PG Education in BITS pilani

PG program in BITS

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Founded by Shri G.D.Birla, the Birla Institute of Technology and Science, Pilani (BITS Pilani) is a deemed University. It is accredited by the National Assessment & Accreditation Council (NAAC) with A grade & CGPA of 3.71. The university offers multiple academic programs of engineering, management, pharmacy and science.

Located approximately 200kms from New Delhi, the BITS Pilani campus location is near to the town of Pilani, Jhunjhunu District, Rajasthan State. The campus area covers a little over 300 acres and includes academic blocks, hostels for students and residential halls for the faculty. Over the years, new buildings have been added for academic programs as well as housing for the faculty. Hostel facilities are also available for the students

M.Sc.(Hons.) programs

  • M.Sc.(Hons.) Biological Sciences
  • M.Sc.(Hons.) Chemistry
  • M.Sc.(Hons.) Economics
  • M.Sc.(Hons.) Mathematics
  • M.Sc.(Hons.) Physics
  • M.Sc.(Hons.) Finance

M.Sc.(Tech.) programs

  • M.Sc.(Tech.) Finance: It is complementary to the M.Sc.(Hons.) Economics & the MMS program.
  • M.Sc.(Tech.) Engineering Technology: It gives exposure in varied engineering disciplines
  • M.Sc.(Tech.) General Studies: This includes humanities courses & certain general science & technology courses.
  • M.Sc.(Tech.) Information Systems: This provides skills training in computer software & software engineering techniques.



Higher degree (post graduate) programs at BITS Pilani

M.E. programs: These are of 4 semesters & in the last semester a student can opt for Dissertation and Practice School.

  • M.E.(Biotechnology)
  • M.E.(Chemical)
  • M.E.(Civil – Structural Engineering)
  • M.E.(Civil – Infrastructure Systems)
  • M.E.(Civil – Transportation Engineering)
  • M.E. (Communication Engineering)
  • M.E. (Computer Science)
  • M.E. (Embedded Systems)
  • M.E. (Microelectronics)
  • M.E. Electrical (Power Electronics and Drives)
  • M.E. (Mechanical Engineering)
  • M.E. (Manufacturing Systems Engineering)
  • M.E. (Design Engineering)
  • M.E. (Mechanical Engineering)
  • M.E. (Software Systems)
  • M.E. (Manufacturing Systems Engineering)

M.Pharm programs: These are of 4 semesters & in the last semester a student can opt for Dissertation and Practice School.

  • M. Pharm.
  • M. Pharm. with Spl. in Pharmaceutics
  • M. Pharm. with Spl. in Pharmaceutical Chemistry
  • MPH (Masters in Public Health)


Education in Indus Foundation

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No region on earth is growing faster or expanding its role in international affairs more quickly than the Asian community of nations. And the Indian sub-continent, with its glorious Indus Valley Civilization, is now once again emerging as one of the most important countries of the World. The Indian sub-continent is home to more than 1 billion people, nearly one sixth of the World’s population. The Indus Foundation is an organization dedicated to empowering the students of India for accessing the best educational and career opportunities in the world.


Following are the guiding principles for the working of our organization. We consider these principles as supreme. We try to observe these principles both in letter and in spirit at all times.

  • Provide highest quality educational services to students.
  • Give students more than what we promise them.
  • Act in the best interests of students at all times.



Educational collaborations promote universal and equitable access to education, and develop in students the knowledge, confidence, and requisite skills to become lifelong learners and economic competitors in a dynamic global marketplace. Today, success is determined by access to knowledge. It is no longer an option, it is a mandate for survival. An important mission of the Foundation is to galvanize high-impact educational collaborations between educational entities in India on the one hand and those in Foreign Countries on the other. The Foundation acts as an internationally recognized support system for 21st Century education for bridging the education divide.

Indian educational system has been in transition in the recent past. India has the world’s second largest post-secondary student population of over 12.8 million. It is expected that this number will double over the next 12 to 15 years. Further, Indian economy is transforming into an international powerhouse requiring India to have the best possible educational opportunities for its citizens. Faced with a growing demand for post secondary education and limited resources, India is looking to the private sector and foreign universities to bridge this expected shortage. India is a member of the WTO and has now become a signatory to the General Agreement on Trade in Services (GATS), thereby enabling high quality educational services to be offered in India from around the world.

The Indus Foundation recognizes that collaborative research programs, graduate and post-graduate programs, twinning programs, certificate programs, faculty exchange programs, study in India programs, and partnership programs between Indian institutions and Foreign Universities are extremely useful in meeting the rapidly growing Indian educational needs. These programs contribute to the goal of preparing students to compete in the global economy.

The Foundation  has staff with expertise in the Indian and Foreign educational systems. Over the years, the staff has developed extensive contacts with a wide array of accredited Foreign universities.


With the recent liberalization of the economy in the Indian sub-continent and growing affluence of the large middle class, study in foreign countries is no longer just a dream for many students from the sub-continent. It is indeed a very viable option. Students from the sub-continent are interested in foreign universities to pursue their higher education goals and tap the international career opportunities. The Indus Foundation guarantees admission in foreign universities for all students from the Indian sub-continent, provided they meet the minimum admission criteria of the foreign universities.
The Indus Foundation is an organization of professionals working as authorized representatives and promoters of foreign universities in the Indian sub-continent. The Foundation offers a comprehensive package of services to take care of all processing and application needs of Indian students for study in foreign countries. Its services are directed towards assessing and matching students with the philosophy, requirements, academic offerings and resources of foreign universities. The Foundation assists the students through the entire application process from the identification of the programs of study to the actual enrollment. These services are guaranteed to result in admission of students from the Indian sub-continent in good accredited foreign universities. Students are given a wide range of options to study in the U.S.A., Canada, the U.K., Australia, New Zealand, Germany, France, Ireland, Malaysia, or any other country.

Good quality education is always in great demand. In today’s competitive world, entrance tests such as GRE, GMAT, SAT, TOEFL, and IELTS play a very important role. Admission into a large number of good foreign universities is based on tests in which thousands of students compete with each other. Students have to appear for one or more of these tests and do well for assured admission (with financial assistance) into a good university. Students look for good training institutes through which they can prepare for various entrance tests. The Indus Foundation, with its vast experience and latest training materials, is best suited to train students to do well in the entrance tests and fulfill their aspirations of studying abroad.

The Foundation strongly believes in providing honest, up-to-date and accurate information with friendly and courteous service. It is an organization where students can go for counseling and information. Information dissemination and personal counseling are made available to students from all over the Indian sub-continent.  Foundation’s are ideally equipped to assist students to go through the maze of admission processes of foreign universities

Education system in India

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Why is India still a developing country and what is stopping it from being a developed country? This particular question strikes me every time when I read something about India’s education system. I see India’s education system as a stumbling block towards its objectives of achieving inclusive growth.

Let me inform you about certain startling facts. India is going to experience a paradox of nearly 90 million people joining the workforce but most of them will lack requiste skills and the mindset for productive employment according to a report in DNA. India has about 550 million people under the age of 25 years out of which only 11% are enrolled in tertiary institutions compared to the world average of 23%.

I wouldn’t be laying too much emphasis on the drawbacks of India’s public education system because it has been an issue well debated over in the past and the main flaws have already been pointed out before. I will be focussing on how the education system’s failure is leading to another social issue of income inequality and hence, suggest certain policies to improve India’s education system and reduce inequality.

The really critical aspect of Indian public education system is its low quality. The actual quantity of schooling that children experience and the quality of teaching they receive are extremely insufficient in government schools. A common feature in all government schools is the poor quality of education, with weak infrastructure and inadequate pedagogic attention.

What the government is not realising right now is that education which is a source of human capital can create wide income inequalities. It will be surprising to see how income inequalities are created within the same group of educated people.Let me illustrate this with the help of an example:

Let us take P be an individual who has had no primary or higher education. His human capital is zero and hence it bears no returns. Let Q be an individual who completed his MBA from S.P Jain college and let R be an individual who completed his MBA from IIM Ahmadabad. The average rate of return for an MBA student is 7.5% (hypothetical). Q gets a rate of return of 5% and R gets a rate of return of 10% due to the difference in the reputation and quality of the management school. Let the income of P, Q and R be 1.In a period of 10 years, P will be having the same income as he does not possess human capital. For the same time period Q will earn an income of (1+0.05)^10=1.63 and R will earn an income of (1+0.10)^10=2.59. Now lets see what happens when the rate of return on human capital doubles. Earnings of P will not change since he does not have any human capital. Now Q is going to earn (1+0.10)^10=1.63 and R is going to earn (1+0.20)^10=6.19. Flabbergasting! As soon as return on human capital increases proportionately income inequality increases. With return on human capital doubling, Q’S income increases by 59% and R’s income increases by 139%.

The above example just shows the effect of the quality of human capital n income inequality. So if the government does not improve education system particularly in rural areas the rich will become richer and the poor will get poorer.

Hence, it is imperative for the government to correct the blemishes in India’s education system which will also be a step towards reducing income inequality.

Certain policy measures need to be taken by the government. The basic thrust of government education spending today must surely be to ensure that all children have access to government schools and to raise the quality of education in those schools. One of the ways in which the problem of poor quality of education can be tackled is through common schooling. This essentially means sharing of resources between private and public schools. Shift system is one of the ways through which common schooling can be achieved. The private school can use the resources during the first half of the day and the government school can use it during the second half. It is important to remember that the quality of education is directly linked to the resources available and it is important for the government to improve resource allocation to bring about qualitative changes in the field of education. Common schooling is one of the ways in which government can use limited resources in an efficient way and thus improve resource allocation.

Another reason for poor quality of education is the poor quality of teachers in government schools .Government schools are unable to attract good quality teachers due to inadequate teaching facilities and low salaries. The government currently spends only 3% of its GDP on education which is inadequate and insufficient. To improve the quality of education , the government needs to spend more money from its coffers on education.

Most economists feel that the only panacea to the ills of the public schooling system is the voucher scheme. Under the voucher system, parents are allowed to choose a school for their children and they get full or partial reimbursement for the expenses from the government. But however, the voucher system will further aggravate the problem of poor quality of education in government schools. Such a system will shift resources from government schools to private schools. This will worsen the situation of government schools which are already under-funded. Moreover, if the same amount given as vouchers can be used to build infrastructure in schools then the government can realize economies of scale. For example- The centre for civil society is providing vouchers worth Rs 4000 per annum to 308 girls. This means that the total amount of money given as vouchers is Rs 1232000. If the same amount can be used to construct a school and employ high quality teachers who are paid well then a larger section of the society will enjoy the benefit of education. A school can definitely accommodate a minimum of 1000 students.