh educational institute

lecture notes, question banks, quizzes, long tests and Wiki for 32 courses in Computer
Science and Engineering. Vidyaprasar can be accessed through the DEI Web site www.dei.
ac.in.

The courses have been developed as a part of the project sponsored by the National Mission
on Education through Information and Communication Technology (NMEICT) of the
MHRD.

Vocational Courses e-Enabled with delivery through ICT and

Conversion to Regional Languages
The Center for Applied Rural Technology (CART) has embarked on a programme under
the National Mission on Education through Information and Communication Technology
(NMEICT) of the MHRD, in which e-Content is to be generated consisting of Video Lectures,
Course-Wiki, and On-Line Consultation. A pilot project on Textile Designing and Printing
has been completed using the using the four-quadrant approach. Besides English, they have
been translated into Hindi and Tamil. Complete programmes have also been developed for
internal use for the following Certificate Courses:
„„ Motor Vehicle Mechanic: Two-Wheeler and Four-Wheeler
„„ Textile Technology
„„ Wireman/ Electrician

Digitization of Courses
Under this initiative, The Department of Management, Faculty of Social Sciences, has
digitized almost all its courses. For each of the courses the following resource material is
available: Syllabus, Lecture schedule, Video Lectures, PPTs, Transcript/Notes, Self-Test
questions/Question Bank etc. The material is available on a dedicated e-domain for wider
dissemination and access.

Virtual Laboratories
Govt. of India, under its objective of Right to Education initiated a National Mission on
Education through Information & Communication Technology (NMEICT) with an aim to
use Information and communication technology (ICT) to bridge the divide of educational
resources available in the country. The impediments in this aim lie in the fact that education
not only involves instruction but also hands-on training such as that available in laborato-
ries. The question remains: Can these be delivered through ICT? In this regard the Ministry
of Human Resources (MHRD) floated a pilot project on Virtual Labs in May 2009 with an
objective as to how a laboratory experience can be delivered to a remote student who has
no access to any form of laboratory facility. Ten institutes that include eight IITs, Dayalbagh
Educational Institute and Amrita University were chosen amongst those who volunteered to
take up this challenging assignment with little or no precedent available to them.

DEI has established the following Remote Triggered Laboratories that have been indige-
nously designed to enable students to conduct advanced experiments:

1. Chemical Sciences
„„ Virtual Analytical Chemistry Laboratory
„„ Virtual Chemistry Laboratory
2. Physical Sciences
„„ Virtual Microwave Laboratory
3. Electronics & Communications
„„ Virtual Advanced Lab for Design and Test in Electronics

224
 dayalbagh educational institute

„„ Virtual Advanced Lab for Interactive Design and Test in Electronics

„„ Remote Triggered-Analog Communications Electronics (RT-ACE)
„„ Remote Triggered-Signals & Systems Lab (RT-SigSys)
„„ Remote Triggered-Fiber Optic Communication (RT-FibCom)
4. Electrical Engineering
„„ Virtual Power Systems Laboratory
5. Mechanical Engineering
„„ Metal Forming and Solid Mechanics Laboratory

Quantum and Nano Computing Virtual Center

The Quantum-Nano Centre is a multidisciplinary Centre at Dayalbagh Educational Institute,
Agra set up under MHRD National Mission on Education through ICT (NMEICT), with
partners such as IIT Kanpur, IIT Delhi and IIT Madras, besides several international collab-
orators.
With a focus on the rapidly growing area of quantum-nano computing and quantum
information sciences, the Quantum-Nano Centre provides an environment for scientists and
mathematicians to explore the fundamental physical characteristics of quantum systems, to
devise and implement prototype quantum computers, and to develop quantum algorithms
and novel applications. Through a vigorous program of lectures, seminars, and workshops,
the Centre stimulates intellectual exchange among students, faculty, and academic partners.
Videos of all the lectures/ Conferences/ Seminars/ Workshops are available at http://www.
dei.ac.in/dei/quantumNano/index.php/videos.

iNFORMATION-cOMMUNICATION-nEURO-cOGNITIVE-)
Technologies Assisted Language Lab, (i-c-n-c-) TALL
Dayalbagh Educational Institute has established (iNFORMATION-cOMMUNICATION-nEU-
RO-cOGNITIVE-) Technologies Assisted Language Lab, popularly called “(i-c-n-c-) TALL” to
facilitate the teaching and learning of various languages, and also to encourage interdis-
ciplinary research in the realms of consciousness, literature and languages. The endeavor
is to develop it as a central teaching cum Research Center of the Institute. It functions in
conjunction with the Centre of Consciousness Studies DEI.

2G to 5G and Internet of Things Laboratory

This new laboratory has been set up in the Department of Physics & Computer Science
with an objective of grooming graduate students towards the upcoming technology trends
in communication. This laboratory presently has 2G live test bed and a 3G-trainer kit. This
lab also provides students a ready to use platform to play around with their imagination
and design their own applications to connect and control machines, devices, vehicles and
appliances. As our next mile, we propose to include a live LTE setup with real-time hardware
development for 5G.

Educational Resource Planning (EdRP) Software

The Institute has successfully implemented and installed the following as a part of the
NMEICT project funded by the MHRD
„„ Admission System
(http://admission.dei.ac.in:8088/admissionform/account/getApplicantLogin-
Screen.htm)
„„ Course Registration, Examination and Result Processing System.

225
dayalbagh educational institute

This automates the entire progression from student registration to enrolment to capturing
evaluations to result and degree generation.
„„ Optical Mark Recognition (OMR) Evaluation System
„„ Online Quiz System
„„ Project Planning System

Library Automation and e-Journal Services

Book Accession and Loans at the DEI Central Library has been fully automated today with
the NewGenLib integrated library management system. The Library is also equipped with
the latest e-journals by the UGC-INFONET Digital Library Consortium, accessible through
campus-wide LAN. In addition to providing basic library services, both in traditional and
digitized forms, the library also provides Digitization Services, Shodh Ganga (http://
shodhganga.inflibnet.ac.in/) Access, Plagiarism Checks and other services such as Internet
Access to students and staff.

Student Centered Online Teaching-Learning System (SCOTLS)

The SCOTLS is a system of Online Teaching designed at DEI in which a teacher at one end
can teach a number of remote students at diverse locations in an interactive manner. This
has been launched initially as part of B.Ed. and M.Ed. Internship Programme. It is to be
extended in future to all levels of education. It has two-way benefit - (A) providing quality
learning experience to under-resourced masses (B) exposure to prospective teachers to the
integration of latest technology tools with pedagogy. The simplified representation of the
model is as shown in figure below.

Additionally, the model will be used to expose and train the teachers of the remote schools in
innovations in teaching-learning leading to sustained quality enhancement in these schools.
This will be done with the help of prospective teacher educators. Hence the programme will
run at two levels:
„„ B.Ed. interns teaching school children
„„ M.Ed. interns teaching school teachers
This initiative further progresses the institution’s goal of providing education at the last mile
coupled with relevance and excellence. The Dayalbagh Education Institute (DEI) has been
working on this mission for the last hundred years. The recent partnership of the Institute
with the Microsoft and Maharashtra Government is a case in point where the Institute is

226
 dayalbagh educational institute

providing ICT skill based programme (which is one of the skill-based courses offered) at no
cost to locals of Harisal (a village in Maharashtra) with the objective of developing Harisal as
digital village.

Rapid Prototyping Laboratory and 3D Printing Center

Recently an Additive Manufacturing (3D Printing) facility has been established at DEI.
Additive Manufacturing (AM) provides a direct way of converting digital data into physical
objects. Understanding the advantages and limitations of AM technologies is important for
future engineers in developing new engineering systems and identifying emerging opportu-
nities in developing products for mass customization. Practical experience is given through
a Lab Course.

Surveillance System
Dayalbagh Educational Institute set up an Open Security Laboratory, to design its own
unique solar-powered surveillance solution system. This involves students and faculty in
creating and implementing their independent surveillance solutions. The students were
given an opportunity to build an integrated security system, which also provided them with
hands on training. Initially, the project was implemented on a small scale to understand its
capability and later, extended to a comprehensive fibre optic based network video solution
enabling Real-time monitoring of the campus, residential facility and administrative offices.

227
dayalbagh educational institute

Telemedicine
DEI has helped in implementing telemedicine initiatives wherein expert medical opinion
is available via e-consultation in video conferencing mode. These have been extended to
places like the Rajaborari Forest Area in Madhya Pradesh and Murar in District Buxar in
Bihar. These sessions are integrated into the multi-disciplinary free medical camps that are
organized in the villages adjoining the DEI campus and in remote and backward areas like
Rajaborari in M.P., Murar in Bihar, MTV Puram in Tamil Nadu.

Hole-in-the-Wall
A unique experiment has been designed and implemented to spread computer literacy among
village children by providing access to a facility with multimedia computers, big displays,
speakers, specially designed /selected computer applications and the right environment for
rapid peer learning. The facility with minimal supervision and peer learning environment
provides a great opportunity to the children to shed their inhibitions and become conversant
in basic Information and Communication Technology (ICT) skills. At present 540 children
from the neighboring villages are registered in this programme.

Hole in the Wall Experiment being conducted in Multi-Specialty Free Medical and Assistance Camps

Open and Distance Learning

In 2004, DEI launched a major social service initiative and outreach programme with the
objective

“…to extend the benefits of vocational training via distance mode of education to remote and
backward areas for empowerment of economically weak persons especially women who did
not have access hitherto to quality education at affordable low cost or even free of cost”

(Prof. P.S. Satsangi, Systems Movement: Autobiographical Retrospectives in International

Journal of General Systems, vol.35, No 2, April 2006).

The initiation was marked by the launch of the Certificate programme on Motor Vehicle
Mechanic at Melathiruvenkatanathpuram (MTVPuram), a remote village in Tamil Nadu
with rampant unemployment and economic backwardness. Today, the initiative is providing
education and has become a mission to skill, empower and create entrepreneurs amongst
the underprivileged. Spread around 100 Centers in India and abroad and in readiness to be
extended to 400 centers, the objectives are in harmony with the Skill India Mission.

228
 dayalbagh educational institute

A. Aims and Objectives

The main objectives of the Open and Distance Education Programme of DEI are:
„„ To extend the benefits of the innovative, value-based and comprehensive
education to all sections of society.
„„ To provide need-based education at low cost.
„„ To train weaker sections of society in vocational skills to make them employable.
„„ To facilitate empowerment of women.
„„ To cater to students who cannot afford the cost of education away from their
homes.

B. Programmes on Offer
a. One-Year Certificate Level Programmes:
• Motor Vehicle mechanic (4-Wheeler)
• Dress Designing & Tailoring
• Textile Designing and Printing
• Modern Office management and Secretarial Practice
• Wireman
• Electrician
• Textile Technology
• Cutting and Sewing
• Office Assistant cum Computer Operator
b. Three -Year Undergraduate Level Programmes:
• B Com (Hons.)
• BBM (Hons.)
c. One–Year Post Graduate Diploma Programmes:
• Theology
• Computer Science and Applications
• Journalism and Mass Communication
d. Postgraduate Degree Programmes:
• M. Com. (2 years)
• MBA (3 years)
e. 9-week Modular courses
• Block Printing
• Tie & Dye
• Screen Printing
• Sewing Operations
• Children’s Clothing
• Hand Embroidery
• Industrial Painting
• Welding
• Basic Electronics & Repair of Inverter, UPS and Stabilizer
• Bamboo Application Technology
• Operation & Maintenance of Solar Power Plants
Beginning with enrolling class 8 dropouts (with age no bar) and unemployed youth at
the certificate level, the DEI model of education provides multiple entry and exit points
enabling a student to move seamlessly, vertically, from the vocational to the academic
stream and vice-versa. AICTE selected DEI as the first Institute in the country under the
NVEQF framework.

229
dayalbagh educational institute

C. DEI Information Centres

DEI offers its programmes in the Distance Mode through multiple Information and ICT
centres. The DEI Information Centres are located in 19 states of the country and abroad.
Regular six days a week classes are an intrinsic to the distance education programme. Since
the programmes are skill-based and employment-oriented, labs/ workshops attached to the
class rooms are also provided. A Centre with rooms of adequate size is a pre–requisite for any
programme to start.

Each Centre conducts between 1 to 10 programmes and has students numbering from 5 to
200.

Statistics on the current status of Distance Education

Programme and the Information Centers

Programmes on Offer 16

Number of Centres 94

Programmes in Centres 246

Students ~3000

Mentors & Facilitators 834

Visiting Faculty 251

Glimpses from Information Centers and ICT Centers

Dress Designing & Tailoring Textile Designing and Printing

Edusat Class in Progress Motor Vehicle Mechanic Practical

230
 dayalbagh educational institute

D. Student Support Service

Extensive support is provided to the students through the following ways:
„„ Self-instructional print material in the form of books for students and e-lessons
which are supplied to the students.
„„ Personal contact programme at the main campus.
„„ Financial assistance: Stipend is provided on merit cum means basis by the three
societies to 20% of the students in each programme.
„„ Career Guidance/ Counseling / Placement Assistance provided by a network of
Training & Placement officers of Alumni Placement Assistance Cell (DEI-APAC).

E. Modes of Delivery
At DEI, different modes of programme delivery have been adopted. For some of these, such
as the blended mode, DEI has been a pioneer.

Synchronous Learning:
A learning event in which geographically distributed students are engaged in learning at
the same time. Synchronous learning is enabled and facilitated via video/ web confer-
encing tools with which students listen to a lecture while simultaneously taking part in the
discussion.

At DEI, diploma, degree and higher-level programs are offered in synchronous mode
through information and communication technology at different ICT Centers. The rural ICT
Centers are at Murar (Bihar), Melathiruvenkatanathpuram (Tamil Nadu) and Timarni-Ra-
jaborari (Madhya Pradesh) whereas urban ICT centers are located in Amritsar, Bengaluru
and New Delhi. The courses offered at these ICT Centers in the synchronous mode include
degree courses, like B.Com. (Hons.), BBM (Hons.), BEd, MBA, MCom, MTech, and PG
Diploma courses in Theology, Journalism & Mass Communication and Computer Science
& Applications.

Semi-Synchronous Learning:
Learning in which some part of the course content/ interactive sessions may be in the form
of synchronous learning, and all other lectures are available in an encoded format at a
server for one-way streaming. Interactions are not possible with one-way streaming, but the
videos can be viewed anytime, anyplace. At present the Post Graduate Diploma in Theology
programme is offered in this mode.

Blended Learning:
In blended learning, students are provided with course booklets while lessons recorded on
DVDs are played back to the students. Classes are held in the presence of qualified mentors
who clear doubts and guide students. Since centers have either Edusat or Internet connec-
tivity, two-way interaction with course coordinators at DEI Dayalbagh supplements the
student’s education. Blended learning combines delivery of instruction material via videos
that are played in the classroom, face-to-face mentoring and local hands-on laboratories/
workshops.

231
dayalbagh educational institute

Online Learning:
Online learning is the newest and most popular form of distance education today. Also
known as eLearning, it is learning that takes place over the Internet and is the fastest
growing mode of distance education today. DEI has launched the e-DEI-Distance Education
programme and participated in the MOOCs initiatives launched by the Government of India.
The VidyaPrasar portal (http://vp.dei.ac.in:8081/vp/) hosting 32 courses that includes video
lectures was launched. These lectures can be accessed over the public web but do not offer
any certification.

Strategic Plan
Keeping in view the requirement to educate the masses and to provide skilling at a cost
affordable to the underprivileged, the following plan of action is envisaged.

Expansion of Information Centres, Off Campus and Off-Shore Campus

Expansion of Information Centers to support an estimated enrolment of around 32,000

students. The radial growth is achieved by expansion of three tiers: DEI main campus at
the core; surrounded by DEI off campuses and ICT centres; which in turn nurture open and
distance learning centres. This expansion will be based on the Requirements Model framed
by the Distance Education Cell of the DEI. The model lays down the basic requirements
in terms of space, infrastructure, personnel and finances for DEI Information Centers for
theoretical and practical-based programmes.

The expansion strategy is depicted in the following Figure, where the expansion from current
state (as of year 2017) of around 8,700 students with 6 DEI ICT centres and 94 learning
centres to around 32,000 students including 8,000 international students with 23 DEI off
campuses with 9 International Off-shore campuses and around 400 open and information
centres is targeted in year 2032.

The phase wise expansion plan for DEI off campuses, ICT centres and open and distance
learning centres is shown below:

232
 dayalbagh educational institute

233
dayalbagh educational institute

It is proposed to have the following DEI Off campuses in India and Abroad by the year 2032.

In India Overseas
• Amritsar • Atlanta
• Bangalore • Chicago
• Bolarum • New York
• Derhgaon • San Francisco
• Kakinada • Toronto
• Mirzapur • London
• MTVPuram • Sri Lanka
• Murar • Dubai
• Rajaborari-Timarni • Nepal
• Soami Nagar, Delhi
• Surat
• Kurnool
• Secunderabad
• Hyderabad

The projected national presence by proposed DEI Off site campuses are reflected in two
separate maps above, and highlight the urban and rural diversities as well.

234
 dayalbagh educational institute

Case Studies
Transformation through Academics, Vocation and Entre-
preneurship Education
The Rajaborari Estate is a cluster of 10 villages nestled in dense bamboo and teak
forests in the hilly terrain of Harda district in Madhya Pradesh. The Estate supports
an Adivasi population of over 4655, belonging mainly to the Korku and Gond tribes.
It has a total area of 7988 acres, of which 5069 acres is forest land. Several socio-eco-
nomic and educational activities have been launched by Dayalbagh in this Estate. Basic
infrastructure such as dispensaries and schools have been developed. Roads paved,
and locally practiced skills were vocationalised. In order to empower all stake holders
with concept of self-sufficiency, sustainability (eco-friendliness) and smart technolo-
gies intervention, provide quality education that is ICT enabled and communication
facilities, adequate communication infrastructure has been setup.

The Communication Network

Information and communication facilities play a major role in imparting distance
education, in telemedicine, entrepreneurial activities, procurement of raw materials,
marketing of products and reaching out to the outside world.
A high-speed wireless backhaul network has been established between Timarni and
Mahagoan, and extended to the villages of Rajaborari, Salai, Gulardhana, Temrubahar
and Mogradhana. Dayalbagh partnered with BSNL in customizing the technology to
take the E1 radio link up to this cluster of villages. Connected to the rest of the world,
the local Adivasis use the internet facility for a variety of ICT services like getting
information on government schemes, email, applying for jobs, scholarships, registering
and applying for financial assistance under various government schemes.
Dayalbagh partnered with BSNL in customizing technology to take the E1 radio link up
to this village cluster, with 16 villages in and around Rajaborari gaining mobile telecom-
munication services. There are about 2,500 mobile connections in these villages with a
tribal population of around 8,500.

Base Transceiver Station Deployment at Gulardhana for Mobile Telecommunication Services

235
dayalbagh educational institute

ICT Center at Rajaborari-Timarni

In 2009, DEI established an ICT Centre at Rajaborari which is connected through

EDUSAT link provided by Indian Space Research Organisation, leased line connec-
tivity between Dayalbagh, Agra and Timarni, and a Wireless Link between Rajaborari
and Timarni. ICT has enabled DEI to offer low-cost, quality education, routed via its
Distance Education and ICT Centres, in a wide variety of vocational and mainstream
courses that are run in synchronous, asynchronous and blended modes. Connectivity
also enables access to resources such as the DEI Cloud, High Performance Computing
and Virtual Classes from the DEI main campus.
Recently, experiments were conducted on virtual classes integrated with Learning
Management Systems accessed by school students on mobile devices such as tablets.

DEI ICT Center Rajaborari

236
 dayalbagh educational institute

It is only through technology intervention that the goals of education can be achieved. The
aim is to provide Education for all including students with little or no means; providing
access to education anytime and anywhere; reaching the last, least, lowest and the lost.
Technology will play an ever-growing role as an effective enabler. By providing virtual
access, DEI will deliver quality education to the doorstep.

237
dayalbagh educational institute

238
 dayalbagh educational institute

17
Innovation & Incubation

239
dayalbagh educational institute

240
 dayalbagh educational institute

T
he Innovation and Incubation: DEI Quantum Jugaad through
अंत:ç¢j.kk (ANTHAPRERNA) embodies the spirit of, “Why not?” which
seeks to engender within students an intense entrepreneurial drive by
fostering innovation with social relevance.

The aim of “DEI Quantum Jugaad”, as the Dayalbagh Educational

Institute Incubation Centre is called, is both, to help solve socio-economic and ecological
problems frugally and flexibly, creating effective, practical, ethical and possibly disruptive
solutions,and also to provide each student the option to pursue his/ her calling, irrespective
of social and economic status. The Centre aims to provide earn-while-you-learn opportu-
nities. DEI Quantum Jugaad relies on the basic principles of offering a platform to generate
wealth that can help an individual to progress in all aspects of growth, body, mind, and spirit.

Quantum Jugaad through the model Antaha-Prerna adopts an inter-disciplinary systemic

approach, the initiatives being Institute-wide and crossing departmental boundaries. These
initiatives are incubated in-house with the objective of nurturing social entrepreneurs who
focus on providing low-cost solutions in the following primary domains: Education (Culture,
Values and Quality), innovation in Agriculture and Dairy, Healthcare, Water and Air Quality
Monitoring, Renewable Energy, and Women Empowerment. DEI provides all possible
assistance to promote creative thinking and an entrepreneurial mindset among the students
to help convert socially relevant innovative ideas into market accepted products.

As Quantum Jugaad entrepreneurs, students, live in a real-world laboratory where entre-

preneurs identify society’s needs and try to meet them, leading to evolution of the student
innovator. Quantum Jugaad is also an inclusive approach for two reasons: first, because it
includes the final consumer in the co-creation of value and, second, it also includes econom-
ically marginalized segments of the population while generating reasonable profits, demon-
strating that Jugaad is a profitable business model.

DEI Quantum Jugaad initiatives dovetail with frugal innovation concepts, seeking innovation
wherever it may arise amongst all stakeholders involved.

Antha-Prerna Incubation Model

The system of education in DEI offers an enabling platform for entrepreneurship. It provides
value-based quality education. It offers work-based training integrated with the curriculum
of all programs. This generates inspiration and a desire to work with one’s own hands,
develops and refines skills, and creates a spirit of self-reliance. Interaction and experience
with industries is acquired through internship, apprenticeship, and cooperative education.
The desire to think big (or,’’why not?’’) is generated through the intuitive consciousness,
which is the driving force for igniting the inner self to achieve the set objectives by performing
the right set of actions.

A student who undertakes such entrepreneurship acquires skills to become self-reliant

financially and contributes to the eco-system and to the services and the mandates of the
Institute towards society. This can be achieved through innovative ideas by creating nano
enterprises with low capital and which may entail individuals or a small group of individuals
to work towards a specific product, technology or service.

241
dayalbagh educational institute

DEI
Model of Entrepreneurship

A (Transformative) Model of Entrepreneurship

Implementation of the “DEI Quantum Jugaad: Innovation and Incubation” Model helps
create a robust entrepreneurial environment within the campus with an underlying theme
of humanism, a community-based view that promotes “better worldliness” and fosters
“universal brotherhood”. The model encourages use of Jugaad and Frugal Innovation
techniques, helping ensure that the products thus created are both value-rich and affordable.
The pillars of the model are:

1. Academics
The academic curriculum provides a sound theoretical footing to the students with a
strong emphasis on imparting direct immersive experience and learning of the best
practices of the entrepreneurial community of Dayalbagh.

Mandatory core courses provide a foundation for later stage student entrepreneurial
activity.

For example, in “Agricultural Operations”, the student gets a weekly multi-hour immersion
in the community farms, toils with his/her own hands, develops an understanding of our
farm-based economy, understands resource scarcity and abundance scenarios in this
sector.

The programs are available at all levels from certificate, diploma, degrees bachelors,
masters, and doctoral. Some of the other elements, which directly support entrepreneur-
ship, are:

242
 dayalbagh educational institute

„„ Work experience-based courses, which give practical and hands-on experience to

students in the area of their interest.
„„ Skill-based programs in modular format at different levels, where a student after
finishing the program building on the skilled acquired and honed during the
program can start a nano enterprise.
„„ Special vocational and technical programs such as B. Voc., B. Tech. can be used as
a platform to take an activity such as final project to a level where an incubation
of the idea can be tested and trialed and eventually be commercialized.
„„ Industrial internship and cooperative training programs also help identifying a
relevant problem with a larger impact to the industry and the society.
As an example, in the B. Voc. courses, the student gets to study and practice the
following:
„„ Theory and Technical Knowledge relevant to the Industry
„„ Entrepreneurship and Marketing knowledge
„„ Industry Internship
„„ Couple of hours of work experience every day in a Manufacturing/ Production
Process (for example, the B. Voc. (Dairy Technology) students participate in all
aspects of production in the captive mid-scale dairy plant)
„„ Real-life exposure to processes allied with Production, such as obtaining certifi-
cation for exports.
„„ Participation in Entrepreneurial Activity, including brainstorming, ideation,
market research, etc.
The academic curriculum gets the student ready with both the theoretical knowledge
and hands-on experience to bring their entrepreneurial idea to life.

2. नैtiktha
Typically, most people view the phrase “Ethical Entrepreneur” as an oxymoron. For
long-term sustainable development and better worldliness, entrepreneurship must be
backed by ethics. Imparting knowledge about values/ ethics is easy but getting students
to imbibe these values and display these in their behavior for life, particularly in stressful
situations that an enterprise goes through is difficult.

Inculcating these life-long values in students at DEI is done in the following way:
„„ Theory
The core courses and multiple streams that instill value learning in students.
These include mandatory courses such as, Comparative Study of Religion, where
the student develops an appreciation of secular values, develops humanism and
understands the tenets of different religions.

„„ Practice, practice and more practice in a conducive environment till it becomes

second nature
Students at DEI regularly spend time in community work. Working in agricul-
tural fields gives them first-hand experience of working on the soil, in the dairy,
of participating in the process of milking and pasteurization, in the community
kitchen, of cooking and serving, in village camps, of teaching and serving the
village community, in organizing and running medical camps for the needy.

The education equips the students to recognize the dignity of labor and impacts
their interactions with society at large, enables discipline in work, whether

243
dayalbagh educational institute

physical or mental, in firming their belief in “better worldliness” and “universal

brotherhood”.

3. Passion
Passion with perseverance channelizes the student-entrepreneur’s energy and efforts
to achieve the intended objectives and helps overcome the underlying uncertainties in
entrepreneurship. This comes naturally when students are driven to make a difference.

Initially when they join the Institute, many students are still searching for their passion,
drive, interests, and what will give them fulfilment. The modular approach to education
provides horizontal and vertical mobility to students through a flexible credit system, for
students to make their choices, and then pursue their choices or switch gears and find
something else that is of greater interest.

The diverse set of students coming in from different socio-economic backgrounds and
striving to prove themselves, sets up many examples, and role models.

4. Risk-resilience
While most entrepreneurs seek funding from outside investors and venture capitalists,
the DEI model advocates a frugal, jugaad approach to problem solving, and tries to do
more with less. Because of this, the products made are affordable and well-received in
the market; their popularity ensures that no separate marketing or advertising budget is
required.

The basic philosophy is to engage students where they can contribute to the ideation
process of a business and be compensated with a modest remuneration. A new student
who enters any program can opt to join a group where an incubation activity is underway
and suitably contribute and be rewarded. In addition, DEI can support in terms of
providing access to the laboratories and other facilities, which may be necessary for
developing the idea.

In addition, DEI provides access to a large multi-city community market where students
can market their end products, get feedback, further innovate and smoothen product
edges and then launch it in other markets.

DEI also provides a large dedicated set of Alumni Entrepreneur Leaders, who are ever
ready to help the student-entrepreneurs from conceptualization to production.

5. Social Relevance
We want our students to think big and generate substantial impact and wealth. DEI’s
Entrepreneurship Model also encourages them to learn from the example of DEI itself
to take a community-based view. We attach great importance to using entrepreneurship
to bring about “better worldliness”, a moderate approach where entrepreneurs look to
profit and not to profiteer, where entrepreneurs look to use their profits for community
causes and where entrepreneurs look to solve community problems.

Preference is for these Nano and Micro enterprises that use local resources, provide
local employment embracing indigenous solutions, solutions that are not dependent
on scarce resources. These enterprises will partner with DEI Research for quicker and
economical and affordable commercialization of research.

Many incubated Nano and Micro enterprises will be mini-clusters for revival/ rejuve-
nation of traditional, artisanal, village and tribal industries providing affordable and
quality products. These enterprises will provide employment opportunities and will be
self-sustaining upfront. Some Nano enterprises will be service units, providing services
to the Institute; services being run by the students for the students and providing earning

244
 dayalbagh educational institute

opportunities to economically needy students. These services will include Institute

canteens, Institute dress-making, apparel and textiles, Institute internal technology
systems development and support.

The effort is to address the needs of the people who are deprived and underprivileged –
the lost, the least, the last, and the lowest, and cause a change in their lives.

6. Innovation
Innovation is inherent to the education at DEI, with focus on frugal innovation, where
both the cost of the innovation and the cost of the end product are kept to the minimal.
This also stems from the overall DEI thinking, where the principles of “being economical”
and “waste nothing” are deeply embedded in the working.

It relies on the concept of Jugaad that offers economical and flexible, innovative and
ingenious solution to effect a quantum transformation.

The unique features of innovation are:

„„ Keeping the idea simple
„„ Economical and flexible
„„ Minimalistic in terms of requirements
„„ Harness an interdisciplinary approach
„„ Optimal utilization of resources maintaining the desired quality
„„ Encouraging a do-it-yourself for an indigenous solution

This sums up the अंत: ç¢j.kk (AनTHA: PRERNA - Intuition) Incubation Model.

Operational Plan

The holistic approach to education in DEI promotes a culture with a conducive environment,
where the desire to be an entrepreneur may manifest itself at all levels of education and
in daily life. The operational plan includes an Institute-wide initiative to incubate in-house
nano and micro enterprises in various domains that may include education, agriculture

245
dayalbagh educational institute

and dairy, healthcare, water and air quality monitoring, renewable and clean energy, and
theology. There are three types of units proposed to begin with: Skill, Technology Business,
and Service Units. These are described below.

Vocation Skill-based Units

These are nano and micro enterprises based on the skills that are being developed through
the specializations like the vocational courses including B. Vocs. specializing in the areas of
Agriculture, Food and Beverages, Textile and Apparel, etc. These enterprises help develop
local economy and provide local employment, create mini-clusters for revival of traditional
and village industries. These enterprises further get support from various Government
Schemes.

Technology Business Units

These enterprises are for commercialization of the technology that is developed in the R&D
laboratories of DEI or for innovative ideas of students. The areas of focus are in non-renew-
able energy, renewable energy, green technology, education, health, water and waste. These
again are supported by various Government Schemes.

Service Units
These are enterprises, setup to cater to Institute Services, something in the form of, “By the
Students, For the Students”. The areas here include services for Institute canteen, Institute
uniform-making, apparel and textiles, university internal technology systems development
and support. They have minimal startup costs, are a good earning model for needy students
which is supported through a self-sustained upfront revenue model.

Current Status
DEI has set up a Quantum Jugaad Incubation Center (QJIC) that has been helping budding
entrepreneurs (students) to get their ideas assessed and in transforming these ideas into
commercially viable business models. Incubation is a common ground where the domains
of innovation and entrepreneurship intersect. The QJIC aims to adopt an inter-disciplinary
systemic approach, whereby initiatives will be institute-wide, without regard to departmental
barriers with the objective of nurturing social entrepreneurs. The QJIC at DEI has identified
six areas (SIGMA SIX Q) for enhancing the quality of life and for inclusive growth. These
areas are Agriculture and Dairy Innovation, Healthcare, Water and Air Quality Monitoring,
Renewable Energy, Education and Women Empowerment. Scaling up of QJIC at DEI will
create a virtuous cycle of job creation, university-industry collaboration, and revenues for
local businesses and for governments with tangible benefits of academic and social “impact”.
The QJIC will provide all possible assistance to promote creative thinking and an entrepre-
neurial mindset among the students to help convert socially relevant innovative ideas into
market accepted products.

Products / innovations developed

„„ Innovative agricultural methods of farming are developed for the community
farming activity.
„„ Developed a sensor network for tracking cattle and their health for a local dairy
comprising 800 cattle.
„„ Supported BSNL in customizing mobile network and extending the same to the
remote tribal Zone in the middle of the Satpura forest range in Madhya Pradesh.
„„ Developed indigenous online admission and examination system.

246
 dayalbagh educational institute

„„ Developed and deployed smart solar energy control and management system.
Now actively working on smart grid conservation and management of energy.
„„ Developed a low-cost 3-D printer. Intensive work on spreading vocational
education: online self-learning educational contents are developed in regional
languages and are widely disseminated.
„„ Solar-operated van for transportation, battery-operated carts for transportation
within the campus.
„„ Virtual Labs (www.vlab.co.in, www.vlabs.ac.in)
„„ Business Clinics

Contribution of Dayalbagh Educational Institute to Nation-

Building:
At DEI we strive to groom socially-connected and responsible citizens by synchronizing our
action plans with the agenda of national development.

a. LAB on LAND
To make students understand the abstraction of academics enclosed within the physical
boundaries of books and discipline, it is necessary to connect this abstraction with realism.
LAB on LAND is the hall mark feature of the DEI’s teaching methodology, with many such
LABS on LAND working in collaboration with community owned real-life systems. This
collaboration makes the university a part of social development, gives an opportunity to
transform a successful experiment to a real test bed and help the local community to reap
the benefits of scientific advancement. A few examples of LAB on LAND at DEI are:

Renewable Energy
DEI runs on solar power on a clear day. Nine distributed roof-top solar PV power plants,
aggregating to a total of 558.2kWp ensure uninterrupted power supply in the university
campus. This live working laboratory opens up opportunities for innovation and make solar
power a cost-effective and equitable technologies.

Dairy Technology
DEI has been awarded the Deen Dayal Upadhyay Kaushal Kendra in Dairy Technology. DEI is
collaborating with Dayalbagh Dairy having more than 600 cattle to create an understanding
on the operations and management of livestock. The Faculty is also helping the local Dairy
with implementation of scientific methods of animal husbandry. DEI has recently signed an
MoU with NDRI Karnal, to concretize efforts in this direction.

Bringing Industries to create Labs on the Campus:

For exposing students to the cutting-edge technologies and the latest technology trends, the
DEI has partnered with Yamaha motors, TVS Motors, Maruti Suzuki to develop an in-house
test bed. Through this active collaboration students of DEI are skilled on various aspects of
this trade.

Security and Surveillance Network

As part of DEI Campus Security, we undertook a project that deals with: Healthy IT
solutions that employ open interface standards to encourage interoperability, flexibility and
competition, while allowing wide broadband remote access and high levels of privacy and
security; Cloud computing offerings that furnish strong methods for knowing the physical
location and for monitoring and verifying permissions for data movement among cloud
servers. An important spinoff will be extension of the IP network to remote ICT centers
associated with existing DEI Intranet, especially those that exist in deep tribal localities of
MP and Bihar where public utilities such as mobile or internet connectivity are missing.

247
dayalbagh educational institute

Smart Villages
In a remote village, deep in the forests of Harda district in Madhya Pradesh, DEI has partnered
with BSNL to provide mobile connectivity. DEI has also created ‘karkhanas’ around the skills
and needs of this region, which have become a thriving hub of activity, giving opportunities
to men and women alike for enhancing skills and generating incomes. These centers are
connected. Now artisans and craftsmen are being trained to trade their products online.
These Smart villages are helping faculty and researchers of the campus to understand the
social interconnects, culture and lifestyle and create solutions that are tailor-made for the
community.

Biodiversity Park
Agra region is rich in its biodiversity of fauna and flora. However, the city has lost many of its
plant and animal species due to urbanization. Since the initiation of the project in December
2013, more than 1200 plants including tree and shrub species indigenous to semi-arid
region of Agra and adjoining Rajasthan have been planted. This Biodiversity Park is a living
laboratory for teaching as well as research activities and is expected to develop into a Biodi-
versity Education Centre.

Food Processing, Garment and Apparel Manufacturing

Students of B.Voc. Food Processing cater to the campus canteen and serve hygienic and
nutritious snacks to the students and staff of the campus. This living laboratory is also a
business launching pad for students. Students enrolled in the Apparel and Garment manu-
facturing course hold exhibitions and sales of their products also making products on order.

b. Rural Development and Empowering Rural Women

Educating and empowering women and making them equal economic partners is essential
for the holistic progress of the rural sector. A pilot study has embarked on a new educational
pedagogy of engaging and educating/skilling rural women: in a remote tribal Zone of
Madhya Pradesh three karkhanas (workshops) have been created with necessary infrastruc-
ture for training and production.

ATMA (Apparel and Toy Manufacturing Karkhana)

In this karkhana experienced faculty from the DEI visit and train rural women on garment
stitching and soft toy making. Rural and tribal women now regularly stitch ready-to-wear
female uniforms for DEI students. The products made while training will be marketed by DEI
and labour cost / stipend will be given to the rural / tribal learners.

ADyNaM(Agri Dairy Nano Processing of Multi-products) Foods

ADyNaM has facility for processing of the agricultural and dairy-based raw produce to make
secondary products. Women are trained on production of pickles, chutney,amla candy and
squashes. Recently, a Level-1 food testing laboratory has been setup to ensure quality control
compliance with food safety standards.

AAM (Automotive and Multiskill) Karkhana

This karkhana is aimed at developing skills in repair, maintenance of two-wheelers, tractors,
farm equipment and solar systems.

c. 3-D Printing
Rural India can focus on manufacturing in quality products that can be designed and
produced at village level with accuracy and that are aesthetically satisfying and having inter-
national acceptability. This can be achieved by3-D and 4-D printing at low-cost, affordable
by masses. This can generate employment for creating IPR and designs even from home. The
dream of realizing Rural Economic Zone to Special Economic Zones for manufacturing can
become a reality. Students of the faculty of engineering have developed a low cost indigenous
3-D printer which is a ready-to-scale-up prototype.

248
 dayalbagh educational institute

d. Intelligent Transport System

Intelligent Transportation Systems describes a world in which profound technological shifts
in advanced intelligent electric drive vehicles and transportation networks reshape the
automotive industry fulfilling consumers demand like intelligent electric and hybrid drive
vehicles which are low-cost, low-maintenance, safe, secure, reliable, rugged and eco-friendly.
DEI’s automobile department is working towards smart and energy-efficient vehicles with
inbuilt intelligence.

e. Air Quality Monitoring and Control

The Dayalbagh Educational Institute has been monitoring air pollutants and engaged in
atmospheric chemistry research over the last two decades. The Institute offers a number of
UG and PG courses related to environmental pollution and control.

f. Quantum-Nano Systems Centre

The Quantum-Nano Systems Centre is a multidisciplinary Centre set up with the objective to
train and expose students to research problems and recent developments in Quantum-Nano
Computing and promote collaboration between theoretical physicists and theoretical
computer scientists. Current research is to test the validity of the proposed Graph Theoretic
Quantum Systems Model of the Human Brain. Exploring the possibility of applying graph
theoretic modeling to the Hard Problem of Consciousness based on a quasi-crystalline
language of “primitive units of consciousness” in quantized space-time. The application of
Quantum System Modeling to develop a Theory of Many Things that spans diverse kinds of
systems, including natural systems, physical systems, abstract systems and human-activity
systems.

g. Centre for Consciousness Studies

Consciousness is the final frontier of science. Research has been undertaken in the following
major inter-disciplinary research in Experimental-Experiential Studies. Measurement of
Environmental Correlates of Consciousness. The Centre has scientifically measured the
environmental correlates of consciousness, using various techniques that include non-inva-
sive, non-intrusive, Magneto-Encephalography (MEG) using a Superconducting Quantum
Interference Device (SQUID), cooled to a temperature of less than 4 kelvin, to measure very
weak magnetic fields in a Magnetically Shielded Room (MSR). It has been demonstrated
that specific electromagnetic frequencies are produced under various conditions. This
highlights the potential for the measurement of environmental correlates corresponding to
the consciousness level of an individual or group of persons.

Strategic Plan
Some of the activities intended to scale up QJIC are:
„„ To organize university-wide competitions to promote the ideation process in the
domains of “SIGMA SIX Q” within each existing mode of education:
• Conventional Education;
• Vocational Education; and
• Electronic / Distance Education
„„ To provide mentorship to potential student entrepreneurs through industry
support.
„„ To establish an Intellectual Property Rights (IPR) and Patenting Cell within the
umbrella of the QJIC.
„„ To establish a state-of-the art in-house multiple incubation facility that will
nurture and facilitate the entire idea-to-startup activity.
„„ Rural entrepreneurs wanting to transform a frugal innovation or a skill-based
practice into a high-yield technology will be given preference.

249
dayalbagh educational institute

Proposed ideas for incubation

„„ Education (With a theme on preservation and inculcation of Culture, Values, and
Quality)
• Conservation of cultural heritage
• Learning and practising of values
• Developing sensibilities for a classless and casteless society
• Low cost education aids: for better employability and cooperation, for
nurturing innovation.
„„ Energy
Development of:
• Energy audit kits for household use
• Smart micro grids
• Green buildings
• Solar-agri farms
• Zero-energy buildings
„„ Health
• Low cost, ultra-fast urine, stool and blood test kits
• Non-invasive blood sugar measuring devices / production of low-cost
glucometers
• Low-cost devices to detect iron and calcium deficiency in women
• Mass production of herbal drinks (such as amla squash, panna and aloe vera
juice) to replace soft drinks and colas
• Recycling systems for hospital waste as an alternate source of energy
• Technology for production of low cost herbal drugs on mass scale
„„ Water
• Low cost micro-irrigation systems
• Low cost water purification systems
• Low cost recharging of ground water
• Low cost solutions for recycling and reuse of waste water
• Low cost rainwater storage reservoirs
• Detection and removal of harmful microbes, chemicals and heavy metals in
water
• Low-speed windmills to lift water
• Utilization of evapo-transpiration for water use
„„ Waste Management
• Waste disposal for energy production and use
• Recycling of expired medicines
• Local waste segregation and management
• Simple tools to do away with manual scavenging
• Local or immediate energy generation from solid degradable waste.

250
 dayalbagh educational institute

Selection for incubates

Students of the university will be inducted into the process of innovation through monthly
idea generation workshops that will be conducted by the QJIC. These workshops will also
acquaint students with essential skills of pitching, presentation and business planning. A
strict selection procedure for new incubates will have the following steps:
„„ Wide publicity will be made to invite potential ideas with commercial value.
„„ Ideas will be pre-vetted by internal committees. The training and support team of
the incubator will curate shortlisted ideas.
„„ Shortlisted incubates will submit their business plan with financial forecasting
for further review. A committee of internal and external members will review
these ideas. Proposals with sound business plans and commercial viability will
be shortlisted.
„„ Then prospective incubates will pitch their ideas before a committee comprising
internal members, representatives from industry, investors and policy makers.
Proposals shortlisted at this step will be admitted into the incubator.

Mentoring and training efforts

The Institute has a team of professional experts and also can bank on its alumni to mentor,
counsel and train incubates. Short-term and long-term training programs will be organized
to impart hands-on training. Training at DEI will be given at three phases:
„„ i. Pre-incubation stage
Ideation, pitching, feasibility analysis, business planning and financial
forecasting.
„„ ii. Incubation
Networking, branding, intellectual property, business management, fund
management, fund raising.
„„ iii. Post incubation
Marketing, exit planning, licensing

Prepare towards Life 4.0 and beyond

The mission of ‘Prepare towards Life 4.0 & beyond’ is to familiarize young people with digiti-
zation and its impact on the economy, on industry, on technology and on people’s lives. This
is not only a subject for elites but concerns people from all socio-economic sections which
is why we want to provide insights into how exciting the future of society will be. For this one
has to adapt the educational system and infrastructure accordingly.
Physical (human world): Autonomous technology (Smart Vehicles), 3-D printing to 4-D
printing, new materials, etc.
Digital (technosphere):Cloud Computing, Smart Sensors, IoT, Virtual assistants and
Intelligent agents, Big Data, New teaching/ business models, etc.
Biological (natural world): Consciousness understanding (Initiatives like: EU Brain project,
US Brain initiative)

Quantum Jugaad Solutions for meeting the UN SDGs

DEI QJIC will help meeting the UN SDGs by setting up e-networks for health: rural tele
medicine, Experiential Medical Expert System. Ultimately, QJIC innovation could boost
collaboration between emerging and advanced economies, enabling them to co-create
affordable and sustainable health solutions that benefit everyone and e-networks for
education: Experimental schools will be attached to a University Level College to provide
facilities for innovations.

251
dayalbagh educational institute

Outcomes
(Phase-I 2018-2022)
„„ Development of Entrepreneurship Lab for reverse engineering and hands-on
experience.
„„ Design and offer refresher courses to fill gaps of expertise.
„„ Enabler for education for informal entrepreneurs
„„ Enabler for admission to all including the 4Ls (“The Last, The Least, The Lowest,
and the Lost” among mankind
„„ Working on incubation themes
„„ Product / Technology / Services to be developed in numbers - 20
„„ Micro/Nano incubators to be developed in numbers - 100
„„ Student Involvement in QJIC - 1000
„„ Inter-Intrapreneurship for all through apprenticeship
„„ Offering courses on:
• Frugal Innovations
• Rural Startups
• Innovative Businesses and Breakthrough Technologies

Phase – II (2023-2027)
„„ Development of comprehensive evaluation and assessment system by measuring
impact of Quantum Jugaad - Human, Social, Intellectual, Technological, Financial,
Institutional, and Consciousness Capital.
„„ Consolidation based and possible expansion of Incubation themes
„„ Scale-up in numbers:200 Micro/Nano enterprises, Involvement of 2000 students
„„ Geo-diversification to reach all centres

Phase – III (2028-2032)

„„ Review, consolidation and expansion
„„ Every student as a potential entrepreneur
„„ Expansion of Incubation themes

252
 dayalbagh educational institute

18
DEI ICT Center Rajaborari

Central Facilities

253
dayalbagh educational institute

254
 dayalbagh educational institute

C
entral facilities are amenities which help all students, staff and visitors
to work efficiently. Since its inception, DEI has developed many
modern amenities and essential fixtures like the Central Adminis-
trative Office, Examination, Multimedia, Medical and Health Care,
Counseling and Guidance Cells, Life Long Learning and Extension,
Commutation, Games and Sports, Networking, Canteen, Parking,
Maintenance and Works Department, Placement Cell, Seminar Hall Complex and Guest
House, Surveillance and Security, Girls’ and Boys’ Hostel etc. They can be categorized into
skill units, technology business units and service units that are self-sustained and cater to
the current needs of the institute.

An underlying concept of ANTAH: PRERNA is applied in terms of innovation, social relevance,

passion, risk resilience and ethics to various stakeholders so that they can support the
mainstream functions. The institute proposes the addition of new services in the system like
Media Interaction Cell, Student Activity Cell, Industry Institute Partnership Cell, International
Affairs Office, Patent Cell and Public Relations Cell. It endeavors not only to introduce new
value-added services but also blend the two to generate need-based synergy.

Objectives of Central Facilities in Dei

„„ Provide value added services to generate synergy for improving employability
skills and entrepreneurial education.
„„ Create opportunities for students and staff to advance their knowledge and
service in contemporary domains, to meet the changing needs of the Institute
and the society at large; thereby adhering to high academic and ethical values for
uplifting the consciousness of individuals.
„„ Improve the operational efficiency via digitization of the institute to attain Sigma
Six Q based on synthesis of Values and Quality.
„„ Provide students the opportunity to serve in multidisciplinary settings, to help
them face real-life challenges and develop entrepreneurial skills.
„„ Benefit the stakeholders of the institute in terms of better worldliness, resulting in
the formulation of Homo Spiritualis.

As part of Vision 2031 a strategic plan has been formulated to ensure that Central facilities
support the Vision of the institute.

Central Facilities: Strategic Plan (2018-2032)

Facilities Phase-I (0-5 Yrs.) Phase-II (5-10 Yrs.) Phase-III (10-15 Yrs.)
CAO Implementation of Implementation of TQM Implementation of
TQM Approach in the Approach in the Accounts TQM Approach in
Examination Section. Section. the Establishment
Section.
Seminar Hall Space utilization through Use of Expenses Recovery Expansion of internal
Complex academic activities. Model services as per
requirement.
Commutation Availability of access points Establishment of Network Initiation of Bus service
for physically disabled based Travel Services, to
students and staff. be managed by Students
More eco-friendly transpor- Association.
tation.

255
dayalbagh educational institute

Cloud-based Development of a network Expansion of Parking space Construction of

Smart-Parking architecture based on Utilization of space by underground parking
system the Internet-of-Things introducing multi-story
mechanical parking facility
technology and CCTV
surveillance.
Hostel Green gas connection to all Construction of additional Construction of new
hostels rooms hostels equipped with
Hiring buildings/houses Utilization of unused open all amenities
in the neighborhood for space for outdoor and indoor
increasing accommodation games.
24-hour transport facility
New facilities Media Interaction Cell Industry Institute Partnership International Affairs
for dissem- Student Activity Center Cell Office
ination of Public Relations Cell Patent Cell
information

Core Focus of 15 Years Strategic Plan for Central

Facilities - A Glance

256
 dayalbagh educational institute

Central Administrative Office (Cao)

Dayalbagh Educational Institute has an eminent central administrative office which
comprises administrators, officers and authorities which deal with policy formulation and
govern the issues pertaining to recruitment, financing and examination. The current structure
is as follows:

Administrative Hierarchy of the Institute

All the functional departments of Central Administrative Office work together to achieve
the mission of the Institute. The functional departments are classified majorly, into three
subheads as Examination, Finance and Administration. The heads of the three functional
areas report to the Director of the Institute and further, to the President.

Games & Sports

Games and sports are an integral part of the Institute curriculum. Physical fitness is of prime
importance to bring out the best in every student.
The Institute has several play-
grounds for athletics and
outdoor games, to fulfill the
requirements of the present
strength of the Institute.
Friendly matches of the
alumni, district authorities
are also organized in the
campus. Games and Sports
in DEI are a part of its regular
course curriculum since
inception.

257
dayalbagh educational institute

The curricular aspects of Games and Sports

are as follows:

„„ The department organizes

different activities for students.
„„ Intra-faculty tournaments
„„ Inter-faculty tournaments
„„ Regular coaching for Football/
Volleyball
„„ Winter and marshal art camps for
women
„„ Games and athletic meets for
disabled (Divyang) athletes
„„ Participation in inter-university
tournaments

In DEI, sport means teaching lessons on life The curricular aspects of Games and Sports in DEI
to students, like developing a sense of responsi-
bility, self-confidence, accountability, team work and discipline; apart from ensuring physical
fitness. Games as a regular part of the syllabi of all courses, helps the students improve their
cognitive abilities such as attention, memory, decision making, creativity etc., and brings the
students together to create a sense of belongingness, leading to a cohesive community.

Seminar Hall Complex & Guest House

For the smooth organization of educational activities like organization of Seminars,
Conferences, Faculty Development Programmes (FDPs), Management Development
Programmes (MDPs), meetings etc. at a large scale, DEI established a well-equipped seminar
hall in the year 2013 with all modern amenities. It is used for organizing academic and
extra-curricular events, besides boarding and lodging the invitees, guests and delegates.

The Complex provides food to the guests staying in the campus also. Currently, it has a seating
capacity of 400 people. It is equipped with facilities like multimedia and video conferencing,
solar power supply, CCTV, Wi-Fi connection, dining hall, reception, workers’ quarters, office
store etc. to support the organizing of national and international events.

Girls’ and Boys’ Hostel

Dayalbagh Educational Institute has four hostels currently: two each, for boys and girls. Each
of these hostels can accommodate about 200 students. The hostel provides basic facilities
to students like a mess, a reading room with internet, library, areas for in-door and outdoor

258
 dayalbagh educational institute

games and medical facilities. Students from all over India come and stay here to pursue their
education.
The hostel promotes a simple, disciplined and studious life, in harmony with other inmates.
Students are recommended for hostel admission on the basis of merit and availability of
seats, but admission to the Institute does not guarantee a seat in the hostel. Only vegetarian
food is served in the hostel. Alcohol, drugs and other intoxicants are strictly prohibited in the
campus. Currently, the hostels are equipped with amenities like: a dining and serving area,
solar cooking, internet facility, library and reading room, telecom, visiting doctors etc.
The hostel accommodation provides a spiritual atmosphere with a close view of nature, and
nutritious food to lead the students towards Simple Living and High Thinking. The hostel
culture inculcates Better Worldliness in students through a blend of ethical values for evolving
super human beings.

Medical and Health Care

Dayalbagh Educational Institute has
a community hospital where the
students and staff of the Institute
are attended by the Medical Officers
of the Saran Ashram Hospital,
Dayalbagh, and are administered
treatment for ordinary ailments
without charges.
The Hospital has provisions for
pathological testing, diathermy, ECG
etc., on payment basis. The Institute
provides facilities like AYUSH and
Paramedical services, where the
students are imparted formal training
in treating the injured and sick. The Institute organizes medical camps for providing health
services to the nearby rural community, with the help of voluntary support from the medical
staff of the Institute.

Counseling and Guidance Cell

Dayalbagh Educational Institute has a Psychological Clinic in the department of Psychology.
The clinic can provide Psychological assistance to those who stand in need of its services
and help; in terms of Diagnostic testing, Counseling and Therapies. The Department of
Psychology is providing different services to the community through the clinic viz.,
„„ Psychological testing for diagnosis: intelligence, aptitude, creativity, personality,
motives, anxiety, stress, depression, life style, interests and entrepreneurial talent
etc.
„„ Measurement of Emotions: galvanic skin response, electroencephalogram, EMG,
blood pressure, pulse, temperature, respiration
„„ Therapy for Stress Management: Jacobson’s Progressive Muscular Relaxation
therapy, Cognitive Restructuring Therapy, Behavior Modification
„„ Counseling: Student and career counseling, family counseling, marital
counseling, counseling for adolescent problems, geriatric counseling etc.
„„ Meditation: Intervention through OM Chanting, Yoga etc.

259
dayalbagh educational institute

Life Long Learning And Extension (LLLE)

The Department of Life Long Learning and Extension was reinstated in 2009 by the governing
body of the Institute. Currently, it is organizing Life Long Learning Activities in accordance
with the XI Plan Guidelines of the UGC. The Department aims at empowering individuals for
betterment of the masses. Activities are being organized by the department for achieving the
following objectives:
„„ To make available a comprehensive range of appropriate and effective opportu-
nities for life-long learning to the participants
„„ To raise opportunities for self-employment and economic independence.
„„ To generate awareness towards environmental protection & conservation,
national integration, healthy living conditions, small family norms, gender
equality, social evils and career consciousness. Extension activities such as
awareness campaigns, exhibitions, discussions, lectures, projects, seminars,
teaching and training programmes etc. are organized by them to improve
the living conditions of the participants and inculcate a sense of self-reliance,
economic independence and empowerment.

National Service Scheme (NSS)

National Service Scheme (NSS) was started in the Institute in 1969. The silent and sustained
social work through innovative and government directed programs, regular NSS activities
and seven-day special camps of NSS have always been remarkable and highly appreciated by
government officials, medical practitioners, social activists, scientists, dignitaries of NGOs,
ministers from the State, ministry of HRD and visitors from abroad. Some programmes
organized in the Institute under NSS are:
„„ Organization of Free Medical and
Assistance Camps (FMAC) on fortnightly
basis is an innovative program of the
Institute. These camps aim at providing
a comprehensive package of health,
awareness and assistance to people
including children, youth, and women of
nearby rural areas.
„„ The NSS wing of the Institute organizes
programs directed by NSS Regional
Directorate, MHRD, UGC, AICTE and NSS Camp
various authorities of the State Government
regularly. These programs include celebrating the International Yoga Day, Digital
Financial Literacy Campaign, Swachh Bharat Mission Programs etc.

Commutation
The Institute provides services for commutation to students, staff and visitors. Many
eco-friendly (e-Rickshaw) vehicles are available in the campus having
enormous potential to reduce the carbon foot-print. Such vehicles
are relatively lightweight, presentable, and can be operated easily,
even by students. These vehicles are recognized as comfortable and
economic modes of transport. Petrol/diesel vehicles are not allowed
in the campus for environmental safety. Commutation services are
also being offered to the neighboring community by DEI.
e-rickshaw

260
 dayalbagh educational institute

Girls And Boys Canteen (Mobile Canteen & NRSC)

The Institute runs kiosk facilities at different locations, to provide brunch packs (vegetarian)
to students, particularly the day scholars. The students of the institute (B.Voc., Dairy
Technology) offer Chaach, low fat milk, butter, srikhand, flavored curd,
basundi, chocolates etc. at no profit, no loss basis; maintaining high
quality and hygiene. The Institute owns a Mobile Canteen for providing
small meals to the students and staff at different places in the campus.
The canteen facility focuses on skill-based training of the students and
serves the concept of ‘earn-while-you-learn’.

Maintenance And Works Department

DEI has its own Maintenance and Works Department. Both the
departments possess three sections viz. Electronics, Mechanical, and
Glass Blowing. These centers undertake repair, maintenance, design
fabrication and up gradation work for the entire Institute. These centers
also offer training programmes on Computer and Peripherals and
Basic Scientific Glass Blowing to the students and staff through regular
short-term courses and advanced work experience courses. Presently,
a virtual instrumentation facility is also being developed at the centers.
Canteen Services

Parking
The institute has two slots for parking bicycles, two wheelers and four wheelers. One parking
area is inside the campus, near the administrative block, while the other parking area is
situated in the adjacent space, outside the campus. The parking ensures safe and secured
lodging of vehicles belonging to students and staff. The vehicles are housed systematically by
the parking in charge, who is employed on contractual basis.

Surveillance & Security

The DEI Security Lab was created in Dec 2013 in
response to situations prevailing in the country in
general and directions from the UGC, viz:
„„ UGC directive on campus security measures
for women, girls, 2013
„„ UGC Guidelines on safety of students on and
off campuses of higher educational institutions, 2014
This Lab operates in an Open Lab format where
DEI Security Lab professors and scholars build, operate & maintain
the technology needed for campus security surveillance. It provides an ideal platform for
pursuing R&D in video surveillance, access control, and analytics. DEI Security Lab is coor-
dinating with Dayalbagh as part of its social responsibility initiatives, in organizing a security
surveillance network.

Future Plans
DEI proposes the expansion of existing central facilities in a phased manner, keeping in view
the proposed increase in strength of students in the next 15 years - (0-5 Years: 16,000), (5-10
Years: 23,000) and (10-15 Years: 30,000). The fortification of existing facilities will enable
individuals and the institute to move towards technological innovation, optimization of
resources, skill development, quality management and super consciousness.

261
dayalbagh educational institute

Fortification of Existing Facilities for Integration of Value

Education
The core focus of the future is realizing the concept of Super Connectivity, Super Intelligence,
Super Human Being, Sigma Six Q, Super Sensitivity and Super Consciousness by fortifica-
tion of existing facilities and facilitating value-based education.

The action plan aims to extend and improve the services of the following central facilities in
the Institute:

Central Administrative Office (CAO)

Continuous improvement is proposed in the services of the Central Administrative Office
(CAO) of the Institute by implementing Total Quality Management (TQM) approach in its
processes.

Phases Central Administrative Office (CAO)

Phase-1 (0-5 Yrs.) Implementation of TQM Approach in
Examination Section

Phase-2 (5-10 Yrs.) Implementation of TQM Approach in Accounts

Section

Phase-3 (10-15 Yrs.) Implementation of TQM Approach in Estab-

lishment Section

Phase-wise Action Plan for CAO

PLAN
-Documents submission by beneficiary
-Proper Encoding
- Proof of document submission

TQM Approach Execuon

Acon for
Time Management -Fast processing of documents
Final transfer of And Quality -Fixed me of processing
decision to the Improvement -Proper two-way communicaon
beneficiary -Facilies for in person and
Online status enquiry
-Transparent processing
Monitoring
-Fast processing of documents
-Inmaon of correcon
-Timely transference of
informaon
-Fast processing of corrected
documents

TQM Approach for Time and Quality Improvement

262
 dayalbagh educational institute

Seminar Hall Complex & Guest House

The Institute proposes a model for enriching the services of the Seminar Hall Complex and
Guest House, based on the principles of space utilization, expansion of services and expense
recovery in a phase-wise manner.

Phases Seminar Hall Complex

Phase-1 (0-5 Yrs.) Space utilization by organizing in-house
exhibitions, display of items, short term
courses, alumni meets etc.

Phase-2 (5-10 Yrs.) Expense Recovery Model for academic

institutes

Phase-3 (10-15 Yrs.) Quality Improvement in line with the proposed

expansion plan for infrastructure

Phase-wise Action Plan for Seminar Hall Complex

Seminar Hall Complex and Guest House

Optimum utilization of space

and expenses recovery model Organizaon of in-house Exhibions,
display of items, short term courses,
and Alumni Meet etc.

Space
Community and Neighborhood
Ulizaon services by Psychological
Counseling Cell, Grievance Cell,
Career Counseling, and Compeve
Coaching center etc.

Expansion of •House Keeping

•Accounts and Billing
SSeminar
eminar H
Hall
all Services •Cleanliness and Gardening
•Maintenance and Worker’s
Quarters

Expenses Recovery Can be rendered to external

academic instuons at nominal
charges to conduct different
academic acvies with applied
terms and condions.

Model of Optimum Space Utilization and Expense Recovery for Seminar Hall Complex & Guest House

The figure above, shows a model based on economical and optimum utilization of resources
while providing the best of services to all the stakeholders.

Games & Sports

It is proposed to have a greater involvement of the students’ community in organizing games
and sports in the Institute leading to cost effectiveness, skill development, and growth of
decision-making aptitude in students. The following table shows the phase wise plan of
enhancing facilities for Games and Sports in DEI in the next 15 years to support Institute
vision 2013, towards the attainment of Super Consciousness.

263
dayalbagh educational institute

Phases Games and Sports

Phase-1 (0-5 Yrs.) • Provision of flexibility in examination for
outstanding performers in national level
sports
• Assistance in coaching by PG and senior
students
• Voluntary service as referees and
sponsorship of sports kits by alumni
• Establishment of a well-equipped
gymnasium

Phase-2 (5-10 Yrs.) • Establishment of a yoga center, martial arts

center and a Taekwondo center
• Establishment of a badminton court, table
tennis hall and a room for the promotion
of indoor games, particularly for specially
abled students

Phase-3 (10-15 Yrs.) • Establishment of a stadium for conducting

national tournaments

Phase-wise Action Plan for Seminar Hall Complex

Model for involvement of Students and Alumni

in organizing Games and Sports in the Institute

264
 dayalbagh educational institute

Girls’ and Boys’ Hostel

The plan of action for improving and expanding the facilities of the existing Girls’ and Boys’
Hostel, are as follows:

Phases Girls and Boys Hostel

Phase-1 (0-5 Yrs.) • Construction of a common reading room with at
least 10 PCs, and a library for boarders
• Green Gas connection in all hostels
• Permanent mess staff in all hostels (approx. 04
in each)
• Hire neighboring buildings / houses on rent for
increasing accommodation

Phase-2 (5-10 Yrs.) • Construction of additional rooms in all the

existing hostels (approx. 05 rooms with dual
capacity) annually, with sufficient beds to
accommodate additional students
• Utilization of unused space for outdoor and
indoor games by constructing Table Tennis,
Badminton and Basket Ball courts etc.
• 24 hour transport facility to meet emergencies
• Website enabled Residence Advisory Service
(RAS) Cells (to provide information about rooms
available at nearby places)

Phase-3 (10-15 Yrs.) • Construction of a new hostel for both girls and
boys to accommodate an additional strength of
200 students each

Phase wise Action Plan for Girls’ and Boys’ Hostel

Proposed Model for Enrichment of Hostel Facilities

265
dayalbagh educational institute

Medical and Health Care

Phases Medical and Health Centre

Phase-1 (0-5 Yrs.) • Establishment of a health centre with
Paramedics, AYUSH and Saran Ashram
Hospital (SAH) representatives in the staff
• Preparation of faculty level MIS
• Coordination with SAH
• Acquire an ambulance

Phase-2 (5-10 Yrs.) • Resource management with co-ordination

of Institute Drama Society (Charity shows)
• Organize transport for easy and quick pick
up of patients

Phase-3 (10-15 Yrs.) • Tie-up with multispecialty hospitals

• Transport Network for emergency service

Phase wise Action Plan for Medical and Health Care

Model Proposed for Establishing a Medical and Health Centre in the Institute

266
 dayalbagh educational institute

Counseling and Guidance Centre

Phases Counselling and Guidance Center

Phase-1 (0-5 Yrs.) • Launch a counselling and guidance center with the
help of faculty and students
• Strengthening of the cell (above) by starting a course
specialized in guidance, counselling and clinical
psychology
• Utilizing the services of skilled students by giving them
opportunities for entrepreneurship, involving psycho-
metric assessments, awareness programs etc.

Phase-2 (5-10 Yrs.) • Liaising with interdisciplinary centers like a I-C-N-C

Tall, AYUSH, Saran Ashram Hospital and different
NGOs for training and placement
• Expanding the use of advanced psychometrics in the
areas of neurocognitive and clinical psychology
• Tele-counselling, involving clinically skilled students on
hourly payment
• Establishment of daycare centers

Phase-3 (10-15 Yrs.) • Collaboration with psychiatric asylum and AYUSH for
rehabilitation

Phase Wise Action Plan for Counseling and Guidance Centre

Model Proposed for establishing a Counseling and Guidance Cell

267
dayalbagh educational institute

Inside and Outside Commutation

Phases Inside and outside commutation

Phase-1 (0-5 Yrs.) • Availability of access points for specially
abled students and staff
• Availability of eco-friendly transportation
system for:
- Visitors like examiners and experts
- Medical assistance, linking the faculty
first aid to medical centre /SAH and
further, the multispecialty hospitals

Phase-2 (5-10 Yrs.) • Network based travel services run by

students association, for providing
employment to students and conveyance
facility to staff

Phase-3 (10-15 Yrs.) • Availability of bus service:

- For local students and staff
- For excursion studies and industrial visits

Phase wise Action Plan for Commutation

Model proposed for establishing Network based Travel Services

268
 dayalbagh educational institute

Canteen Facilities (Girls and Boys)

Phases Girls and Boys Canteen Campus Canteen and

Mini Restaurant
Phase-1 (0-5 Yrs.) • Setting up a Canteen Committee with • Setting up B.VOC (Food Processing)
student representation Enterprises
• Daily segregation and measurement • Daily segregation and measurement
of waste with disposal to Gaushala of waste with disposal to Gaushala
• Improving and benchmarking hygiene • Concept of Today’s Special (mini
• Self-service model in serving food meal/ sprouts / fruit cocktails /
• Student participation in cleanliness beverages/ low calorie foods)
drives, once a week • Introduction of cashless, meal
voucher based canteens
• Improving and benchmarking hygiene

Phase-2 (5-10 Yrs.) • Involvement of local community for • Enhancement of canteen facilities
utilizing semi-finished food (dough, (Microwave/ freezer, hot-water
chopped vegetables, buttermilk, casseroles)
pickles etc.) • Putting CCTV in Canteen for surveil-
• Enhancement of the canteen facilities lance
(Green gas, deep freezer, dishwasher,
hot- water casseroles)

Phase-3 (10-15 Yrs.) • Outsourcing canteen services through • Introduction of mobile canteens
alumni assistance

Phase Wise Action Plan for the Canteen Facility in the Institute

Model proposed for improving the Canteen Facility in the Institute

269
dayalbagh educational institute

Parking Facility

Phases Cloud based Smart Parking System

Phase-1 (0-5 Yrs.) • Development of network architecture based on the
Internet-of-things technology to increase the efficiency
of the current parking system and minimize the user
wait time
• Design of ‘Online Registration Forms’
• Issue of parking and permit cards to staff, students
and visitors
• Installation of CCTV cameras

Phase-2 (5-10 Yrs.) • Expansion of parking space

• Optimum space utilization by introducing multi-level,
mechanical parking facility

Phase-3 (10-15 Yrs.) • Construction of underground parking

Phase wise Action Plan for establishing Cloud-based Smart parking

Model proposed for establishing Cloud based Parking in the Institute

Evolvement of Additional Facilities for Dissemination of

Information
Media Interaction Cell
The need of the hour is to have a premium media center to deal with the rapid pace of growth
in knowledge and skills, changing attitudes and scientific advancement, keeping pace with
the frequent paradigm shifts in this dynamic world. In this context, Dayalbagh Educational
Institute proposes to establish a media cell (print & electronic media) which will be managed
by staff and student representatives of different faculties. The prime objective of the media

270
 dayalbagh educational institute

cell would be facilitating communication with the external world, notably the corporate and
academic / social institutions, network communities and the government.

Model proposed for Media Interaction Cell

Student-Activity Cell
It would be a center where the students would congregate to conduct meetings, discussions
and functions pertaining to academic, cultural, political and other creative activities along
with the business of clubs and societies. It would host events and meetings regularly, to
promote the spirit of team work, cultural harmony, independent thinking and introspection.
This would allow the students to weave a pattern of life which would equip them to stand
up to the many pressures of community living, train them in making useful inferences in
everyday situations, help them derive an insight into their personal relationships and arouse
in them a sensibility of aesthetic experience, permeating the feeling of universal brotherhood.

International Affairs Cell

Dayalbagh Educational Institute aims to enhance its participation in international activities
by developing a full-fledged strategic cell to address the academic and non-academic needs
of the Institute in this regard. The cell will look after promoting and strengthening academic
collaborations through invited lectures, technical interactions, joint academic and research
projects with foreign faculty, student’s internships in foreign universities, interaction with
foreign industries, etc. The cell will assist in identifying competent resources and help
in networking, facilitate the formulation and execution of MoUs between DEI and other
institutes, etc. It will also assist in completing all the formalities and proceedings of various
international ranking agencies and maintain much-needed records pertaining to the same.

Patent Cell
DEI would soon have an IPR cell that would work primarily, in the direction of formulation
and preservation of knowledge created by the members of the Institute. It will help the staff
in understanding the legal issues involved in the development of knowledge assets and
study their impact on society. IPR Cell will also ensure the modification and up-gradation of
the existing patents; copyrights etc. to meet the industry requirements, besides assisting in
identifying commercial partners. The cell will act as a mentor for development of intellectual
assets and remove the hurdles involved, therein. Further, the IPR cell may market products
along with commercial partners.

271
dayalbagh educational institute

Industry Institute Partnership Cell (IIPC)

The Industry Institute Partnership Cell will be a potential benefactor for the students because
of its student centric activities. It would enhance their skill sets and support the learner
community by promoting industry-academia interaction within the campus, off campus and
offshore campus.

The objectives of IIPC are:

„„ To cultivate an Industry-Institute connect
„„ To augment the skill set for creating super intelligence
„„ To facilitate industrial training, internship programs, and study tour programs
for students
„„ To arrange for consultancy/ training services using institutional expertise, for
other stakeholders towards resource generation and brand equity development
„„ To engage with the industry for supporting academic activities through corporate
social responsibility programs.

Public Relation Cell

Dayalbagh Educational Institute intends to have a public relation cell which will engage with
the Information Cell as well as the Media and Publicity Centre in the campus, off campus and
off shore campus, for disseminating information towards better decision making, leading
to effective functioning of the Institute. The cell will work for enhancing the brand image
of the institute. The cell will be responsible for answering media queries, sending out press
invitations and press releases on a regular basis, besides organizing press conferences and
interviews with faculty, students or the institute’s functionaries, as and when required. The PR
cell will also correspond with national and international visitors and delegations, including
heads of states, members of parliament, corporate honchos and other special guests. The
said office would be the single point of contact for any media personnel interested in learning
about the institute.

Model proposed for establishing a Public Relation Cell

Extension of Central Facilities for offshore campuses

Dayalbagh Educational Institute proposes to have a decentralized education system to enable
the students stay connected with the mainstream while residing at their native place. In this
context, the role which central facilities can play will be of prime importance.

272
 dayalbagh educational institute

Benefits of Distance and Information & Communication Technology (ICT) Centers

„„ Students living in remote areas will be able to access education at DEI via Skype
and Information Communication Technology while staying at their native place.
It will benefit the students of rural areas greatly because they will be able to
contribute to their family business /agriculture etc. along with their studies. It
will reduce the cost of education as well.
„„ Guest Lectures can be arranged offline as well as online, by offshore experts. Off
campus students can benefit from them.
„„ The counseling cell of DEI will be able to render psychological advice to the off
campus and off shore students in virtual mode.
„„ The public relation cell will be able to coordinate the students and staff of the
institute virtually.

The central facilities of DEI meet the needs of the Institute, at present. For working towards
the goal of Homo Spiritualis, a needs-based approach has been adopted in all aspects of
growth. Enhancement to existing and additional facilities has been planned carefully. An
implementation plan is already in place. This will help the Institute to grow further and
achieve its mission of leading the Homo Sapiens to Homo Consciousness, and ultimately,
Homo Spiritualis. By enriching and strengthening the central facilities, the institute renews
its commitment to provide services to the community at large, upholding the physical, mental
and spiritual wellbeing of an individual.

273
dayalbagh educational institute

274
 dayalbagh educational institute

19
DEI ICT Center Rajaborari

Student Amenities

275
dayalbagh educational institute

276
 dayalbagh educational institute

Education for All-Round Development

Education at DEI is broad based, integrated and inter-disciplinary; where students not only
learn crafts and industrial techniques, but also, tilling & toiling with their own hands. The
manifold ways of learning and diverse activities performed by students are supported by
various amenities for seamless and effective learning.

Work Experience Courses

CSR Iniaves
Research
DEI encourages students to acvely engage in the
Sports and Games acvies which are generally designed to Inculcate in
them the qualies of Super Human Being to achieve
Fine Arts Beer Worldliness
STUDENT ACTIVITIES

‘Adhyan Seva Aur Vayaam’

Music & Dramacs
AMENITIES FOR STUDENTS
CAMPS
i-c-n-c Tall ,Recreation Centre, Music Centre,
Earn while you learn schemes,
Literary Acvity entrepreneurship Cell, Quantum Jugaad,
Present International School on Quantum & Nano
Naonal Events Computing System & Application, Agricultural
Farms & Dairy, Sports Grounds.

Consciousness Studies Student’s activity centre, Hobby Club, Library

Hubs, Kiosks, Tinkering Labs, Amphitheatre Study
loans, S wachh Bharat Amenities ,Music & Drama
Socio Cultural Celebraons Future Theatres, Psychological scale for measuring
behaviour Counseling & Meditation Centre's,
Incubation Centers to support earn while you
Environment Awareness learn, Sports facilities & Stadium.

Agriculture Operaons Innovave System of Educaon that is the

Hallmark of Values in the Educaonal System of
Quantum Jugaad DEI

Student Activities and Amenities

The following content highlights various amenities provided to students for their development.

Work Experience courses

Practical training is provided to students in operational expertise, related to one of their major
subjects. The objective is to create willingness and capacity to work with one’s own hands,
develop active skills and foster a spirit of self-reliance in the students.
„„ Values inculcated: Creativity and self-reliance
„„ Present amenities: Workshops and Labs on Land.
„„ Future amenities: Computers, sitting areas, well equipped workshops and labo-
ratories, prototype development facilities, commercial knowhow, commercial
and service establishments for field experience, etc.

277
dayalbagh educational institute

Work Experience Labs

Sports and games

These include all outdoor and indoor games and athletics. Compulsory sport activities are
held for all undergraduate classes.
„„ Values inculcated: Team spirit, justice, co-operation and leadership.
„„ Present amenities: DEI has multiple courts for both, boys and girls, where they
can play badminton, tennis, lawn tennis, basketball and volleyball. The main
campus has three outdoor pitches.
„„ Future amenities: Gymnasiums, indoor courts, outdoor courts, outdoor pitches,
athletics tracks, stadiums and full-time staff.

Student competitions

Agriculture & Dairy

The Dairy at Dayalbagh serves as a vehicle for live, experiential observations and skill
development for students of dairy technology. The dairy products made by students are being
exported as well, for example, to USA. Unnat Bharat, field work and community service are
three main aspects of this activity. This initiative helps create an awareness of agricultural
processes and rural realities in students, particularly those from purely urban background.
„„ Values inculcated: Dignity of labour
„„ Present amenities: Agricultural farms for field experience and Labs on Land
„„ Future amenities: Facilities to reach out to remote areas and contribute to their
social uplift.

Agricultural activities

278
 dayalbagh educational institute

Music, dance and theatre

Drama and the performing arts serve as means to channelize the creativity in students.
This nurtures a high level of self-reliance, confidence, maturity and leadership qualities in
students, along with a spirit of team work. Several cultural activities are performed in DEI
such as: the Drama Fest - English & Hindi (Inter school and university), youth festivals, music
fests -instrumental and vocal, etc.
„„ Values inculcated: Temperance
„„ Present Amenities: Department of Music
„„ Future Amenities: Student activity centre, Theatre and cultural activity clubs.

Music, Theatre & Dance activities

Literary activities
Literary activities have a very significant role in the Educational Policy of DEI. These activities
are a gateway to the world’s cumulative knowledge. The following are a part of the curriculum:
GK, current affairs, youth parliament, student magazines/ newsletters, radio jockeying,
debates, poem-recitations, kavi sammelans and celebration of Rashtra Bhasha Diwas.
„„ Values inculcated: Humility, simple living, selfless service and sacrifice.
„„ Present Amenities: Seminar Hall and Convocation Hall.
„„ Future Amenities: Large Halls, online library facilities and a hobby club.

Youth Parliament - National Winners

Environmental awareness
DEI has an eco-friendly campus - it is completely solar powered, tobacco free, liquor free
and vegetarian; enforces an absolute ban on the use of plastic carry-bags within the campus;

279
dayalbagh educational institute

undertakes rain water harvesting, solar energy management and solid waste management,
besides other eco-friendly initiatives. Students are encouraged to become volunteers of an
NGO, SPHEEHA (Society for Preservation of Healthy Environment and Ecology and Heritage
of Agra) and participate in its initiatives towards ecological conservation.
„„ Values inculcated: Civic Sense, selfless service to society, humility, a spirit of
cooperation and last but not the least, dignity of labour.
„„ Present amenities: NSS and SPHEEHA
„„ Future amenities: Environment friendly technologies, tools and implements

Sigma Six Q

Tree Plantation by students

Quantum Jugaad
The innovative skilling initiative in Dayalbagh Educational Institution is based “Quantum
Jugaad”, a philosophy articulated by Most Revered Prof. Prem Saran Satsangi, Chairman,
Advisory Committee on Education. Following this precept, students participate in the entre-
preneurial centre, dairy and student canteen to earn while they learn.
„„ Values inculcated: Innovation, the ability to work with one’s own hands, creativity
and discipline.
„„ Present amenities: Entrepreneurship Cell, Quantum Jugaad, Quantum & Nano
Computing System Centre.
„„ Future amenities: Kaushal Kendras, technology business units.

Souvenir shop at DEI, run by students

National events and camps

Few amongst the many events and camps organized at DEI are the Independence Day,
Republic Day, National Unity Day, Sadbhawna Diwas; and camps for NSS, Scout and Girl
Guides, NCC and Winter Break.

„„ Values inculcated: Loyalty, team work, leadership, humility, discipline, courage,

selfless service to society.
„„ Present amenities: Sports Grounds.
„„ Future amenities: Enhancement of Outdoor and Indoor Sports Grounds.

280
 dayalbagh educational institute

Republic Day Parade

Research
Facilities are provided to students for developing their faculties of thinking, analysis and
reasoning.
„„ Values inculcated: Analytical skills, experimentation and reasoning.
„„ Present amenities: Paritantra, National System Conference, Qansas, Seminar and
group discussions (SGD), projects, labs, software and Sci-High fest.
„„ Future amenities: As per the research plan.

Consciousness studies
DEI has established the Centre for Consciousness Studies which involves researchers from
different knowledge verticals and cross-sections; including Botany, Zoology, Chemistry,
Physics and Computer Science, Mathematics, Psychology, Management, Languages (English
/ Hindi / Sanskrit), Theology, Commerce, Education, Engineering and Medical Sciences. The
Centre organizes workshops and lecture series, manages a centre-website, issues journals
and conducts research on theory, practice and education of consciousness.
„„ Values inculcated: Higher order wisdom, spiritual education: Apara Vidya to
Para Vidya.
„„ Present amenities: Magnetically shielded room (MSR) with MEG apparatus
„„ Future amenities: Enhancement of aforesaid technologies.

Cultural education
The aim of cultural education is to ingrain religious tolerance, humanism and secularism
in today’s world of discord, fear and suspicion. This includes the study of different religions
like Buddhism, Christianity, Hinduism, Islam, Jainism, Judaism, Sant Mat and other modern
religious movements.

Cultural Heritage

„„ Values inculcated: Development of a feeling of Fatherhood of God and

Brotherhood of Man, respect for other religions, tolerance, communal harmony
and humility.
„„ Present amenities: Core course for all the undergraduates.
„„ Future amenities: Video / audio presentations to explain the concepts related to
India’s heritage and its preservation.

281
dayalbagh educational institute

Strategic Plan for Student Amenities

282
 dayalbagh educational institute

20
DEI ICT Center Rajaborari

Industry-Institute
Partnerships

283
dayalbagh educational institute

284
 dayalbagh educational institute

I
ndustrial training has been one of the key objectives of DEI’s education policy,
since inception. In the same year that classes were started in REI (Radhasoami
Educational Institute) i.e.1917, Model Industries made humble beginnings
in Dayalbagh. In a note dated May 5, 1916, Sir Anand Sarup, the Founder of
Dayalbagh recorded the object of starting the REI and Workshops as, “... to afford
facilities to boys for receiving both mental education and manual training.”

A Technical School was opened in 1927 to provide good mechanics, technicians and
engineers to the nation. The Technical School had 4-year certificate programs in Electrical
and Mechanical Engineering and a 2-year certificate program in Automobile Engineering.
Students of the Technical School took great interest in creating gadgets under the guidance
of their teachers. In 1928, one student created a sound box, and another made a photo-
graphic camera.

Meanwhile, the industries continued to grow in Dayalbagh and by the end of May 1942,
products manufactured in Dayalbagh (in the preceding year) amounted to over Rupees One
Crore. By March 1945, there were 34 limited companies working inside and outside Dayalbagh.
By this time, a number of schools and colleges had been established, especially in remote
areas, for women and children from the deprived sections of the society. Thus, a strong educa-
tion-cum-industrial base was established in Dayalbagh, much before independence.

The administrative policies of DEI have been progressive since the beginning. A hundred
years ago, in 1917, a co-educational school was established for classes IV to VIII under REI,
much ahead of its times.

Today, emphasis is laid in DEI on earning one’s livelihood with honest means. Hence,
vocational education and training are considered extremely important. Institutions affiliated
to DEI impart value-based quality education at an affordable cost along with all-round
development of its students, which is of paramount importance to meet the needs of the
contemporary society.

Scope of Education in DEI

Technical Education in Dei
The DEI Technical College (established in 1930), the erstwhile DEI Engineering College
(established in 1950) and now the Faculty of Engineering (1981), and DEI Women’s
Polytechnic (established in 2005) comprise the pillars of technical education at DEI.

Industry Best Practices in DEI

DEI shares many similar best practices with the industry. These include quality, relevance,
good management, progressive outlook, goal of high success rate, consolidation of
meaningful partnerships, professionalism, consistency, ethics, vision, optimal utilization of
resources, performance, commitment, clarity, cultural cohesiveness, creativity, ingenuity,
innovation, and team effort. The thought process in DEI is the same as that of the industry
– to provide quality with economy. Jugaad (flexible and frugal approach to finding low cost
solutions to problems) plays an important role in this.

DEI believes in shared responsibility and accountability to bring out the best in others.
Hence, decentralization has been adopted to take education to the doorstep of the learner.
This has resulted in many Off-Campuses being developed at Delhi, Melathiruvenkatanatha-
puram, Timarni, Bengaluru, Murar, and Amritsar. These centers save the learner from the
agony of traveling to far off places for education, while helping the industry pick up local
talent which is more suited to their work environment due to vernacular and other forms of
compatibility.

285
dayalbagh educational institute

Considering the mutual benefits that accrue to both — the Institute and the Industry, DEI
plans to engage around 15% of its faculty positions from the Industry. Thus, DEI students will
gain from the experience of industry professionals and at the same time, the industry shall
get access to the academic and research facilities available in the Institute.

In order to keep pace with the industrial requirements, DEI holds Curriculum Development
Workshops in which industry professionals are invited so that their feedback is readily
available, and courses are modified accordingly. Such changes are duly approved by the
statutory bodies of the Institute.

A Business Advisory Clinic (BAC) functions from DEI to advise MSME’s and new entrepre-
neurs in starting and managing their businesses. Thus, BAC promotes entrepreneurship.
Further, by developing case studies and discussing them in the classroom, students of
management are given exposure to real life situations facing Indian MSMEs.

Make in India
DEI students have applied frugal innovation to showcase modern technology, in the spirit of
Make in India. Development of low cost 3D printer and autonomous car are an example of
student enterprise.

Low cost 3D Printer developed by DEI students

Smart driver-less e-vehicle made by DEI students

Research and Development

DEI’s Center for Consciousness Studies undertakes cutting edge research in the field of
advanced consciousness and studies the effects of meditation on brain functions with the
help of latest equipment such as fMRI and SQUID devices. Besides, DEI collaborates with
other Institutions across the world to undertake socially relevant projects, as detailed in
Annexure.

286
 dayalbagh educational institute

Memoranda of Understanding
Various departments of DEI have entered into Memoranda of Understanding with industry
giants, PSUs and R&D Centers, Departments of Ministries, NGOs, and others for mutual
exchange and development of expertise in their respective fields, enhancement of training
facilities, design and testing of systems, introduction of new programs and initiatives,
placement of students, genesis of entrepreneurs and so on & so forth. A brief overview of
some of these initiatives is given in Annexure.

MoUs, collaborations and industry partnerships in numbers

287
dayalbagh educational institute

Nation-wide outreach of MoUs, collaborations and partnerships of DEI

Nation-wide outreach of MoUs, collaborations and partnerships of DEI

288
 dayalbagh educational institute

MoUs and Collaborations: Existing status and future projections

2018- 2023- 2028-
Category 2017
22 27 32
National 52 100 150 200
International 11 20 30 40
Industrial partnerships 8 15 25 40
Research collaborations 44 60 75 100

DEI intends to augment its collaborations with industry and organizations of repute in the
next 15 years through its alumni.

Role of Industry in Manpower Development

Industries have their best interests at heart in the development of manpower at educational
institutes. It provides the industry with a platform for training manpower according to
its requirements to produce role-ready workers, engineers, and managers who need not
undergo expensive re-training after joining the industry, thereby rendering output from day
one of induction. The various facets of manpower development, described in detail in the
Annex, are:
„„ Training of DEI staff
„„ Student training at DEI by industry experts
„„ On-the-job training (OJT) in industry/dealerships
„„ Joint R&D and product development

Role of Industry in Infrastructure Development

As a result of MoUs with the industry, modern training facilities have been established in DEI
with corporate assistance, to meet the needs of industrial training. These include-
„„ Automobile Skill Enhancement Center (ASEC) set up in the Department of
Automobile Engineering by MSIL with an investment of INR 20.00 lacs. This
includes infrastructure development, tools & equipment, cut-section models and
charts etc. Some of the major equipment provided by MSIL include the Alto 800
car, Two-post Lift, AC Gas Recovery Machine and Brake Bleeder.
„„ Yamaha Training School (YTS), wherein IYMPL has provided all equipment
including two-wheeler hydraulic ramps, chain cleaner, battery charger, FI Station,
various models of motorcycles etc.
„„ TVSM Service Training Workshop, in this case, infrastructure development and
purchase of tools & equipment has been done by DEI while scooters, motorcycles,
cut-section working models, charts etc. have been provided by TVSM.

Initiation of New Programs

A logical consequence of industry institute partnership is the development of new initiatives
and training programs catered to meet industrial demands. A few such new initiatives are
described in Annexure.

289
dayalbagh educational institute

Student Development
Industrial visits
In DEI, industrial visits are an important co-curricular activity. Students are taken to various
types of industries for a hands-on experience in relevant fields.

Co-op training program/Internship/Work experience

In order to bridge the gap between what educational curricula and industry requirements,
DEI has adopted the Co-op model of education which includes a significant share of
practical education in addition to classroom teaching. A right mix of theory and field work
provides the student an ideal platform to learn, practice and gain skills otherwise difficult.
It also provides the industrial organizations with valuable resources whom they can train,
evaluate and recruit thus eliminating the need for further training. The Co-op model at DEI
is described in detail in Annexure.

Industry-Institute Partnership Cell and Alumni

Association
The institute is conscious of the need to interact with industry constantly in order to
stay relevant. This is facilitated through the Industry-Institute Partnership Cell (IIPC) and
alumni association of DEI, the Association of Alumni of Dayalbagh Educational Institutions
(AADEIs).

Industry-Institute Partnership Cell

The IIP Cell, which was established in 2002, has made significant progress in furthering the
cause of industry-institute collaboration. With a senior Professor as its Chief Coordinator
and two Project Assistants, the Cell helps in providing consultancy and testing facilities to
different industrial houses. The Cell also coordinates activities relating to entrepreneurship
development. It helps in organizing short-term courses, seminars and lectures by eminent
professionals.

The Association of Alumni of Dayalbagh Educational Institu-

tions
To help the University achieve its goals, the alumni of the Institute, who are well placed in
India and abroad, formed the Association of Alumni of Dayalbagh Educational Institutions
(AADEIs) in the year 2006.Some important contributions of AADEIs are:
„„ Placement of DEI students through the DEI-Alumni Placement Assistance Cell
(DEI-APAC).
„„ Student mentoring program for guidance in projects and training.
„„ Short-term courses on Soft Skills and Computer Skills (Basic & Advanced).
„„ Guest lectures and domain specific short courses.
„„ Undergraduate Student Awards for research projects.
„„ Establishment of ICT enabled Distance Learning Centers in various places.
„„ Creation of Chairs of Excellence in various departments

290
 dayalbagh educational institute

Alumni Meet held on November 12, 2017:

a) View of the audience. b) Director, DEI, Prof. Prem Kumar Kalra

fielding questions after his address.

Placement
Campus Recruitment
Appreciable on-campus placement has been seen for Engineering, Management and
Diploma students as well as those from other streams like Science, Arts, and Education
for over a couple of years. Some of the top corporate houses which have hired graduates
from DEI include Airtel, American Express Bank, Bajaj Electricals, Birlasoft, Deutsche Bank,
FIAT India Ltd, GE Capital, Genpact, HCL Technologies, HDFC, Headstrong, Honda Motors,
Honda Motorcycle & Scooter India Ltd, Maruti Suzuki India Ltd, Tech Mahindra, TATA
Consultancy Services, Tata Cummins Ltd, and SRF among others.

Placement data for B.Tech., M.B.A and Diploma students

Job Fairs
Apart from on-campus placement, another opportunity for placement is available to DEI
students in the form of Job Fairs. These job fairs are jointly organized by DEI-APAC and
AADEIs. They provide a meeting point for companies who are unable to visit the campus
due to some pre-engagement These job fairs are held at various places, towards and after the
end of the academic session, such as Noida, Bhiwadi, Jamshedpur, Haridwar,and Lucknow.
Some reputed companies visiting the job fairs include Adidas, Airtel, Hero Moto Corp, Honda

291
dayalbagh educational institute

Motorcycles, Micromax, Mobikwik, Shriram Pistons, Sleepwell, Spencers, SRF, SYSCOM,

Vivo, Genpact, Eureka Forbes, VFS Global, Domino’s, Minda, RICO, Lava, HCL, Teamlease,
Mothersons, Luminous, Wills Lifestyle, Dunkin Donuts, OPPO, Big Bazaar, HDFC, Metro
Hospital, Microtek, Okaya, Havells, TDK, Sundram Finance,among others.

BCOM/ Dip. in
Electrician/
Nos. of BBM/ Textile Engg / B. Voc.
Year Wire-man/ Voc. Dip/ MBA Total
Cos. MOM&SP/ Courses Auto
MVM Leather
OACO
2017 50 128 244 53 184 14 8 631
2016 66 224 282 58 133 0 0 697
2015 60 210 244 121 59 0 0 634
2014 54 258 245 124 0 0 0 627

Student Placement by Course and Year through Job Fairs

Services Offered by Dei to Industry

Consultancy Services
DEI has been offering its expertise to the local industry and defense research labs in a big
way. The Faculty of Engineering leads the initiative. The collaboration of its staff with Aerial
Delivery Research & Development Establishment (ADRDE), Agra, is a case in point. The
major consultancy projects for ADRDE are listed below.

S. Project Title Project Amount

No. Duration
(Thousands of Rupees)

1. Design of Winching and Mooring System for Aerostat- 2004-2006 994

2000m3.

2. Finite Element Structural Analysis of 75 feet Inflatable 2007-2009 996

Hemispherical structure.

3. Study and development of processes for creating Bulk Nano 2009-2011 995
materials for aero- space structures.

Study of micro-structure and mechanical properties of ultra-

4. fine grained aluminum alloy (al6061) developed using ECAP 2010-2012 999
and FSP.

Consultancy by DEI for ADRDE

Two members of DEI staff served as Master Consultants for Cadence Design Systems (India)
Pvt. Ltd from 1.03.2011 to 28.02.2012.

One member of DEI staff served as Training Consultant for Cadence Design Systems from
2004-09 during which he organized several training workshops on Advanced Algorithms at
Cadence Design Systems, Noida. The same member was Training Consultant for Atrenta
Communications, Noida in 2010 where he organized a training workshop on Advanced
Algorithms.

The Department of Electrical Engineering is in talks with Essar Steel India Ltd. for setting up
a research lab for making intelligent robots.

292
 dayalbagh educational institute

The Department of Civil Engineering is geared up to offer consultancy services to local firms
and the Indian Railways.

Testing Facilities
The Department of Electrical Engineering, Faculty of Engineering provides testing facilities
for motor/generator testing, calibration of voltmeter, ammeter, watt-meter, energy meter
etc., HV testing for safety shoes, HV testing of insulators, HV testing of dielectric oil for the
local transformer industry and others.

Links with Ngos

Apart from the industry, DEI has links with NGOs working for social uplift and overall
development of the downtrodden, tribals, children and the womenfolk. These activities are
described in Annexure.

Strategic Plan for Industry Institute Partnership

DEI has formulated a strategic plan with achievable goals and an action plan for furthering
its objective of providing need-based education which is of relevance to the society in general
and industry in particular. That strategic plan also lists several performance indicators to
evaluate its progress in measurable terms. The details are as follows:

Goals
„„ Increase collaboration with industry.
„„ Increase interaction of DEI staff with industry.
„„ Provide technical inputs and solutions towards problems of the industry.
„„ Offer latest technologies to the industry.
„„ Augment Co-op relationships with the industry to the next mutually rewarding level.
„„ Add value to the industry on collaboration with DEI.

Action plan
„„ Introduce relevant, industry-oriented courses in academic programs.
„„ Float joint, short-term modular courses with industries having MoU with DEI.
„„ Promote student internship for all streams actively Offer joint certificates and
degrees with industries.
„„ Explore industry tie-ups for research funding.
„„ Promote joint research projects actively.
„„ Strengthen existing MoUs and explore new ones.
„„ Invite eminent professionals from the industry on sabbatical.
„„ Use MoUs to build closer ties with the industry, through alumni if required, for
appointment of Adjunct Professors.
„„ Appoint retirees from the industry as Contractual (Asst.) Professors.

Performance Indicators
The action plan mentioned above should help DEI achieve its goals (also listed above) and
translate into an:
„„ Increase in number of students getting selected in top-notch companies with
packages at par with the best on offer elsewhere.

293
dayalbagh educational institute

„„ Increase in numbers of start-up founders and entrepreneurs from DEI.

„„ Increase in development of new technologies.
„„ Increase in filing of patents.

MoUs & Collaborations: Existing status and Future Projection

In the following table, the existing MoUs, collaborations, and partnerships of DEI with
other institutions, industries and R&D organizations at national and international levels are
shown. The table also gives future projections for the next 15 years.

Category type 2017 2018-22 2023-27 2028-32

National 52 100 150 200

International 11 20 30 40

Industrial Partnerships 8 15 25 40

Research Collaborations 44 60 75 100

MoUs and collaborations: Existing status and Future Projections

Activities in DEI are guided by experiential knowledge and intuitive consciousness. Therefore,
education here is a unique blend of physical, cognitive, and metaphysical science that molds
its students to serve the needs of the industry and the society. Along with academics, equal
focus is laid on manual labor, social work, agriculture and a cross functional approach that
develops the qualities of hard work, sincerity, adaptability, flexibility, innovation, creativity
and excellence in students - all the elements required by the industry in an apt professional.
Dayalbagh in general and DEI in particular, is a social engineering laboratory where unique
experiments are performed by blending academics with a practical approach to real life
situations. Education at DEI is laced with the philosophy of moderation, economy and hard
work. This is churning out exceptional results in preparing outstanding professionals whom
the industry craves for. Further, efforts are underway to transform the Humans of today into
Super-humans of tomorrow, who would render self-less service to all living beings.

294
 dayalbagh educational institute

21
DEI ICT Center Rajaborari

Non-Teaching Staff

295
dayalbagh educational institute

296
 dayalbagh educational institute

Mission Objective
The mission of the Institute’s policy for non-teaching staff is to attract, recruit, nurture and
retain value-oriented non-teaching personnel across diverse fields, who can be instrumental
in achieving the goal of developing students into ‘Complete Men’.
The Institute has set a target of:
„„ Developing an integrated and cohesive framework for staff recruitment, training,
assessment, development and retention; and
„„ Providing the fullest expression to skills and competency of the staff to facilitate
their role.

Non-Teaching Staff / Jobs

The wide spectrum of activities entailing the services of non-teaching personnel in the
institute includes:
„„ Central Administration
„„ Faculty Administration
„„ Institute Statistics and Management Information System (MIS) Cell
„„ Purchase (Procurement) Cell
„„ Central Library
„„ Faculty Libraries
„„ Training and Placement Cell
„„ Business Clinic and Incubation Cell
„„ Publicity Cell
„„ Incubation, Entrepreneur and Intellectual Property Rights (IPR) Cell
„„ Computer Centre
„„ Multimedia Center
„„ Vocational Training Centers
„„ Internal Quality Assurance Cell (IQAC)
„„ Language Lab (ICNC Tall)
„„ Quantum and Nano Computing Virtual Centre (QNCVC)
„„ Centre of Consciousness Studies (CCS)
„„ Institute-Industry Partnership Cell (IIPC)
„„ Curriculum-based Laboratories and Workshops
„„ Specialized Laboratories (such as those in Photonics, Soft Computing,
Atmospheric Chemistry, Photolysis of Water, Neuro-Psychology, Topology and
Linear Graph theory, Bio-inspired Systems, CAD/ CAM and Agile Manufacturing)
„„ Research Consortium and Research Support Cell
„„ Cell for Identification of Potential Research Areas
„„ Skill Development Centers (PMKYK/ UPSDM)
„„ Entrepreneurial Activities (ATMA/ ADyNaM/ AAM)
„„ Community Colleges
„„ Support Cell for REZ to SEZ
„„ Distance Education Cell (DEI-DE)
„„ ICT, E-education (e-DEI), E-publishing and Virtual University Cell
„„ Off-campus Centers

297
dayalbagh educational institute

„„ ICT Centers
„„ DEI-DE Information Centers
„„ Works Department
„„ Essential Services (Electric/ Water Supply/ Audio-Visual Aids)
„„ Security/ Surveillance Department
„„ Lawns and Gardens
„„ National Service Scheme (NSS)
„„ National Cadet Corps (NCC)
„„ Scouting & Guiding
„„ Games and Sports
„„ Medical and Healthcare
„„ Seminar Hall Complex
„„ Boy’s and Girl’s Hostels
„„ Non-Resident Student Centers and Canteens

Present Status and Growth

In the Institute, there is an interplay of five dimensions of manpower: (i) Government
Funded Positions, (ii) Honorary Staff/ Engagement of Retired Staff, (iii) Outsourcing of Jobs,
(iv) Student Support, where necessary, and (v) Trainees’ Assistance, where suitable.

At present, there are 548 non-teaching members in the Institute, of which, only 352 are on
government-funded positions (Technical, Ministerial and Supporting staff) in different
cadres sanctioned by the State Government/ University Grant Commission. Others include
honorary staff, outsourced positions, trainee assistance and student support. With the
growth of students on- and off-campus, a conservative estimate for this number after five
years is 1250, and about 2125 and 3300 at 5-yearly intervals. Currently, while the student-
teacher ratio in the Institute is 1:17, the teaching-non-teaching staff ratio is 1:9.

298
 dayalbagh educational institute

Recruitment and Career Progression Policy

Mechanism for recruiting Non-Teaching Staff

The Institute follows the rules and guidelines of UGC with respect to recruitment. The
staff recruitment mechanism / Cadre Recruitment Rules (CRR) involve advertisements for
vacant positions, screening of applications, short-listing of eligible candidates, written tests
and interviews by a selection committee. The recommendations of the committee are then
placed before the governing body of the Institute.

Training Arrangements
Non-teaching staff members are generally trained in-house, but they also attend training
programmes offered by the government or other agencies, when required.
Technical staff is encouraged to attend skill-based training programs / workshops on labo-
ratories etc. Also, ministerial staff is deputed to attend training programs on various admin-
istrative matters including pension schemes, reservation, disciplinary rules, leave rules,
promotion rules, budgeting, pay commissions and allied matters, accounting methods,
income tax, GST, and other contemporary issues related with the Internal Quality Assurance
Cell, ISO, QMS, etc.

Performance Assessment
Standard proformas (refer Annexure) are used for objectivity in the appraisal process. Staff
members have quarterly performance appraisals when on probation, and permanent staff
members have annual performance appraisals done by their reporting officers.

Career Progression
The career progression policy of the Institute includes reasonable opportunities for career
growth in the cadres of supervisory, technical, clerical and subordinate staff, as per the cadre
rationalization. This allows the employees to move up the organization hierarchy.
The Cadre Recruitment and Promotion Rules framed in the Institute state clearly that certain
positions in each category i.e. Group A, B and C (up to a certain percentage of sanctioned
posts in that cadre) are to be filled by promotion.

299
dayalbagh educational institute

It is expected that non-teaching staff would also have a career path parallel to that of the
teaching staff, which would lead to greater satisfaction in one’s work-life.

Retention and Sustenance

The Institute takes good care of the employees and the rate of retention is very high.
Employees are loyal to the Institute and they stay on job till the age of superannuation.
Attrition owing to mid-stream resignation is negligible.

Projections
Given the Institute’s ambitious expansion plans, the gamut of existing non-teaching jobs is
expected to increase significantly in future.

Non-Teaching Staff Requirements

Non-teaching positions funded by UGC that are needed for efficient functioning of the
Institute are shown in the table following this section.
„„ Non-teaching positions in Group A will be raised from 17 to 44 in 2022, to overcome
the current deficiency. The student enrolment expected in 2022 is 16000 (up from
the present 8706) and 30000-32000 in 2032. As far as non-teaching staffing is
concerned, close supervision of students would be provided by their teachers
and technical instructors / administrative staff (Group B and Group C), while
overall administration and control would be provided by those holding positions
from Group A.
„„ Digitization is required to increase efficiency and cost-effectiveness in many
processes. Alternatively, work may be done by outsourcing a specialist firm,
having explored the necessary funding options. University-level ERP systems
could be considered, thereafter.
„„ Increased student enrolments and overall development will increase the respon-
sibility of the Central Administration; hence, it may be strengthened with
positions in Group A and B of the hierarchy, for effective implementation of work.
„„ The Central Library and faculty libraries will also need augmented resources for
similar reasons.
Engineering/ Civil Works have a perennial need of technical staff for maintenance and
construction work. Several laboratories and workshops shall be opened for new courses and
will require technically qualified staff.

Staff requirements for sports and games have been listed. Staff is also required for support
activities, such as Sanitation, Transportation, Canteens, Hostels, etc.

300
 dayalbagh educational institute

Non-teaching staff: current status and future projections

Current Projections

Particulars Status First Five Years Next Ten Years

2017 2018 2019 2020 2021 2022 2023-27 2028-32

Total Students Enrolments 8706 12000 13000 14000 15000 16000 23000 30000

Of which Ph.D., M.Phil. &M. Tech. 717 800 900 1000 1100 1200 1800 2500

Teaching Faculty 504 750 813 933 1000 1150 1950 3000

Teacher - Student Ratio 1:17 1:16 1:16 1:15 1:15 1:14 1:12 1:10

Personnel in Non-Teaching Jobs 548 820 890 1020 1090 1250 2125 3300

Of which

A. Government Funded Positions 352 399 413 426 437 503 596 675

Group A 17 34 37 40 42 44 55 60

Group B 40 62 67 71 74 77 110 141

Group C 175 220 228 235 240 262 311 354

Group D 120 120 120 120 120 120 120 120

B. Honorary Staff 21 50 60 70 80 90 100 120

C. Outsourced Positions 78 120 135 150 160 175 200 220

D. Students Support 99 251 282 374 413 482 1229 2285

E. Trainees' Assistance Periodic (Summer), Assignment/ Job-based

Teaching - Non Teaching Ratio 1.09 1.09 1.09 1.09 1.09 1.09 1.09 1.10

Note: 1. Students Enrolment include Main Campus, Off - Campuses and Open & Distance Learning Centers in India & Abroad.
2. Students of Ph.D., M. Phil. and M. Tech. support in Laboratories, Workshops/ Research and organization of Conferences/ Seminars/
Workshops.
3. Students of UG and PG assist in Entrepreneurial Activities/ Central Support Services and organization of Programs and Events.
4. Experts from Abroad support in some of the specialized services.

301
dayalbagh educational institute

Ugc funded non-teaching positions required

S. No. UGC Funded Positions 5 Years 10 Years 15 Years Group

1 Deputy Registrar 3 3 0 A
2 Assistant Registrar 3 4 2 A
3 Public Relations Officer 1 1 0 A
4 Chief Statistical Officer 1 0 0 A
5 Statistical Officer 1 0 0 A
6 Technical Officer 6 0 1 A
7 Chief Engineer (Civil) 1 0 0 A
8 Assistant Engineer 1 1 1 A
9 Training & Placement Officer 7 0 0 A
10 System Analyst 2 2 1 A
11 Librarian In-Charge 1 0 0 A
12 Total A 27 11 5
13 Senior Technical Assistant 13 7 5 B
14 Section Officer 5 5 5 B
15 Security Officer 1 0 0 B
Canteen Manager 1 0 0 B
16 Assistant 6 14 16 B
17 Junior Engineer 2 2 1 B
18 Assistant Security Officer 2 0 0 B
19 Coach - Physical Education 5 3 2 B
20 Professional Assistant 2 2 2 B
Total B 37 33 31
21 Upper Division Clerk 11 10 10 C
22 Lower Division Clerk 21 13 12 C
23 Computer Operator 14 4 4 C
23 Junior Technical Assistant 5 3 2 C
24 Laboratory Assistant 18 10 9 C
25 Cook 8 3 2 C
26 Semi-Professional Assistant 5 3 2 C
27 Library Assistant 5 3 2 C
28 Total C 87 49 43
Grand Total (Group A+B+C) 151 93 79

302
 dayalbagh educational institute

Use of Technology
The Institute intends to use Information Technology to spearhead efficiency in the way
of working. This would permeate into all processes, for example, admission, recruitment,
promotion, results, accounts, MIS and database management. While the need for suitable
non-teaching manpower and investment in equipment cannot be overstated, computers
will be used to execute most of the work. Technology will also be used for teaching at
centers through networked systems, sharing library resources, research work, statistical
work relating different functions, managing university databases, hosting communication
network, besides several administrative jobs. It is expected that non-teaching staff in the
Institute will do more and more jobs using computers.

Involvement of Retired/ Honorary Staff

India has a large pool of active and experienced retirees, with knowledge in diverse areas
such as administration, science, and engineering. The institute plans to involve such knowl-
edgeable retirees, who express interest in contributing to its objectives.

Student Involvement
Students at all levels will be involved in services such as the library, laboratories/ workshops,
security/ surveillance, maintenance of solar panels and electrical batteries, electricity/water
supply, vocational/ entrepreneurial/ skill-based programs, and also in tasks related to their
course of study under supervision and guidance of their instructors. This will provide them
an opportunity for entrepreneurial development and a means to support themselves.
The proposed framework of financial support to students, under the Earn-While- You-Learn
program is as follows:
„„ Post-graduates and researchers will be engaged on a rotational basis for two
hours per day, on a nominal payment of Rs. 3000 per month.
„„ Undergraduate students and those studying in the vocational and skill-based
courses will be engaged on a rotational basis for two hours each day, on a nominal
payment of Rs. 2000 per month.

Involvement of Alumni
The Alumni of DEI have gladly shared their experience, knowledge, contacts and time
when in service and more so after retirement, imparting professional knowledge as well as
honest feedback to the Institute. It is proposed to increase the involvement of alumni in non
teaching activities, especially those, who have outshined others in different walks of life and
wish to contribute to their alma mater.

303
dayalbagh educational institute

304
 dayalbagh educational institute

22
DEI ICT Center Rajaborari

Unique Features
of DEI

305
dayalbagh educational institute

306
 dayalbagh educational institute

Unique Features of DEI

1. Dayalbagh Educational Institute: As Others Saw It

2. Quantum and Nano Systems Centre
3. East West Forum at The Science of Consciousness (TSC)
4. Automobile and Multi-skill (AAM) Karkhana
5. Business Advisory Clinic (BAC)
6. Systems Approach and ISM Model of DEI Education
7. Industry Institute Partnership
8. ISO 9001: Quality Management System
9. Co-Curricular Activities
10. Skill Development at textiles
11. Total Quality Management
12. तोD-मोD-जोD ( तोड-मोड-जोड)
13. Values and Quality Day
14. Apparel and Toy Making Association (ATMA)
15. Soft Skill Development
16. Society for Preservation of Healthy Environment and Ecology and Heritage of
Agra (SPHEEHA)
17. Dayalbagh: An Eco-village

307
dayalbagh educational institute

Dayalbagh Educational Institute :

As others saw it
“I am indeed very happy to have this opportunity of visiting one of the finest institutions in
India that I have seen. The Dayalbagh institution in my opinion is a unique one. Everybody is
made to work, is given the lesson in the dignity of labour, and made to feel that not only work
is dignified but work is also worship. I am quite sure that this institution will become a model
for the rest of the country to follow. In fact, it should be the endeavor of the Government to take
children from other parts to come and stay here for a week, so they may imbibe the spirit and
learn from the kind of disciplined life that exists here. I am deeply impressed with the visit. I
carry very cherished memories of this visit”.
Honorable Shri R. Venkataraman,
President of India, 16th March, 1992.

….” what makes a university great, it is the quality of education that makes a University
great. DEI is exemplified by this statement, in letter and spirit. We have a roadmap for India
becoming a developed nation, economically developed nation by the year 2020. Fundamental
to this is education with value-based system. I am glad that DEI is promoting education with
value-based system.”
Honorable Dr. A.P.J. Abdul Kalam,
Former President of India, 2011.

I find this University impressive in its vision, creating a complete person or a complete man
and in its spiritual faith, its base in hard work and service to society as well as excellence in
academic content is really quite a concept to put together. I do wonder who else in the country
you will compare yourself to since I don’t know if anybody has this vision. So you are a class by
yourself.”
Prof. Dan Mote,
President, University of Maryland, U.S.A, 2006.

“The DEI is a fascinating center of learning. The holistic approach from moral values, ethics,
skills, to knowledge & employment a multifaceted product comes out. Congratulations. Wish I
could have spent more time to understand fully this fascinating out-of-the-box approach. My
humble pranams to Pujya Guruji.”
Honorable Shri E.S.L. Narasimhan,
Governor, Andhra Pradesh &Telengana, September 17th, 2017

“I have been impressed tremendously by spirit of working together, dignity of labour and the
selfless efforts by one and all in this University. They have preserved the heritage yet moved on
with times as far as technology is concerned. Their stress on vocational education could work
as a model for the entire country. I wish the University and the Trust all the best in the years to
come.”
Shri Ashok Thakur,
Secretary, MHRD, January 12th, 2013

“Had an opportunity of visiting this unique Institution on the occasion of its 35th Convocation
Ceremony. Have always heard of this Institution since childhood but was totally taken aback
by the reality which is much better than whatever we have heard. This Institution has laid a

308
 dayalbagh educational institute

tradition of fusion between Education and contemporary skilling which needs to be universally
replicated. It is creating a new generation of youngsters who are spiritually inspired but still
grounded in the realities of the country’s current needs. A very motivating and inspiring
experience. Thank the Management for giving us this opportunity.”
Shri Rohit Nandan,
Secretary, MSDE, Govt. of India, January 12th, 2017

“The visit during UGC Review Committee was fully supported and helped by the Director,
Deans and Heads and all teachers and staff members. The dedicated and committed teachers
and staff members are providing quality education and helping in building the character and
Human Resources needed for the growth and development of the nation. I congratulate and
thank them for their continued efforts in making true human beings with knowledge, wisdom
and consciousness. I wish them all the best wishes in this endeavor.
Prof. G.D.Sharma,
Vice-Chancellor, Bilaspur University, Chhattisgarh, October 7th, 2017

“I am really impressed by the spirit and the breadth of activities of the University. I like partic-
ularly the relevance for all aspects of society, from engineering to sustainability and the arts.”
Prof. Frank Schweitzer,
ETH, Zurich, March 10th, 2017

“A very inspiring visit. I am very impressed with the idea of all-round holistic development of
students, with an emphasis on service & humility. Reminds me of many of Gandhiji’s ideals. I
wish D.E.I. the very best in the days ahead! Thank you also for the overwhelming hospitality.”
Prof. Sandip Trivedi,
Director, TIFR, Mumbai, December 12th, 2016

“When was the last time you experienced something for the first time. This was one of the
days. Full of wonderful experiences, great learnings and the chance to interact with some great
minds. This is a unique Institution grounded in Indian values and modernized by global
intellect and technology. I look forward to collaborating with the institute in many areas.”
Shri Bhaskar Pramanik,
Chairman, Microsoft India, February 7th, 2017

309
dayalbagh educational institute

Quantum-Nano Systems Centre

Context
The Quantum-Nano Systems Centre is a multidisciplinary center at DEI set up to promote
teaching and research activities in this highly challenging multidisciplinary area. It has the
following aims:
„„ To bring together the complementary research strengths of partnering groups for
rapid and effective growth of research in Quantum-Nano Computing paradigms.
„„ To utilize the latest distance-learning technologies such as videoconferencing,
webcasts, e-lectures, online courses for Promoting Quantum-Nano Education
and provide opportunities to young scientists and researchers.
„„ Dissemination of knowledge in Quantum-Nano Computing to industries/
research and development organizations and academia through workshops,
seminars, courses, webcasts and research contacts and an annual winter school
on quantum and Nano computing systems.
„„ To promote collaboration between theoretical physicists and theoretical
computer scientists and explore possible applications of the technical tools of
quantum field theory and string theory to problems in condensed matter theory,
which is the theoretical framework underlying experimental research in Nano-
technology and Quantum Computing.

Rationale
With a focus on the rapidly growing area of quantum-Nano computing and quantum
information science, the Centre provides an environment for scientists to explore the
fundamental working of quantum systems, to devise and implement prototype quantum
computers, and to develop quantum algorithms and novel applications. Through a vigorous
program of lectures, seminars, and workshops, the Centre stimulates intellectual exchange
among students and faculty. The activities of the Centre received recognition from the MHRD
under its National Mission on Education through ICT, with a major funding by supporting it
as a Quantum and Nano Computing Virtual Centre with IIT Kanpur, IIT Delhi and IIT Madras
as partners and with several international collaborators.

Its mission is to actively explore and advance the application of Quantum-Nano Systems
to a vast array of relevant information processing techniques. It aims to not only generate
knowledge in this highly challenging and emerging area, but also to develop trained
manpower to enable the country to take a lead.

310
 dayalbagh educational institute

The Centre has established research activities and made outstanding research contributions
in the following challenging aspects of Quantum and Nano Computing: graph theoretic
topological quantum system modeling, quantum-inspired algorithms, quantum-inspired
evolutionary algorithms for intelligent manufacturing, Nano-photonic computing: neuro-
morphic devices and nanomaterials for energy conversion.

Description
The Centre is making efforts to accomplish this by creating a truly unique environment
that fosters cutting-edge research and collaboration between researchers in the areas of
computer science, engineering, mathematical, chemical and physical sciences, by:

„„ promoting inter-departmental research

„„ developing e-resources on state-of-the-art research developments:
• Books/book chapters
• Video lectures delivered by eminent researchers
„„ promoting inter-institutional research collaborations in India and abroad
through:
• Exchange visits of faculty and students
• International conferences/workshops
• Invited talks and seminars
• Joint publications
„„ training manpower and exposing students to research problems and recent
developments

Clockwise: Sir Roger Penrose, Oxford Univ., UK; Prof. S. Hameroff, Univ. of Arizona, Tucson, USA; Dr. A. Bandyopad-
hyay, NIMS, Japan, MEG controller and magnetically shielded room at the Centre

311
dayalbagh educational institute

Inaugural Talk delivered by Prof. Douglas Osheroff, Stanford University

(Nobel Laureate in Physics 1996)

Impact
Research at the Centre has led to active collaborations with universities/institutes and
research laboratories in India and abroad, including the Institute for Quantum Computing,
University of Waterloo, Canada; Institute for Quantum Sciences, Michigan State University,
USA; Massachusetts Institute of Technology, USA; Harvard University, University of
Maryland, College Park, USA; IBM Watson Research Centre, USA and Alcatel-Lucent Bell
Labs, USA; Christian Albrechts Universitat, Kiel, Germany; IISc Bangalore; TIFR Mumbai;
IMSc Chennai; IIT Kanpur; IIT Delhi; IIT Madras; IIT Bombay; IIT Kharagpur; IoP Bhubane-
shwar; ISI Kolkata and IIT Roorkee.

A few areas of Research:

„„ Systems model of spirit-mind-brain interactions being developed.

„„ Single-point source for education, training and experimental work for quan-
tum-nanocomputing and quantum information sciences
„„ Responsible for seeding the field in the country, starting in 2006.
„„ All lectures delivered at the Centre available online.
„„ The Centre has been regularly organizing conferences, workshops, lectures and
seminars with eminent speakers. It has organized an International School on
Quantum-Nano Computing in November/December every year, since 2008.
„„ The multidisciplinary activities of the Centre have benefitted large number of
students and faculty (over 2500) in India and abroad.
„„ International and national recognition for outstanding research at the Centre.
„„ A number of faculty members associated with the Centre have been invited as
Visiting Scientists and to deliver talks in prestigious events at leading laboratories
in India and abroad.
„„ Several publications have resulted in high impact factor refereed journals.
„„ The 15 and 2 channel Superconducting Quantum Interference Devices (SQUIDs)
have also been used to conduct state-of-the-art quantum teleportation
experiments in consciousness.

312
 dayalbagh educational institute

„„ The following books have been published:

V. Sahni, Quantum Computing, McGraw Hill Education (Asia), 2007.
V. Sahni and D. Goswami, Nano Computing, McGraw Hill Education (Asia), 2008.
V. Sahni, V. Lakshminarayanan and D. P. Srivastava, Quantum Information
Systems, Tata McGraw Hill, 2012.

Beneficiary Testimonials

„„ “QANSAS is an eye-opener to state of the art in Quantum and Nano S & T.”
„„ “I have been inspired to pursue research in quantum computing.”
„„ “I look forward to research collaboration in mutual areas of interest”.

313
dayalbagh educational institute

East-West Forum at Tsc

Context
Consciousness is the final frontier for science. It is the ground of being. Since time
immemorial, man has been intrigued by his own self, his awareness and his existence in the
universe. These fundamental questions have provided the impetus for mankind to probe
nature and acquire knowledge and understanding for conclusive answers. Although different
perspectives have been with us from the very beginning of human intellectual tradition, these
issues have acquired great significance in the 21st century due to tremendous scientific and
technological advances that include quantum physics, information processing, artificial
intelligence, Nano and biotechnology, advanced imaging techniques such as fMRI and PET
and optogenetics, to examine and understand neurological processes with unprecedented
spatial and temporal resolution. During the past quarter century there has been an explosive
multidisciplinary interest in studying consciousness that include neuroscience, psychology,
philosophy, cognitive science, artificial intelligence, molecular biology, medicine, quantum
physics, and cosmology as well as neuro-aesthetics, neurotheology and experiential and
contemplative approaches.

The Centre for Consciousness Studies was established at DEI in 2011 to facilitate multidis-
ciplinary research activities in this extremely challenging area. The Dayalbagh community
around DEI, having a rich spiritual heritage and exposure to scientific expositions on
consciousness by its Spiritual Leaders, provides a unique opportunity for research at the
interface of scientific and experiential approaches to Consciousness. The Centre organizes
regular research colloquia department-wise, to facilitate collaborative research and
organized the 20th International Conference on Toward a Science of Consciousness (TSC) in
2013 at DEI.

This research also led to a regular one-day global forum on Integration of East-West Perspec-
tives on Consciousness as part of the International TSC series of Consciousness organized in
collaboration with the Centre for Consciousness Studies at the University of Arizona, USA.
The Centre has organized this event since TSC-12 at Arizona, DEI (TSC-13), Arizona (TSC-14,
16), Helsinki (TSC-15) and San Diego (TSC-17) through live two-way interactive video-con-
ferencing, facilitating exchange of ideas and meaningful discussions.

Rationale
The Integrated East-West Forum facilitates the presentation of key ideas from both
approaches where these ideas can interact in a spirit of evaluation enrichment and construc-
tive criticism. It appears plausible to evolve a science of inner experience (which is repeatable
and verifiable) by attempting to integrate Eastern and Western scientific approaches and
philosophy by verifying inner spiritual phenomenology of consciousness through well-estab-
lished scientific epistemology, including three important stages of observation (awareness),
report (description) and analysis (understanding) (Price and Barrell, 2012) while also availing
of modern techniques such as fMRI and MEG scans in capturing repeatable physiological/
physical parameters of neural correlates accompanying inner spiritual experience during
meditational practices. Invoking higher and higher levels of unified quantum field theory,

314
 dayalbagh educational institute

with correspondingly subtler and subtler particle size of fine grained geometry will lead to
a significant jump in the level of fineness (fine-grained quantum geometry) which should
enable us to access, at least in the abstract world of mathematics and physics, the primary
ultimate source of consciousness in the whole Universe. We need to resolve the inextri-
cably linked problems of subtlest particles smaller than Planck’s length (10-35 m) and large
distances more than 1010 light years and approach zero and infinity by application of logic
and induction in the right way.

Description
„„ Measurement of Environmental Correlates during Meditation with Supercon-
ducting Quantum Interference Device (SQUID)
„„ Quantum Teleportation Experiments in Consciousness with 15 & 2 channel
SQUIDs.
„„ Psychometric Study of Consciousness
„„ Spiritual-Psycho-Physical Quantum System Model of Consciousness
• Spiritual System Theory Framework
• Omni-Quantum Theory for Spiritual Consciousness System Modeling in
Cosmology
• Neuro-environmental Cognitive Spiritual Phenomenology
• Hierarchical Order Theory (HOT) of Consciousness and Spiritual-cognitive
And Neural-Environmental correlates (SCANE).
• Approach to Integrate Arts (First-Person Spiritual-Cognitive-Material
Phenomenology) and Science (Third-Person Neuro-Physical Environmental
-Cognitive Correlates) of Consciousness
• A Graph Theoretic Quantum Systems Model of the Human Brain
„„ Eastern Philosophy and Consciousness
• Interpretation of Eastern Philosophy in terms of modern scientific advance-
ments
• Impact of Yoga and Meditation (transcendental and ultra-transcendental)
• Altered states of Consciousness
• Correlation of different states of consciousness as described in various
religious traditions
• Identification of unifying principles across traditions
• Preparation of a Map of full Spectrum of Consciousness
• Eastern perspectives on Neuro-aesthetics, Neuro-theology and Neuro-
phenomenology
• Impact of Sound and Music on Consciousness

Rev. Prof. P.S. Satsangi and Prof. Stuart Hameroff, Emeritus Chairs; Forum at TSC-2015 Univ. of Helsinki.

315
dayalbagh educational institute

TSC-2013 at DEI Dayalbagh

Impact
„„ This innovative initiative has had an impact on the scientific community.
„„ There was consensus among eastern philosophers and western scientists at the
TSC 2016 Panel Discussion that, on one side, for internal experiences or human
experience, a protocol has to be necessarily followed. This program has resulted
in supporting the entrepreneurship initiative in the society.
„„ Consensus emerged on studying environment around those who perform
Yoga, Mahayoga or Surat Shabda Yoga and we pin our hope on Corporate Social
Responsibility as a measure, that those who perform Surat Shabda Yoga have
greater sense of Corporate Social Responsibility.
„„ There is need to explore ultimate nature of reality from two ends, i.e., from science
as well as inner or human experience. Combination of conceptual insights with
practical applications would only lead to real practical experience of what this
inner reality is and what the human experience is like.
„„ The research perspective at DEI can offer profound insights in terms of growing
ultimate comprehension of human consciousness.
„„ Active participation and involvement of all Departments and Faculties of DEI.
„„ Unique cross-campus initiative, the like of which is not to be found anywhere in
the world.
„„ Hosted 1000 delegates from 18 countries at various events.
„„ Several renowned scientists have participated in the East-West Forums that
include, Prof. James Barrell, Univ. of West Georgia, USA, Prof. Jack Tucszynski,
Univ. of Alberta, Canada, Prof. Harald Atmanspacher, ETH Zurich, Switzerland,
Prof. Rocco J. Gennaro, Univ. of Southern Indiana, Prof. Rocco J. Gennaro, Univ. of
Southern Indiana, USA, Prof. John Hagelin, Maharishi University, USA, USA, Prof.
Paavo Pylkkanen, Univ. of Helsinki, Finland, Dr. Anirban Bandyopadhyay, NIMS
Japan, Prof. Subhash Kak, Oklahoma State Univ., USA, Dr. Deepak Chopra, USA,
Dr. Tarja Kallio-Tamminen, Helsinki, Finland, Dr. Chris Fields, USA, Mr. Thubten
Samphel, Dharmasala, India, Prof. Menas Kafatos, Chapman Univ., USA, Prof.
Mani L. Bhaumik, UCLA, USA, Dr. A.K. Mukhopadhyay, AIIMS, India.
„„ Book published: Rev. Prof. P.S. Satsangi and Prof. Stuart Hameroff (Eds.),
Consciousness: Integrating Eastern and Western Perspectives, New Age Books,
New Delhi, 2016.

316
 dayalbagh educational institute

„„ P. Sriramamurti, Prem Prashant and Anand Mohan (Eds.), Spiritual Conscious-

ness, New Age Books, New Delhi, 2013.

Beneficiary Testimonials
„„ “The conference was a great success and accomplishment. Congratulations! The
confluence of Eastern spiritual philosophy, and quantum cognition, biology,
physics and cosmology is the best chance to understand the science of conscious-
ness. Your conference will be remembered as the time/place where it all started to
come together. Thank you!”
Prof. Stuart Hameroff,
Director, Centre for Consciousness Studies,
University of Arizona, Tucson, USA at TSC-2013

„„ “The sanskar taught by Radhasoami sect was so evident in every single feature of
organizing the event that I felt how purity could spread beyond race, religion and
become a global language of love.”
Dr. Anirban Bandyopadhyay, NIMS, Japan

„„ “I express my gratitude, heartfelt thanks and humble love to you, all faculty and
staff of DEI and pranam to Prof. P.S. Satsangi. It was an excellent intellectual and
spiritual feed to me. The hospitality and human touch in every little behavior
combined with professional excellence has been a resounding expression of all
your rooting in the Spirit. This is an example of the Divine Materialism which is
not a mouthful word but a Reality for you all. Salute to this rare evolutionary leap
from homo sapience to homo spiritualis!”
Prof. A.K. Mukhopadhyay, AIIMS, New Delhi

317
dayalbagh educational institute

Automobile And Multi-Skill (Aam) Karkhana

Context
The education system in Dayalbagh is over a hundred years old and two features charac-
terize it: vocational education and training, and selfless service to the downtrodden. The
educational system is underpinned by the philosophy of social responsibility by way of
providing low-cost, high-quality education and training locally. Accordingly, DEI not only
offers programs and courses in engineering and management but also offers modular
programs to persons who are unable to continue with higher studies for any reason,
academic, financial or domestic. DEI has taken need-based courses to remote locations of
the country for tribal and unprivileged sections of society.

Roadshow by Yamaha Motor. Village Chaupal.

Disseminating information about AAM Karkhana

Rationale
The AAM (Automobile and Multi-skilling) Kharkhana has been established at Rajaborari by
DEI’s Centre of Rural Entrepreneurship (CORE) and Technical College with the help of India
Yamaha Motor Pvt Ltd (IYMPL), Surajpur. The objectives of the AAM Kharkhana include:
„„ Skill enhancement of local tribal youth in repair of automobiles, agro-farm
equipment, electric appliances, iron fabrication/welding etc.
„„ Establishment of a common resource center for young entrepreneurs for skilling
and entrepreneurial experimentation.
„„ Extending sustainable self-employment opportunities in remote tribal areas.

Description
The AAM karkhana at Rajaborari has been fully equipped with all essential equipment for
automobile service and repair such as tools, air compressors, washing units, hydraulic
two-wheeler ramps, spark plug cleaners and testers. The karkhana is also equipped with
a motor winding machine, welding machine, and drill machine, etc., for repair of electric
appliances, and iron fabrication/welding jobs. AAM offers services to the local population
in the above fields at competitive rates and provides opportunities to the tribal youth for
training and self-employment. The trainee, after acquiring adequate skills, can even work
at the karkhana on payment of nominal charges towards rent for space and tools and
equipment, electricity and water charges, etc. Experts from the Department of Automobile
Engineering, DEI Technical College are regularly sent on deputation to Rajaborari to train
the local youth. An expert welder from a nearby village, Temrubahar, in the Rajaborari estate
takes on fabrication jobs and trains those interested in welding.

318
 dayalbagh educational institute

Motorcycle
service and
repair - early
days, without
AAM Karkhana
shed.

AAM Karkhana
duly established.

Motorcycle
being serviced
in the AAM
Karkhana.

Motor winding
and welding
jobs being
attended to
at the AAM
Karkhana.

319
dayalbagh educational institute

Impact
Earlier, the local residents of Rajaborari Estate (comprising 10 villages with a population
of over 5000 people) had to go to Timarni (55 km away) to have their vehicles serviced or
repaired. This is now possible locally at very reasonable rates, saving time, energy, and money.

The AAM Workshop also serves as a shared ‘Rural Resource Centre’ where anyone can come
and use the equipment for his private or commercial use at a very nominal fee.

Two companies, IYMPL and Mahindra were informed that the villagers come to the karkhana
in large numbers and asked if they would like to organize free service camps (FSC) in the
Basant Mela, a local fair of importance, to be held between 7 – 10 February 2017. Both agreed
and their stalls were a great success with 213 motorcycles, 4 tractors and 3 SUVs serviced in
the camp; the villagers requested that such camps be organized regularly.

Free Service Camp by IYMPL. Motorcycle washing at Free Service Camp.

Free Service Camp by Mahindra. Mahindra vehicle being attended at FSC.

Beneficiary Testimonials

„„ “I have undergone six-month two-wheeler automobile repair training at AAM

Karkhana Rajaborari. The DEI Technical College has also arranged and sponsored
twenty-day training for me at India Yamaha Motor Pvt. Ltd, Surajpur (near Noida).
I have now started my own flour mill cum automobile repair shop in my village
which provides livelihood to my family.”
Mr. Ashok Uikey, Tribal Youth, Village Rajaborari, Dist. Harda (M.P.)

320
 dayalbagh educational institute

„„ “I belong to village Temrubahar (a Korku tribal village) in district Harda. I am

using the welding equipment and infrastructure of AAM Karkhana, Rajaborari for
my self-employment purposes. I was working in a factory at Bhopal as welder but
now I have relocated back to my village and started my own welding services by
using AAM Karkhana equipment (welding machine, cutter, power back-up etc.). I
am simultaneously managing my agriculture operations as well. I have earned Rs.
50,000 in past six months from my welding jobs without making any investment
in the costly equipment and power back-up in this rural area”
Mr. Sukhdev Bhusare, Korku Tribe, Village Temrubahar

„„ “I have completed my one-year certificate program in Motor Vehicle Mechanic

(MVM) from DEI and am presently working at the AAM Karkhana since past two
months. I will open up my own workshop in my village Mogradhana in times to
come.”
Mr. Anand Raj Bhalavi, Korku Tribe, Village Mogradhana

„„ “My name is Gurdayal Yadav and I belong to village Mogradhana. My father is a

farmer and we also have a small kirana shop in our house. I attend training at the
AAM Karkhana in the forenoon and help my old father in managing the shop in
the afternoon. I have plans to take loan after my training and expand my current
shop to include automobile repairs as well.”
Mr. Gurudayal Yadav, Rural Youth, Village Mogradhana

321
dayalbagh educational institute

Business Advisory Clinic

Context
Management Education should focus on applying concepts to real-life business situations.
Micro, small and medium enterprises (MSMEs), also, should use management concepts to
deal with challenging situations. The Business Advisory Clinic (BAC) initiative of DEI offers
free services to MSMEs who cannot afford management consultants; these situations,
when discussed in the classroom, expose students to the practical aspects of management.
Through these free advisory services, BAC promotes entrepreneurship in MSMEs.

Rationale
The Business Advisory Clinic is an innovative initiative based on the case study method. This
involves presentation of content in a narrative form followed by questions and activities that
promote group discussions and solving of complex problems. Case studies facilitate higher
learning, fact recollection, to analysis, evaluation and application.

322
 dayalbagh educational institute

Using real-life case studies, critical thinking and problem-solving skills of students are
enhanced exposing them to the challenges faced by MSMEs. These case studies are also
published for wider dissemination in the academic fraternity.

Description
BACs activities are immersive in nature with students absorbed in discussions and eager
to contribute. Students come up with solutions and alternatives using a multi-pronged
approach.

BAC activities

Impact
„„ This innovative initiative has positive impact on the student learning and their
appreciation of the application of theoretical concepts in real life situations.
„„ This innovative method of problem solving supports entrepreneurs by giving
advisory services which are otherwise not available to them.
„„ This program has resulted in supporting the entrepreneurship initiative in the
society.
„„ “Techniques for Enhancing Risk Consciousness of MSMEs in India using Expe-
riential Approach”, invited talk given on April 19, 2016 from 11.30AM to 1.00PM,
Canada-India Centre River Building, Carleton University, Ottawa, Canada.
„„ “Is entrepreneurship decision of university students a conscious choice? A study
of an Indian University using Triangulation Approach”, The Science of Conscious-
ness (TSC 2016), Tucson, Arizona, April 25-29, 2016.
„„ “Profitability at any cost?”: A Mini Case Study on Business Ethics, International
Journal of humanity and Social Sciences, ISSN: 2231-3532&E-ISSN:2231-3540,
Volume 3, Issue 1, 2014, pp 069-071.

Beneficiary Testimonials
„„ “It was fun interacting with other students in a team and discussing real life
cases.”
„„ “I was saved from making a bad investment decision as I took time in the
preparation of the project report and understanding the risks involved.”
„„ “We have started to appreciate the applications of concepts in the real-life
situations”
„„ “It was very exciting to present the case study and solutions we developed in a
conference”.

323
dayalbagh educational institute

Systems Approach & Ism Model Of Dei Education

Context
“Applied systems research addresses real world problems concerned with complex,
unstructured, multidisciplinary, large scale systems which require acquiring information
of the system and its components and environment…which seek approximate solutions to
precisely or imprecisely formulated problems…” Most Revered Prof. P. S. Satsangi, Chairman,
Advisory Committee on Education, DEI, and Founder President, Systems Society of India (SSI)

The unique attribute of systems theory is that it can integrate and see the world in terms
of facts and events with their context and as ‘whole’. It brings forth a reorganization of the
way of thinking desirable in synthetic, expansionist, dynamic, multiple and mutual causality
modes of inquisitive thinking, conceptualization of scenarios and in-depth analysis.

Rationale
Consistent with the systems philosophical tenet of ‘Holism’, DEI’s holistic education model
concerns an understanding of a body of knowledge by examining its value-interactions with
other epistemological constituents that is vital for the well-being of any civilization and its
ecological and cosmological existence. The unique attribute of value-based education is that
it can integrate within the framework of its postulates, the methods and systems of providing
educational contents across a multidisciplinary body of knowledge.

Description
DEI’s values-based Quality Policy is configured around its aim and objects, education system,
organization and governance mission objective of bringing about the physical, intellectual,
ethical and emotional integration of an individual with a view to evolving a well-rounded,
complete person. DEI fosters in its students, faculty and staff, a culture of total quality
sustained excellence, innovation, creativity and initiative, both in the world of education and
the world of work; that is, with teaching, learning, research, administration, on the one hand,
and social and industrial outreach and entrepreneurship, on the other.

The conceptual construct of DEI’s educational model (in the figure on next page) has
elements spread over Aims and Objects, Educational System and Organization, in a hier-
archical structure depicting these elements in the form of an Interpretive Structural Model.
The Mission Objective, i.e., development of a Complete Man, is at the top.

324
 dayalbagh educational institute

Elements such as Students Participation, Remedial Teaching, Interface for Learning, Access
to Field Experience, Training and Motivation of Staff, are shown at the grassroots level, while
the Educational System designed to develop the Complete Man is shown in the middle layer.

Any student who joins the undergraduate programme has to perform not only Intellectual
activities but also take part in Physical and Social Activities through Foundation Courses,
Field Experience (Work Experience), Rural Development, Limited Specializations, etc.
Different educational activities lead to not only Academic Objectives but also inculcate Moral
and Spiritual Values and develop Social Sensibilities among the students. High Performance
Standards, Fundamentals and Continuous Assessment in the Educational System lead to
‘Quality’. The model thus depicts how organization policy elements are put together to
create an educational system that leads to the attainment of the Aims and Objects and finally
results in the Development of a Complete Person.

325
dayalbagh educational institute

Impact
In pursuance of its ISM- mission objective of evolving a ‘complete man’, DEI’s curriculum
includes core courses and co-curricular activities which encourage the well-rounded
development of the individual. These include the following: Cultural Education, Comparative
Study of Religion, Scientific Methodology, General Knowledge and Current Affairs; Rural
Development, Agricultural Operations, Social Service and Co-Curricular Activities (cultural
and literary activities, games and sports). This values-oriented total quality and holistic
education approach benefits from providing a well-rounded perspective of life making
education not only of immediate relevance but making it of continuing value throughout
life in a more meaningful way. Given that the world today is torn, with strife and conflicts at
every level, there is an urgent need to make modern education more balanced with emphasis
on values and quality in a synergistic way and promote the overall idea of holistic education
to resolve this crisis. India and, for that matter global society, requires an educational reform
on the above lines that aims at excellence but not at the cost of relevance, which inculcates
dignity of labour, encourages initiative and creative work, which is multi-disciplinary, which
prepares students for the increasingly techno-social systems of tomorrow without uprooting
them from their agricultural and cultural moorings. An education model that will generate
in students the basic values of humanism, secularism and democracy by exposing them to
the principles of all the major spiritual and moral traditions of the world and to their own
cultural heritage, thus developing in them an integrated personality of well-adjusted persons
whose world has not been ‘broken into fragments by narrow domestic walls’.

Beneficiary Testimonials
In a recently concluded survey of DEI students across all its faculties, the - ISM model was
validated to be ‘very effective’ in terms of indicating the strength of relationship among
holistic values and quality variables and holistic personality development of the students
enrolled in various courses and programs. Attribute-wise weighted average score-levels and
the overall scores of correlations coefficient, R were found to be higher in the graduating
batch of students compared to new admissions students indicating the strong link between
personality development attributes and their stay at DEI.

Newly admitted batch of Students-result:

Variables Academic Moral and Social Sensibility

Excellence Spiritual Values
Academic 1
Excellence

Moral and .539 1

Spiritual (Moderate positive r)
Values

Social .511 .676 1

Sensibility (Moderate positive r) (Strong positive r)

Physical .418 .541 .589

Well-Being (Moderate positive r) (Moderate positive r) (Moderate positive r)

Results from a survey for validation of ISM Model, conducted on newly admitted students of DEI

326
 dayalbagh educational institute

Passing-out (Final year) batch of Students Result:

Variables Academic Moral and Social Sensibility

Excellence Spiritual Values
Academic 1
Excellence

Moral and .612 1

Spiritual (Strong positive r)
Values

Social .599 .763 1

Sensibility (Moderate positive r) (Strong positive r)

Physical .517 .671 .752

Well-Being (Moderate positive r) (Strong positive r) (Strong positive r)

Results from a survey for validation of ISM Model, conducted on final year students of DEI

327
dayalbagh educational institute

Industry-Institute Partnership

Context
The knowledge imparted by educational institutions should be of relevance to industry,
focusing on practical training in addition to theoretical concepts. Vocational education finds
favor with students as they can get jobs. Industry invests heavily in training fresh graduates
to make them fit for industry: Industry-Institute partnerships enable industrial training in
the institute.

Rationale
Industry has taken upon itself the modernization of laboratories, workshops in some
categories of educational institutes as also the training of their staff in modern practices, and
on-the-job training (OJT) to students. This takes place via visits to educational institutions
by industry experts. As government grants decline, educational institutions benefit from
such arrangements by offering consultancy, and design and testing facilities. Therefore,
industry-institute partnerships are important and mutually beneficial.

Description
DEI has been offering its expertise to the local industry and DRDO in a big way. Some of the
important consultancy projects are given in the table below.

Consultancy Recipient

a. Design of Winching and Mooring System for Aerostat-2000m . 3

ADRDE, Agra
b. Finite Element Structural Analysis of 75 feet Inflatable Hemi-
spherical structure.
c. Study and development of processes for creating Bulk Nano
materials for aerospace structures.
d. Study of microstructure and mechanical properties of
ultrafine grained aluminum alloy (al6061) developed using
ECAP and FSP.

a. Motor/Generator Testing. Local industry

b. Calibration of Voltmeter, Ammeter, Wattmeter, energy meter
etc.
c. HV testing for Safety Shoes
d. HV testing of Insulators
e. HV testing of dielectric Oil

Setting up research lab to make intelligent robots. Essar Steel India Ltd.

Material testing and mix design. Local firms, Indian

Railways

328
 dayalbagh educational institute

Design of Winching & Mooring System of Aerostat. FEM Analysis of P-7 Platform Structure.

The Department of Automobile Engineering, Technical College has signed MoUs with Maruti
Suzuki India Ltd (MSIL), Gurgaon; India Yamaha Motor Pvt Ltd (IYMPL), Surajpur; and TVS
Motor Co (TVSM), Hosur in the field of automobile manufacturing and sales. These MoUs
envisage upgradation of training facilities in the department to meet industry requirements,
staff and student training, internships and on-the-job training (OJT) for students, industrial
visits, and final placement of students. The MoUs have also resulted in joint development
of new programs: the DEI-TVS Community College Programs (CCP) in Sales and Service
both provide for three months of classroom training followed by nine months of OJT at the
company’s dealership in the hometown of the student. A trainee is well trained as a mechanic
and has a relatively fast career progression.

Yamaha Trainer with students. TVS training facility.

Apart from MoUs with companies mentioned above, the department has ties Honda
Motorcycle & Scooter India Ltd (HMSI), Manesar and Mahindra Navistar Automotives Ltd
(MNAL), Mumbai. These companies have visited the campus for one-day programs on Safe
Riding Training and training on CNG technology.

329
dayalbagh educational institute

Demonstration of driving simulator by HMSI Visit by MNAL team for training on CNG technology

Impact
Consultancy: DEI faculty is an official consultant to ADRDE (DRDO).

Felicitation: DEI faculty members have been felicitated with Academic Excellence Award,
2011 by Aerial Delivery Research and Development (ADRDE), DRDO, Agra for their long-
standing academic and research support to ADRDE.

Patent awarded: “A 3D-ECAP Die for manufacture of Bulk Nano-Structured Materials”.

Awards: Top three students of Certificate in Motor Vehicle Mechanic (four-wheeler) program
were awarded a Certificate of Merit and cash awards from Maruti Suzuki India Ltd.

MSIL instructor interacting with students. MSIL Certificate.

DEI faculty members have been actively engaged in joint activities with industries and
government organizations as chairs in technical sessions, technical experts, academic
experts, members of project review committees/selection committees, guest lecturers in
industry and as financial and technical consultants.

330
 dayalbagh educational institute

ISO 9001: Quality Management System

Context
ISO 9001 is the world’s most widely recognized Quality Management System (QMS). It
belongs to the ISO 9000 family of quality management system standards (along with ISO
9004) and helps organizations to meet the expectations and needs of their customers,
amongst other benefits. An ISO 9001 quality management system helps the organization to
continually monitor and manage quality across all operations and outlines ways to achieve,
as well as benchmark, consistent performance and service.

Rationale
The Institute was awarded ISO 9001:2008 certification on 2nd January 2017. The scope of
the certificate is, “Provision of academic administration, management and administrative
support services for conducting educational programmes with the award of credits and
grades.”

ISO 9001:2008 certification

Description
The Core committee for implementation of ISO 9001 includes the following:
„„ The Director
„„ The Registrar
„„ The Treasurer
„„ The Controller of Examination
„„ The Assistant Registrar (Admn.)
„„ The Assistant Registrar (Accts.)
„„ The Assistant Registrar (Exam.)
„„ Shri Soami Dayal, BHEL
„„ Dr. Ratan Saini, Coordinator, IQAC & Management Representative.

331
dayalbagh educational institute

Number of training courses have been organized and attended by officers and staff on ISO
9001:
„„ ISO 9001:2008 and ISO 9001:2015 Awareness training
„„ Lead Auditor Training for ISO 9001:2008 and ISO 9001:2015
„„ Internal Auditor Training for ISO 9001:2008 and ISO 9001:2015

The Departments covered are:

„„ General Administration
„„ Finance and Accounts
„„ Academic Administration
„„ Central Library

Internal Audits are scheduled at planned intervals to check that the quality system conforms
to requirements and that the system is effective. ‘Requirements’ include the standard itself,
as well as the company’s own requirements (that is, its own procedures and policies).
A Periodic Audit is conducted as per the ISO 9011 by trained Internal Auditors.
„„ Dr. Saurabh Mani
„„ Dr. Amit Gautam
„„ Dr. Sunita Malhotra
„„ Ms. Surat Pyari
ISO on QMS will be renewed for 9001:2015.

Impact
The impact of ISO 9001 is manifold as all stakeholders including officers, staff and students
are now aware of importance of quality and Key Performance Indicators (KPIs). The Institute
is working to improve the system’s performance based on feedback.

332
 dayalbagh educational institute

Cocurricular Activities

Context
Cocurricular activities develop the personality of a student as well as to strengthen the
classroom learning. Cocurricular activities are designed to give students the opportunity to
show their talents and complement their education.

Rationale
One of the distinctive features of the DEI system of Education is the focus on co-
curricular activities with an objective to build up the total personality of a student. Through
a structured method, combining evaluation in the form of marks, participation in intra- and
inter-faculty competitions and events, regular weekly classes under the guidance of teachers
who are experts in various fields, a student at DEI receives opportunities to nurture talents
and grow into a confident individual, skilled in some artistic pursuit and/or in games and
sports.

Description
The evaluation of students’ overall performance is done at the end of the even semester of an
academic session. The marks awarded in the CCA (Cocurricular Activities) are displayed on
the notice board in the same way as is done for other courses. The Cocurricular Activities are
divided into three heads, each head having a weightage of 200 marks:
„„ Cultural and Literary Activities
„„ Games and Sports
The Compulsory Games and Compulsory Cultural-Literary Activities are held in regular
periods allotted in the time table.

For making fair assessment and imparting good training to the students during these
compulsory periods, at least one teacher is deputed for every twenty students participating
in regular periods of Games and Sports, or Cultural and Literary Activities. For evaluating a
student’s achievement in these activities, competitions are organized at Intra- and Inter-Fac-
ulty level. The best performers are sent to represent the Institute in the competitions outside
the campus.

333
dayalbagh educational institute

Impact
„„ The compulsory Cocurricular activities provide students a platform to exhibit
their non- academic abilities.
„„ Cocurricular activities create an environment for spontaneous participation of
students in co-curricular activities, create leaders for future and provide oppor-
tunities for community service activities.
„„ Cocurricular activities groom students in the “art of living” and working together.
„„ Cocurricular activities give the students an opportunity to develop skills.

Student Testimonials
„„ “The congenial environment in DEI has given me numerous opportunities to
participate in extracurricular activities and groom my personality”.
„„ “Life as a DEI student is unique in its own right. Here studies are perfectly
balanced with extracurricular to achieve overall development of the students.”
„„ “As Students we are encouraged to take initiatives and hone leadership skills, so
that they can cope with the world outside the campus.”
„„ “For me, Life in Dayalbagh University has been breathtaking and enriching. The
environment not only helped me in imbibing knowledge but also in developing
my overall personality, fueling confidence in me.”

334
 dayalbagh educational institute

Skill Development in Textiles

Context
DEI runs more than 100 skill courses. The unique feature of these courses is that each of
them is either a major course offered in any stream of arts, science, commerce, management,
engineering or a work experience course which leads to skill development.

Rationale
In 1988, the work experience course in Textiles was extended to a 1-year certificate course.
In 1991, it was made a PG Diploma in Textile Design and Printing. The students taking these
courses either get employment or start their own enterprise where they become job enablers.

Description
Nalani Kamara of the 1993-94 batch started her work from the terrace of her house in a
small shed with one sewing machine. Today Kosh Innovations is an ISO 9001:2008 certified
company focused on improving people’s lives through meaningful innovations. It has come
up with a line of eco-friendly products using efficient and highly systematic production
processes backed by advanced machinery. With a turnover of more than 10 crores, Nalani
Kamara has multiple products and employs more than 100 people.

Impact
Nalani’s success story has had a great impact on the students taking this course. These
students have been encouraged to begin their own start-ups, through innovation and chan-
nelizing their ideas into new products.

Beneficiary Testimonials
„„ “I never wanted to study and always used to wait for the day to be over. I came
to know about the Textiles program from my neighbor and joined DEI to pass
my time. I have received a systematic and articulated way of vocational training
which imparted skills. Today I am a successful entrepreneur who wishes the day
was of 36 hrs.”

335
dayalbagh educational institute

Total Quality Management

Context
Total Quality Management is essential for sustainability and development of quality in
higher education.

Rationale
The Institute has developed a Total Quality Management System which reflects the Value
Education -Quality policy.

Description
The Total Quality Management elaborates on the various elements of Value Education-based
Quality policy:
„„ DEI’s values-based Quality Policy is configured around its aim and objects,
education system, organization and governance mission objective of bringing
about the physical, intellectual, ethical and emotional integration of an individual
with a view to evolving a well-rounded, complete person.
„„ DEI fosters in its students, faculty and staff, a culture of total quality sustained
excellence, innovation, creativity and initiative, both in the world of education
and the world of work; that is, with teaching, learning, research, administration,
on the one hand, and social and industrial outreach and entrepreneurship, on
the other Holistic development of students will be strongly emphasized and
promoted through the foundational Core Programme and Work-experience.
„„ Implementation of DEI’s broad-based, comprehensive, flexible and innovative
education policy will be regularly reviewed, curricula upgraded, and experimen-
tation and reforms initiated.
„„ Technological interventions in implementing total quality management through
the Sigma Six Q paradigm will be supported in:
• Monitoring and implementation of water and air quality
• Enhancing use of renewable energy
• Innovation in education and healthcare
• Innovating in agriculture and dairying
• Empowering of women and weaker sections of society
„„ Career advancement of faculty will be supported. Accountability and faculty
performance will be monitored through assessments by students, peers and
management and recognized fairly and freely.
„„ Interactions with industry will be supported through diverse mechanisms such as
internship, consultancy, prototype development and R & D, sponsored research
and technology transfer.

Impact
The impact of Total Quality Management is clearly visible in the alumni of the Institute as
they excel in their respective fields with distinctive qualities of hard work, sincerity, honesty
and reach higher positions in the organizations.

336
 dayalbagh educational institute

तोD-मोD-जोD

Context
Education is the crucible in which Innovations and creativity are nurtured. Promoting
creativity and originality through our educational institutions is a first step towards
broadening and deepening the impact of innovation in our society and economy. To foster
creativity at an early stage and to encourage an innovative mindset in the learners, it is
necessary to provide a hands-on learning environment where students can de-construct,
re-construct or re-purpose everyday objects that they see or use.

Rationale
The innovative skilling initiative in Dayalbagh Educational Institutions is based on the
concept of, “Tod-Mod-Jod” or “तोD-मोD-जोD”, i.e. learning through dismantling, joining,
adding, assembling, shaping, designing, redesigning, reshaping. This method of learning
is in contrast to the conventional training. तोD-मोD-जोD (TMJ) not only allows students to
understand the scientific principles behind the everyday products they use, but also helps
the students to expand their horizons to larger concepts and applications so as to enable
them to solve real world problems. For instance, students typically do not know the inside of
a ceiling fan, तोD-मोD-जोD (TMJ) session would help them to understand how mechanical
airflow and electric concepts and components are used.

Description
Dayalbagh Educational Institute introduced तोD-मोD-जोD at middle school level for
innovative and self-motivated students who want to create a new product out of those used
in daily life. The teacher as mentor encourages students to follow their creative instincts.
The feedback from students shows a complete change in their perception towards machines
and devices. Curiosity and inquisitiveness are encouraged. These are critical for nurturing
an innovative mindset. It is hoped that तोD-मोD-जोD centres will develop a way to excite and
challenge young minds in a fun learning environment. The National Innovation Council of
India has proposed the creation of Tod Fod Jod (TFJ) centres in schools and colleges.

Impact
„„ तोD-मोD-जोD centre will provide a hands-on learning environment where
students can de-construct, re-construct or re-purpose everyday objects that they
see or use.

337
dayalbagh educational institute

„„ Helpful in establishing the concept of learning through “Tinkering”, “Discovery”,

and Experimentation”.
„„ Early Start towards building a nation of creators not just consumers of products.
„„ Make education relevant, real and fun.

Student Testimonials
„„ “Will always be curious on how what I use actually works”.
„„ “Connects multi-disciplinary concepts learnt in textbooks to real life applica-
tions”.
„„ “We want तोD-मोD-जोD classes every day”

338
 dayalbagh educational institute

Values and Quality Day

Context
As part of its basic structure which rests on the foundation of values and quality education,
the Dayalbagh Educational Institute celebrates Values and Quality day on the day of
Deepawali – the festival of lights. The festival of joy, victory of good over evil and brotherhood
seems an appropriate occasion for the celebration of the mission objective of the DEI system
of education – to create a well-rounded personality steeped in high character and ethical
values.

Rationale
In the present scenario, Values Education is the missing link between quality teaching and
learning practices. Today society reflects the impact of values erosion and deterioration in
character and ethics. To address this issue and in pursuance with the Institute’s thrust on
Values-based Education and Continuous Quality Enrichment across all spheres of Teaching
and Research, DEI has also launched Quality and Values Drive spanning all its Faculties,
Colleges, Distance Education-ICT Centers and High Schools for Girls and Boys in India and
abroad.

Description
A representative committee has been constituted with its members assigned in various
faculties of DEI to play proactive roles as Values and Quality Counsellors with a purpose to
broadly facilitate sensitization and counselling of the students and faculty members about
preservation and enrichment of the DEI Values and Quality System, ensuring compliance
with the Professional Code of Conduct, Monitoring and Analysis of Performance Indicators,
Regular Appraisal and Feedback-discussion with Deans/Principals, Heads, Course in charges
and staff members.

The activities organized on this day include:

„„ Inter-faculty and inter-institute competitions
„„ Students’ Paritantra to encourage systems approach across all disciplines.

The core theme for all activities is values and quality in education.

Impact
In the above context, celebrating Values and Quality Day on Diwali every year also provides
a welcome opportunity to review the yearly progress towards the attainment of the ideals
and mandates under the institute’s Vision 2031 plan. The celebration of values and quality
education on this day encourages student participation in cultural and literary events,
make students more conscious about the importance of values and quality in education
and encourages healthy interaction. Students and staff participate with overwhelming
enthusiasm and interest across various faculties of DEI, renowned colleges and institutions
of Agra and Mathura, and a number of Open and Distance Learning / ICT centers across
India and abroad in a synchronous mode with DEI main campus events.

339
dayalbagh educational institute

ATMA (Apparel and Toy Making Association)

Cutting Training at ATMA Centers Training in toy making

Context
DEI has made ground-breaking progress in vocational education since January 2004 when
the first vocational certificate-level course in sewing was introduced via distance mode at
more than 50 locations across the country with the objective of training and selfless service
to the downtrodden. This turn towards skill-based courses was justified by the DEI system’s
emphasis social responsibility and upliftment of the weaker sections. The aim was to bring
low-cost, high quality education to the learner’s doorstep. The institute does not hesitate to
reach out to remote locations of the country to offer need-based courses to the tribal and
unprivileged sections of society.

In the year 2014, the Home Science department of the institute took the initiative to launch
an undergraduate level vocational course, of B. Voc. (Apparel Designing) which attracted
many learners. The institute has made a huge effort to uplift social and economic conditions
of society’s underprivileged sections, especially women.

Rationale
The ATMA (Apparel and Toy Making Association) was established at Rajaborari by DEI’s
Centre of Rural Entrepreneurship (CORE) and the Home Science department, Faculty of
Arts. The objectives of ATMA include:
Skill enhancement leading to economic gain of local tribal female population in sewing and
toy-making or other related activities.
Improving awareness on health and social evils for the upliftment of female members of
selected area. Establishment of a common resource center for skilling and entrepreneurial
experimentation by young female entrepreneurs. Extending sustainable self-employment
opportunities in remote tribal areas. Sensitizing the residents to the relevance of proper
nutrition, immunization, health and hygiene, and education of the girl child.

Description
The department had already been running a D.E.I-mentored certificate course in Dress
Designing and Tailoring at Rajaborari for ten years. The training given by the institute to
students and faculty was related to apparel production and preparation, and for making
soft toys: it was very enthusiastically accepted by the tribal women. This training covered
womenfolk located in ten rural villages of Rajaborari, District Harda, Madhya Pradesh.

Within a period of two months, by January 2015, three training-cum-production centers

were established at different locations of Rajaborari. This included ten sewing machines, a
cutting table and a cupboard at each center.

340
 dayalbagh educational institute

Since Dayalbagh had been running primary level schools at various locations in Rajaborari,
one room (about 15 ft by 10 ft) from these schools at the three selected sites were used for the
installation. These centers were located at Mogradhana, Kayari and Rajaborari.

Training and Infrastructure at ATMA Centers Training in toy making

At first, salwar and kameez for which a demand existed, and whose market potential was
seen to be promising was selected for production. Standardized patterns in appropriate sizes
were procured/ prepared; the cut pieces were prepared into bundles sent to Rajaborari for
sewing. Within next two months, three copies of standardized stencils sizes, small, medium
and large were prepared and sent to the three centers. Training the women to cut suits using
the stencils reduced the time taken for the job as also the effort of transporting them.

Within the next six months workshops on quality awareness, standardization of stitched
garment sizes and appropriate sewing techniques to achieve uniformity in production were
organized. With the organizational inputs from the administration and the faculty as well as
students of the institute, good quality white uniforms for girls were produced. From July 2015,
these were sold at nominal rates to university students by the Home Science Department.

Training and Workshop on sewing apparels Quality Enhancement

341
dayalbagh educational institute

Workshop on Quality Enhancement

Because of these interventions, more than 180 women from Rajaborari and surrounding
villages began stitching kurta and salwar, producing apparel of an acceptable quality. About
70 women were trained to stitch and produce soft toys. Once quality awareness became
widespread in the workforce, different kinds of stitched items began to be made, from June
2015. Simple items for which there was a demand among the local Agra community and
Rajaborari community were selected. These were:
„„ D.E.I girls’ uniform
„„ Ladies’ suits
„„ Shoulder bags
„„ Kurtas for men
„„ Pyjamas for men
„„ Cushion covers, pillow covers
„„ Soft toys

With an objective to empowering women to become the bread winner and to increase inflow
of revenue in the rural zones, by May 2016, an Apparel and Toy Making Association (ATMA)
was formally structured. Under the ATMA banner, exhibitions were organized at local and
institutional level to market the product. The women were trained and guided to produce
items of a good quality; from May 2016, printing, painting, embroidery was incorporated
in the items to add value. The prepared samples are organized in a catalogue with style
numbers and images to procure orders. Attempts to achieve large production orders from
various outlets and other business set ups are being made. In May 2016, soft toys made by
rural women of Rajaborari were packed and sent to Canada for sale. With the support of
the institutional infrastructure, outlet to sell ATMA products on the campus, called, “D.E.I
Quantum Jugaad”, was established.

These products are marketed at the following locations:

„„ Local level: Haat at Rajaborari, Timarni
„„ In Agra: in Exhibitions and at the “D.E.I Quantum Jugaad” outlet.
„„ Ujjain, Bhopal, Indore.

342
 dayalbagh educational institute

At present various items are being produced and a catalogue is ready for procuring orders.

Samples with Codes for Order procurement

Impact of ATMA initiative

„„ Four garment production units with ten sewing machines and other train-
ing-cum-production related facilities have been established at Mogradhana,
Kairi, Rajaborari and Salai.
„„ Training for layering, layout, cutting, bundling and sewing of items has been
imparted at the four established centers, to over 200 women from weaker sections.
„„ Training for machine-cutting of fabric to improve the speed of production and
printing, embroidery and painting has also been given to increase the range of
products.
„„ For selected items a good quality of products has been achieved.
„„ About 45 women are ensured a continuous income ranging between Rs 1500/-
and Rs 3000/-.
„„ The trainers have built the skills required for creativity, innovation and entrepre-
neurship.
„„ The students have a business launch-pad to innovate, experiment and implement
ideas that have relevance to the immediate workplace (society).
„„ A regular sales counter has come up on the university’s campus
„„ A request to start more centers is emerging from other villages.

343
dayalbagh educational institute

Soft Skills Development

Context
Soft skills refer to a cluster and combination of skills such as social skills, communication
skills, attitudes, career attributes, social intelligence and emotional intelligence quotients
that enable individuals to effectively deal with their environment, work harmoniously with
others, perform well, and achieve their goals along with the hard, technical skills. Hard skills
used to be the only skills necessary for career employment and were generally quantifiable
and measurable by educational background, work experience or interviews.

Rationale
A comprehensive educational policy focusing on all-round development requires attention
to the following soft skills in DEI students.

„„ Leadership
This is developed by providing ample opportunities via participation in games
and extracurricular activities, seminars and group discussions.
„„ Communication skills in the form of Seminars and Group Discussions
DEI provides a platform for students to develop communication skills by
preparing and presenting seminar papers and actively participating in group
discussions. Students learn to be good communicators who can adjust the tone
and style according to the audience, comprehend and act efficiently on instruc-
tions, and explain complex issues to others.
„„ Self-motivation in the form of continuous evaluation system
DEI’s educational policy is based on a continuous evaluation system. Students at
DEI have to incessantly work to perform well in academics and must be self-mo-
tivated: a positive attitude is a vital soft skill developed in this process.
„„ Work ethics taught through value-based education, discipline and commitment
Work ethic skills teach DEI students to be hard working, self-motivated, learn
time management, regularity in attendance.

Description
Students are given an opportunity to further hone their soft skills by the Alumni Association
of DEI (AADEIs), now an arm of DEI.

The objective is to prepare the DEI student for a global work place, to have the skills to get the
best career opportunities suited to each candidate; be it self-employment or job placement,
to ultimately evolve into a complete person. The goal was to enhance their employability
with the loftier aim of ultimately enabling them to become the ‘complete person’

„„ Mode of Instruction
A blended mode for local DEI students and jobseekers using DVDs face-to-face
contact sessions guided by qualified expert mentors and guest lecturers. Live-in-
teractive classes/ workshops, role-playing and group discussions, practice
sessions, mock interviews and counseling for imparting hard and soft skills,
practical and theory classes for IT skills and synchronous delivery via video
conferences to Distance Education Study Centers of live sessions and recordings.
Students come for the following services:

344
 dayalbagh educational institute

„„ Skill development
• Soft skills (communication, personality development and interview
techniques)
• Basic IT skills (MS Office)
• Advanced IT skills (C-Programming, Unix and Perl, Java, Networking, and
others)
• Vocational IT skills (Tally, Access and Excel)
„„ Placement preparation
• General aptitude practice tests
• Help on resume creation/editing
• Mock interviews
„„ Group discussion
„„ Spoken English
„„ Career Guidance

IT Skills Workshop Group Discussion

Psychological Clinic and Counselling Cell

The Department of Psychology, Faculty of Social Sciences is taking the initiative to provide
services to the DEI students and community at large, to foster their soft skills. Psycholo-
gists and counselors are helping those in need of enhancing their personality in terms of
interview skills, resume writing, inhibitions to express themselves, emotional problems, etc.
Psychological tests, tools and therapies are used.

Impact
Students gain confidence and can articulate their ideas easily. The soft skills development
programs have led to better job prospects for the students.

Beneficiary Testimonials
„„ “Net study group is a great help for students preparing for NET. It gives direction
for preparation”. Vidhi Jalan (Nov 4, 2017)
„„ “This time on Dec 26,2011, I appeared in NET exam (it’s my first attempt)
and I found NET coaching held in June at DEI was useful to a large extent, as
some important sections were covered. research aptitude, communication,
ICT, Teaching aptitude etc. specially practice sheets were useful because some
questions were exactly same as of practice sheets, and about difficulty level of
exam... overall NET classes are helpful and should be organized in near future
for upcoming NET exams. “ (Shefali Bansal, M.Phil. Economics, DEI, Jan 4,2011).

345
dayalbagh educational institute

Society for Preservation of Healthy Environment

and Ecology and Heritage of Agra (SPHEEHA)

Context
In last few decades, development in Agra has resulted in growth in industry, traffic and
population due to which the pollution levels have risen significantly, green cover has
reduced, and water bodies degraded. As Agra’s residents change their lifestyles, the price
paid for ill-planned development has been ignored. Many citizens and NGOs of Agra have
come forward to resolve the environmental issues and care for the protection and preserva-
tion of the heritage of the city. SPHEEHA (Society for Preservation of Healthy Environment
and Ecology and Heritage of Agra) has been at the forefront of taking-up environmental
issues of Agra at every possible forum to conserve what we are still left with and try to
replenish whatever we can. It has also been one of the pioneers in organizing regular mass
tree plantations in this city since 2006.

Rationale
In 2006, SPHEEHAs foundations were laid, with the aim of bridging the gap between the
Government Departments, Non-Governmental Organizations and residents to promote
healthy environment for the wellbeing of the residents by providing specialized inputs and
service and consultancy for better management of ecosystems of the city and raising public
consciousness in matters regarding environment and ecology. Society for Preservation of
Healthy Environment and Ecology and Heritage of Agra (SPHEEHA) is a registered body
under the Societies Registration Act, 1860 (No. XXI).

Vision
SPHEEHA’s vision is to make all urban habitats Eco-Friendly and Sustainable through
interactive and inter-connected efforts embodied with zeal, tireless interest and vigor and
the unified aim of making the motto, Clean and Green Agra, a reality.

346
 dayalbagh educational institute

Mission
SPHEEHA aims to work for sustainable management of the life-supporting ecosystem to
protect and preserve the physical environment for the cultural, emotional and spiritual
well-being of the residents of Agra.

Its focus is on:

„„ Sustainable management of life support ecosystems.
„„ Protection, preservation and development of environment.
„„ Cultural, emotional and spiritual wellbeing of residents.
„„ Developing Agra as an eco-city.

Description (Activities)
The society with active involvement of DEI has successfully organized several seminars and
workshops on different aspects of environment having relevance for Agra in which some
renowned experts, environmentalists, scientists, engineers/technology experts, administra-
tors/policy makers and social workers, drawn from different parts of the country and abroad,
participated as speakers and panelists.
SPHEEHA has made a bold attempt to weave a tapestry of sustainable ecosystem in context
of urban environment in portions of Agra. Following are the efforts and activities conducted
by the organization.
„„ Efforts for Biodiversity, Heritage and Ecological Conservation include:
„„ Reducing pollution leaving no carbon footprints.
„„ Rain water harvesting at community and individual level.
„„ Tree plantations done with scale and ensuring survival.
„„ Reclamation of waste land and appropriate utilization of the same.
„„ Highlighting and helping preserve the rich heritage of Agra.
„„ Involving professionals, practitioners, researchers, policy makers, concerned
citizens, academicians and NGO’s.

Seminars/Conferences/Workshops Organized
„„ In 2007, SPHEEHA conducted its first seminar – Seminar on Environment of Agra:
Issues and Solutions (SEAIS) by identifying the issues and discussing possible
solutions that plagued the city and continued to do so. In this seminar, all possible
issues like, From Taj Mahal to Potable water supply, the dying river Yamuna to
Solid Waste Management –were discussed under a single roof with a battery of
experts. ‘Say no to Plastic bags’ campaign by SPHEEHA was a major success in
2007 as a result of this conference.
„„ In September 2008, SPHEEHA in association with DEI organized a Workshop on
Rainwater Harvesting and focused on conservation of water in this arid region.
With experts joining from IIT Delhi and IIT Roorkee, Individual and Community
based Rainwater Harvesting was the suggested way forward. This was implemented
by SPHEEHA in the township of Dayalbagh with help from the authorities.
„„ On March 1, 2009 SPHEEHA organized a Seminar on Facing the Challenges of
Climatic Change and Global Warming. The organization of this seminar was a
gigantic step taken by SPHEEHA to focus on global issues and the impact it has
on a city like Agra.
„„ In 2010, SPHEEHA continued its work of implementing Rainwater Harvesting
systems in and around Dayalbagh Township in Agra and to keep a check on the
systems and process also held a Seminar on Climate Change, Water Management
and Concept of Eco-Village/Eco-City.

347
dayalbagh educational institute

„„ In 2010, SPHEEHA organized Workshop on Earth Hour and a Workshop on Waste

Management
„„ In 2011, SPHEEHA organized a Workshop on the Concept of Eco-village – A Role
Model for Sustainable Environment and Development. The proceedings of the
conference are cited as a bible on the subject by many. It has been published
by Tata McGraw Hill. In the same year a Seminar on Biodiversity Conservation of
Wetlands and Eco-Tourism Prospects in Agra was also organized.
„„ In 2013, SPHEEHA organized a Seminar on Consumption levels, Environmental
Damage & Sustainable Settlement. The Chief Guest was Dr. Anil Kakodkar –
Chairman Solar Energy Corporation of India and Former Chairman, Atomic
Energy. He was pleased to observe that SPHEEHA and residents of Dayalbagh
Township in Agra – which had seen a lot of inputs being put by SPHEEHA,
was working on the principle of reducing needs and thus towards sustainable
development. The Seminar was lauded by national media and the work of
SPHEEHA started reaching people beyond Agra.
„„ In November 2014, SPHEEHA organized a Seminar on Traffic in Agra: The
Sustainable Course.
„„ SPHEEHA has his roots firmly grounded with its various activities and it increased
its engagement with the citizens of Agra via an Annual Painting Competition for
school children in Agra. It annually organizes a one-day Workshop – Agra beyond
Taj, celebrates The Wetland Day and Tree Plantation activities and organizes
training of students and youth. The work of SPHEEHA has spread evenly within
all spheres of society and has been appreciated by all.

Other Activities
Month and Year Activity
July 24, 2011 Tree Plantation-2011
October 16, 2011 Workshop: ‘E- Waste Management’
November 27, 2011 Seminar: ‘Concept of Eco-Village/Cities as Role Models for
Sustainable Environment and Development (CERMSED)’
January 15, 2012 Environment Meet-2012
March 4, 2012 Orientation Program for newly inducted Associated Members
and Student Members
July, 2011 Representation in Taj Trapezium Zone (TTZ) Authority
December, 2011 Visit of Mr. Rob Kirkby, CEO Energy Advantage Inc., Toronto
May 23-28, 2012 Summer School: ‘Hands-on-Experience with Instrumental
Methods and Techniques for Analysis of Environmental samples’
June-December, 2012 Tree Plantation-2012
November 3, 2012 Talk-Waste Management and Need to Create Zero Waste
Campuses
February 2, 2013 World Wet-land Day
Agra Environment Meet-2013
February 25, 2013 Seminar-Agra Beyond Taj
June 5, 2014 World Environment Day
July 29, 2014 Environment Education Program-Global Tiger Day
August 10, 2014 Tree Plantation – 2014
February 22, 2015 Environment Meet – 2015
February 25, 2015 Seminar: ‘Agra Beyond Taj’
June 5, 2015 Environment Day-2015

348
 dayalbagh educational institute

June 20, 2015 Seminar: ‘Developing Action Plan for implementation of Traffic
Issues in Agra
August 18, 2015 Tree Plantation-2015
November 29, 2015 Essay Writing Competition
December 6, 2015 Seminar: ‘Smart Cities, Citizen Science and Eco Habitat and
Sustainable Development’
December 13, 2015 Drawing Painting Competition
December 25, 2015 Orientation Program for newly inducted members
February 24, 2016 Agra Beyond Taj-Literary Panorama

Impact
SPHEEHA has taken the lead to bring all stakeholders under one roof with experts from
across the country helping outline the broad vision and possible solution to make Agra a
Smart City. Visitors to Agra often complain about the city’s poor traffic management system.
Severe traffic congestions on the main as well as arterial roads are everyday occurrences.
Tourists, who come to see the Taj Mahal, recount of harrowing experiences on the roads. A
detailed action plan for traffic issues in Agra, developed by a team of IIT-Delhi professors in
association with SPHEEHA was released by the Commissioner of Agra, Pradeep Bhatnagar
in June 2015. The work of SPHEEHA is spread evenly with-in all spheres of society and is
appreciated by all.

349
dayalbagh educational institute

Dayalbagh: An Eco-village

Context
Eco-villages are urban or rural communities of people who strive to integrate a supportive
social environment with a low-impact way of life. To achieve this, they integrate various
aspects of ecological design, permaculture, ecological building, green production, alternative
energy, community building practices, and much more. Eco-villages are living models of
sustainability. They represent an effective, accessible way to combat the degradation of our
social, ecological, and spiritual environments.

An Eco-village is a community that lives in total harmony and communion, not only in
respect of its members or in its relationship with other communities or the entire nation, but
in its relationship to the large variety of flora and fauna, nature and even the creator.
Dayalbagh is an eco-village/city, quiet and peaceful with a largely self-sustaining agri-
cultural production, water harvesting and increasing use of renewable solar energy.
Education, agriculture and industries prosper in harmonious and ecologically sustainable
manner. Dayalbagh is greener and more sustainable since its foundation in 1915, even
though its population has increased. Dayalbagh’s eco-development, presents an admirable
combination of material and spiritual development. It represents a classic case of self-sus-
tained eco-friendly existence of human settlement in close harmony with the nature.

Description (Activities)
Self-Governance
Civic affairs are managed through a committee of elected representatives under the overall
supervision and control of a primary committee. The eco-village is divided into mohallas
each having Sarpanch and Panches for different activities of the mohallas. Honorary services
are imparted by the residents of the village.

350
 dayalbagh educational institute

Water and Electricity Supply

Water supply to the village is provided through tube wells. To sustain ground water levels,
rain water harvesting schemes have been implemented. For electricity needs the village bulk
purchases are made from M/S Torrent Power Ltd. To ensure uninterrupted electricity supply,
the village also has its own back up generation facility. There is also an increasing use of solar
power. Solar powered lights have been installed in open spaces within and outside the village
in selected areas and also for street lighting. Solar power units are installed in all institutional
buildings. Moreover, to reduce power consumption, LED lights are used to the maximum
possible extent.

Sewage and Garbage Disposal

There is a regular sewage system and garbage disposal. Garbage disposal includes
segregation of biodegradable (kitchen waste) and non-biodegradable waste at each house of
the village. There are well established treatment facilities for effluents. Treated water is used
for irrigation.

Security and Surveillance

Safety and Security of the colony is maintained by day and night patrolling (pehra) in shifts
by the residents. Community policing through watch and ward department is performed for
safeguarding public property. Most recently, CCTV cameras have been installed at various
locations in the village which are also monitored by the residents.

Educational Hub
Education from the pre-Nursery to the Ph.D. level and beyond is imparted through DEI.
Additionally, the village has a School of Languages to teach regional and foreign languages,
a School of Art and Culture to provide training in music, dance and handicrafts, a Tailoring
school for empowerment of women from the weaker sections of the society, an Indian Music
Training Centre and a School of Dress Designing and Interior Decoration. A Day Boarding
School has also been set up to provide special tutorial teaching to the students of under
privileged families who do not have adequate facilities at home.

Economical Agriculture and Farming

The topography of the land was initially dominated by ravines, low mounds, patches of
rocks and stones and alkaline soil, sand dunes and patches of reeds and weeds, lying as
waste-land. Since 1942 under the ‘Grow more food’ campaign, the uneven and unproductive
barren lands have gradually been made suitable for cultivation. Today, in the Dayalbagh area,
there are nearly 1531 acres of agricultural farms where cereals, pulses, oil seeds, vegetables,
fruits, cash crops (potato, sugarcane, etc.) and fodder are cultivated. Farming activities are
eco-friendly and based on organic farming that helps in soil conservation and enrichment.
Both traditional and modern agricultural practices are adopted here. Agriculture is supple-
mented by Gaushala wastes for meeting out its manure requirement. Cooperative efforts are
made in performing different agricultural activities and no chemical substances like insec-
ticides, fungicides, weedicides or chemical fertilizers are used. The agricultural produce of
Dayalbagh is sufficient to meet the requirement of the residents and the pilgrims who come
for short visits.

Horticulture
Horticultural activities are practiced in Dayalbagh: there are orchards of mango, jackfruit
(Artocarpus spp.), Guava (Psidium) and various citrus species along with many other fruit
trees to provide large canopy cover as well as a supply of some fruit.

Cattle Yard and Dairy

Dayalbagh has its own cattle yard with over 800 head of cattle which fulfils the milk
requirement of the residents. Its fodder requirements are met internally round the year.
Animal waste is recycled and used as manure in fields. The dairy produces pasteurized milk

351
dayalbagh educational institute

and several milk products employing the most advanced techniques. These products are
also sent outside the country.

Green Belt
The construction of green-belts has been an important feature of land use planning in
Dayalbagh. These are in the form of a tree corridor all along the Yamuna river bank, in agri-
cultural and farming areas, and, areas earmarked for timber plantation.

Ecology and Biodiversity in the Green Belt

The western part of Dayalbagh eco-village has triangular patches of dense plantations
reaching the bank of the Yamuna. While most of the uneven land has been leveled and
converted into well-formed green fields, in some areas the uneven topography remains. This
area is being used for cultivating crops such as taramira, growing trees such as amla and
some timber plantation. An orchard of citrus fruits has also been established in this area.
Two species, - Prosopis and Acacia are also maintained in the region.

Waste Treatment: Composting

In Dayalbagh, domestic waste is mostly organic, and each member of the population
produces approximately 200 kg of organic solid waste per year. Other sources include garden
litter and wastes from dairy sheds, etc. The residents segregate the wastes into biodegrad-
able and non-biodegradable material which is collected: pooled biodegradable wastes are
directly sent to composting sites while non-biodegradable materials are sent to recycling
points.

Transport
The most popular modes of transport in the area are bicycles and cycle rickshaws; efforts are
on restrict the number of fossil-fuel driven vehicles in this area to reduce congestion and to
accompanying noise and air pollution. Within the Dayalbagh colony, transport is provided
by electric vehicles and rickshaws.

352
Executive Summary
of 15-year Strategic Plan
 dayalbagh educational institute

I
n today’s technology-enabled, fast-changing world, the biggest challenge
faced by future human capital and institutions of higher learning is to make
their students adapt to change from one state of equilibrium to another
by continually reorienting themselves to rapidly-changing environment
building on their past experiential learning. This demand calls for a flexible,
adapting educational ecosystem with dynamism, resilience, acceptance,
tolerance, foresight and, above all, wisdom in its learners.

Dayalbagh Educational Institute’s (DEI’s) values and quality-education policy is exquisitely

configured in its aims and objectives to bring about the physical, intellectual, ethical and
emotional integration of an individual, with a view to evolving a well-rounded complete
person. The Education Policy of the DEI, since inception, with its long-range vision for
the progress of the nation has been delivering excellence without compromising on its
relevance in the changing times.

Our Vision
To provide linkages to all stakeholders potential ‘values and quality’ to the kinetic permanent
state in a dynamically oriented and refreshed equilibrium through integrated, hierarchical
system of education enabled by economic and flexible (jugaad) innovation technology
founded firmly on DEI Education Policy.

Our Mission
A model University, measured by its ‘excellence but not at the cost of social relevance’,
reaching out to the last, the least, the lowest and the lost; pursuing research and discovery
with frugal innovation, contributing with the principle of achieving more with less for nation,
and community building and beneficial to public at large with cultural reforms enriching and
empowering weaker sections, women and children.

About the Dayalbagh Educational Institute (DEI)

The foundation of DEI was laid in 1917 as the Radhasoami Educational Institute, a co-edu-
cational middle school, by a completely self-reliant innovative community called Dayalbagh.
Dayalbagh is a century old now, a living example of cooperative co-existence, self-sufficiency
and self-reliance, untouched by the ills of inflation. The visionary founders of DEI foresaw the
challenges of the future and skilling, working with own hands and vocationalization of skills
became integral part of education from its early years.

Historical Progress of Education

357
dayalbagh educational institute

The community’s best practices like agriculture and dairy farming, uplift of weaker section,
skilling for all ages, and values such as temperance, tolerance and acceptance of India’s
cultural and religious diversity, became part of the Educational Policy of the DEI in 1975,
and were implemented as institute-wide compulsory core courses from 1981, when DEI was
granted the ‘Deemed to be University’ status.

Today DEI integrates its Six Pillars of Education (shown below) from pre-nursery level onwards
with skill pathways at all levels. DEI’s unique dual (i.e. conventional and skill-based) pathways
of education, with provision for multiple entry and exit points (pictured below), provide
learners from all walks of life access to higher education at affordable cost. With 7 Faculties,
22 Departments and several well-equipped laboratories, DEI feeds back its best research
outcomes and experiential knowledge to society and surrounding rural communities.

Six Pillars of Education in DEI

School Board Technical Skill University Open distance Entrepreneurial

Education Education Education Education Education

n Pre-Nursery n DEI Women’s n Center for Applied n Faculty of Arts n Distance Education n Earn and Learn
n DEI Nursery Cum Polytechnic Rural Technology n Faculty of n Vidyaprasar n ATMA
Play Centre n DEI Technical n DDU Kaushal Vikas Commerce n Virtual Labs n AdyNaM
n PV Primary School College Kendra (Vocational n Faculty of Education n MOOCSKENE n AAM
n Faculty of Engi- Degree Programmes)
n Bal Shiksha Kendra n Faculty of Science Bharat / MOOCS n Life-Long Learning
(NFE Center) neering n Uttar Pradesh Skill
n Faculty of n SWAYAM Courses n Medical Camps
Development Mission
n Off-Campus Social Sciences
(Modular Courses) n Quantum Jugaad
Schools
n Prime Minister
n DEI Prem Vidyalaya
Kaushal Vikas Yojna
Girls’ Intermediate
College n Training Through
Established Institutions
n REI Intermediate
College

358
 dayalbagh educational institute

The ‘SIGMA SIX Q’ approach of DEI

DEI has always advocated and practiced ‘excellence with relevance.’ Research and techno-
logical advancement that benefits society is embraced by the DEI community. The research
focus is on developing methods, procedures or technologies that are customized to the needs
of Indian conditions, that are cost-effective which allows equal penetration at every social
level and aims at enhancing the overall quality of life for the masses. This approach is called
the SIGMA SIX Q approach at DEI, and strives to achieve excellence through quality, values
and innovation. This approach weaves SIX basic threads important for sustainable living
together and emphasizes the importance of research in improving the QUALITY(Q) of life.
The areas of research focus are:
„„ Generation & use of renewable energy
„„ Water & air quality monitoring
„„ Innovation in Education and Healthcare
„„ Innovation in Agriculture and Dairy practices
„„ Values Education
„„ Women Empowerment

Skilling to Entrepreneurship
Strong support of alumni and friends of DEI has enabled the establishment of 400 remote
learning centers in India and abroad, whose objective is to provide access to education to
those in the last mile. To accelerate entrepreneurial activities in these remote and rural areas,
DEI has set up rural resource centers/incubators called ‘karkhanas’.

„„ ATMA (Apparel and Toy Manufacturing Karkhana)

Experienced faculty from the DEI visit and train rural women in garment stitching
and soft toy making. Rural and tribal women now regularly stitch uniforms for DEI
students. The products made while training are marketed by DEI and labour cost/
stipend is given to the learners.

359
 dayalbagh educational institute

„„ ADyNaM (Agri Dairy Nano Processing of Multi-products) Foods

The ADyNaM karkhana has facilities for processing of agricultural and dairy-based
raw produce to make secondary products. Women are trained in production of
pickles, chutney, amla candy and squashes. A Level-1 food testing laboratory has
been setup to implement quality control and to comply with food safety standards.
„„ AAM (Automotive and Multiskill) Karkhana
This karkhana is aimed at training youth in repair, maintenance of two wheelers,
tractors, farm equipment and solar power systems.

Strategic Plan
DEI aims to become a leading research-cum-teaching institute in Consciousness Studies. For
DEI this pursuit is carried out by bringing together teachers, researchers and students from
various disciplines like psychology and cognitive science, physics, mathematics, life science,
language studies, arts and music, engineering management etc. This truly transdisciplinary
study has allowed unparalleled insight into many aspects of human behavior, psychology and
functioning of brain. Rigorous scientific research is being carried
out to understand the experiential science through experimental DEI envisions to become
techniques.
a leading teach-ing cum
DEI’s Strategic Plan charts the distinctive course expected of an research institute in
institution with a long and distinguished history. It builds on the Consciousness studies and
traditions of excellence established by our founders, with a clear Entrepreneurial education
view of our strengths, opportunities and weaknesses. DEI plans to with emphasis on agricul-
become a leading teaching-cum-research institute in Conscious- ture, dairy farming and
ness studies and Entrepreneurial Education, with emphasis on healthcare.
Agriculture and Dairy Farming. The Strategic Plan is anchored
by an accountability framework through measurable inputs and
deliverables that monitor progress towards our goals. Over the next five years, building on
our foundational strengths and propelled by the promises outlined in this Strategic Plan, DEI
will emerge as an institute with excellence in specific disciplines and strong societal outreach
that delivers holistic education to every learner.

The DEI will leverage its strength, taking advantage of the opportunities to overcome the
existing weaknesses to reach the goals. We will allocate our resources in the areas that sets
us apart and will align our future resources with the upcoming deliverables to become
leading research and teaching institute in agriculture, entrepreneurship and consciousness
while sustaining other areas of research in the institute. Learning
DEI will emerge as one of the ecosystem in DEI will be enhanced through experiential learning by
connecting class rooms, labs and research to real world problems.
leading inclusive, regionally
focused institute with DEI will focus on regional problems with international partnership
excellence in specific to create a global impact through IPRs research publications. The
disciplines with strong major focus areas shall be Agriculture, Consciousness, and Entre-
societal outreach and deliv- preneurship.
ering holistic education to
every aspiring learner. These areas have been arrived at from view point of achieving
highest goal of life that is Ultimate Reality and life sustenance.
These areas offer unique opportunities to share eastern philosophy
with best practices of our country and western thought processes of technology emersion for
solutions around our lives and remote.

It is proposed that same will be done in agriculture through diversification. Lab-on-land

experimentation and research will be carried out at all off capuses and technology interven-
tions will be the prime area where students will be trained on precision agriculture, increased

360
 dayalbagh educational institute

yield (three different crops per year). Diversification of agricultire Learning ecosystem of DEI
will build the enterprises around green (agri) and white (dairy) will be enhanced through
economy across the country.
experiential learning.
Research focus will be on
regional problems with
international partnership

The approach would be to explore and venture new horizons in Agriculture, Consciousness
and Entrepreneurship, which in-turn will help in overcoming weaknesses in terms of Low IPR,
Funding, Tech Start-ups and infrastructure and will also help in taking advantage of having
opportunities for creating well equipped labs, having publications, industry interaction and
utonomy; and will leverage the strengths of the institute in Skilling and intellectual wealth.
Issues concerning human resources, skilling and ocietal connect and relevance could also be
addressed. As depicted in the above figure agriculture will just not remain a content of class
rooms but will be extended to connect to the community. DEI has created lab-on-land in the
areas of dairy farming, renewable energy, securityand surveillance. This concept unfolds the
challenges of real life and leads to research and experiments to address these issues.

361
dayalbagh educational institute

Entrepreneurial education in DEI has a different flavour. DEI has been engaged in mobilizing
the lost youth with the least resources to engage purposefully with any of the six pillars of
education in DEI. For this DEI regularly organizes medical camps in the rural areas every
fortnight through the NSS wing. These medical camps apart from free medical check-ups, also
offers skilling activities for children. These activities are called ‘hole in the wall’ experiments.
These activities create a hole in the wall of social and economic barriers and allows them to
explore and access the world full of opportunity for development and progress. Agricultural
counseling, skilling for women is also a part of these medical camps. DEI aspires to engage
every applicant with NO-MEANS in education by creating enough opportunities for earning
for sustaining themselves. This will help in bringing many students to the mainstream
education and in building their scholarship.

Skilling to entrepreneurship is a serious business for us in DEI, we believe that right exposure
to skilling at right age can unleash the creativity in every learner leading to entrepreneurial
acumen with ability to adapt, work and address challenging problem in unique ways with
holistic view.

Consciousness study is another area that set DEI apart with its
unique strength of experiential knowledge, best practices from the In next five years DEI will
community. DEI system of education emphasizes on nurturing create opportunities to
healthy body, agile mind and development of latent spiritual engage purposefully the lost
faculties through Yoga, meditation, comparative study of religion, youth with least resources,
theology and research in these areas. DEI has successfully created by providing means for
a platform for scientific dialogue between eastern scientists and sustenance.
philosophers and western scientists through special East-West
forum in the annual conference on The Science of Conscious-
ness held annually. This conference is organized by the Center for Consciousness, Arizona
State University and DEI has been actively participating to discuss the science of eastern
philosophy.

DEI from its experience proposes consciousness as a potential field to attract interna-
tional research collaboration, create global impact through research on the areas like super
intelligent machines, deep learning, thinkism, digital life. These areas are globally deliberated
by technologists to address the locus standi of humans in the era driven by super-intelligent
machines.

362
 dayalbagh educational institute

Educational Framework of DEI from Pre-nursery to higher

Experiential knowledge in Based on the distinguished past, present academic wealth and in
the area of Consciousness anticipation of future global challenges, DEI has identified nine
emerging multidisciplinary research areas. DEI proposes to break
and the recognition glob-ally, the traditional boundaries of departments and faculties and create
sets DEI apart. DEI proposes multidisciplinary research divisions to converge diverse expertise
to align its future resources from science, humanities, technology and management. with the
for developing this field. existing experiential knowledge and field experiments DEI will be
able to create a niche on the international platform in these areas.

Research Divisions

363
dayalbagh educational institute

To strengthen research and teaching in these areas DEI will enhance and substantiate the
library support services with following action points:
„„ Technology interventions for the access to the e-resources and database.
„„ Library on wheels and kiosks
„„ Access to libraries of collaborating partners
„„ Creating local library resources at off and off shore campuses
„„ Creating repository, open-ware, freeware, software and tools for teaching,
learning and research
„„ Technology intervention for MOOCSKENE BHARAT and e-courses.
„„ Interactive portal for library

Our strengths, opportunities, weaknesses and

challenges
To draw a strategic plan that is accountable and can be adhered to we have carried out self
estimation on 5 letter grade (A to E) point scale. This enables us to allocate our resources
proportionately for achieving tangible outcomes.

DEI has intellectual wealth of highly qualified faculties in diverse fields. This wide knowledge
scape will be leveraged to create new interdisciplinary multidisciplinary emerging areas of
research and teaching by breaking the boundaries of departments and faculties. The Centre
for Consciousness Study at DEI is one such aggregating platform, where faculty and students
from diverse fields come together for discussions, research and field trials. 100 years of
presence as a purveyor of value-based education and skilling, DEI has a strong network of
alumni and friends. This network has been instrumental in many outreach activities and
industrial partnership. This potential strength of DEI will be further utilized to enhance
industrial partnership, entrepreneurial start-ups and global presence. DEI is a pioneer in
skilling education at all levels (nursery to higher education) this vast treasure of experien-
tial knowledge has facilitated in uplifting weaker section, connecting young learners to the
grassroots for understanding the challenges.

Affordable quality education at DEI is a hallmark feature. But DEI is determined to create
avenues for every aspiring learner including the least on the last mile. Such needy students will
be given opportunity to assist in maintenance of surveillance network, library management,
hostel management, maintenance of infrastructure (one MW solar power grid, central
computing facility) to compensate their tuition and hostel fees. Presently this opportunity is
offered to few needy students as earn while you learn scheme.

To enhance teaching quality, senior peers will mentor junior faculties through positive
encouraging and rewarding atmosphere. Students feedback will be the benchmark for
improvement and enhancement. Faculties will be given flexibility to add trending research
and their impact as part of their instructions to connect the abstraction of a theoretical
concept to a real problem.

DIY ethos of DEI has encouraged faculty to integrate technology to deploy 1 MW solar power
system, fiber optic network, surveillance network. DEI partnered with BSNL to customize
the technology for last mile mobile connectivity. DEI has been active partner in NMEICT for
creation of e-content. DEI will further strengthen this potential of DEI to create e-contents
and technology interventions for further expansion.

DEI will expand to create 14 off campuses across the country and 9 off shore campuses inter-
nationally. The past-experience of reaching out to 400 ICT learning centers for field visits

364
 dayalbagh educational institute

and experiential learning around the globe for becoming global citizen, demonstrates that
technologies can act as multipliers and enablers for education and beyond, it is proposed
that further expansion will be through technology interventions and emphasis will be laid on
creation of soft infrastructure to make the educational content available to the learner at any
pace, place and time. Brick and mortar type infrastructure will be minimized to maximize
flexibility, economy and freedom.

Our expansion plans

Presently, DEI has completely automized the admissions, selection and examination process.
It is proposed that in next five years finance, purchase, administration will also be fully
automated.

Present research publication rate of DEI is 0.8 per faculty, with most of the publications coming
from science and engineering faculties. Whereas, the world raking criteria requires maximum
6 publications per faculty with at least 6 citations of each paper. To make it to top 500 we
propose to encourage all the academic staff to publish in the scopus indexed journal with
academic rewards. We propose in the next five years the publication per faculty will increase
to at least 2 per year and over the next 10 years publication rate will be increased to average of
four per faculty with average four citations per research publications. For enhancing research
publications every faculty in the institute (with doctorate) will take at least two doctoral
research students. This will impact the research deliverables to achieve the research goals.

Strong national and international network of alumni and friends of DEI will be leveraged to
increase industry-academia interactions. At present DEI has active partnership in curriculum
development in the area of automobiles and all the vocational programs. Department of
Chemistry has a research partnership with Indian Oil Corporation. These partnerships will be
increased to next level in the form joint research, IPRs and employability of students.

365
dayalbagh educational institute

DEI will leverage its strength to address the weaknesses. We propose to create an ecosystem
for innovation. An IPR cell will be created with immediate effect and faculty, staff and student
will be made aware and encouraged to file IPR. Adequate measure will be taken to allocate
resources of all kinds to facilitate this with immediate effect.

Increased engagement with industry and market will lead to startups by faculty and students.
DEI has an Entrepreneurship and Virtual Incubation Cell (EVIC). This cell will assist in
incubation of ideas and mentoring startups until spin-off. DEI will help students in finding
potential corporates in acquisition of startups.
DEI will lay emphasis that every faculty should have at least one research project from,
industry/public funding agencies to increase the purchasing-power parity (PPP). This will
lead to strengthening of research and allied infrastructure.

Today DEI has 8000 students on campus, we propose to decrease this strength to 7000 by
creating off campuses and off-shore campuses catering to regional demands. This will
decrease the burden on existing student amenities and infrastructure.

We are confident that with the proposed new transdisciplinary research divisions we will be
able to strengthen the existing international partnership. Expansion and diversification at off
campuses and off shore campuses will facilitate in attracting foreign faculties and students.
The propose plan for starting these new divisions is shown below:

DEI will work on certain aspects to meet the target of being amongst top 500 universities in
the world. For this we have identified certain areas with immediate priorities by mapping the
criteria and points set by the international ranking agencies (Times Higher Education and QS
World Ranking) and the opportunities and weaknesses.

366
 dayalbagh educational institute

Measurable inputs at a glance

367
dayalbagh educational institute

Measurable outputs at a glance

368