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A delighting and prosperous
HAPPY NEW YEAR
2009
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Convocation Address: Dr APJ Abdul Kalam
KATHMANDU UNIVERSITY
Dhulikhel
FOURTEENTH CONVOCATION
CONVOCATION ADDRESS
By
DR. APJ ABDUL KALAM
November 18, 2008
Dhulikhel
Nepal
Dhulikhel
FOURTEENTH CONVOCATION
CONVOCATION ADDRESS
By
DR. APJ ABDUL KALAM
November 18, 2008
Dhulikhel
Nepal
University: A Partner in National Development
“Vision for the nation
Integrates the nation”
I am delighted to participate in the 14th Convocation of Kathmandu University. My greetings to the Chancellor, Vice-Chancellor, Heads of Departments, faculty members, students, parents and distinguished guests participating in this convocation. As I was pursuing your university website, I was attracted by the vision and mission statements of the university:
“QUALITY EDUCATION FOR LEADERSHIP”
“To become a world class university devoted to bringing knowledge and technology to the
service of mankind”
I greet all the pioneers who have contributed in establishing and nurturing this University. While I am with you, I would like to talk on the topic “University: A Partner in National Development”.
Vision inspires the youth
As the modern Nepal is emerging, I was delighted to study the presentation of President of the Federal Democratic Republic of Nepal on the policies and programme for the year 2008-2009. I was asking myself, what can be the one single action that will integrate the nation as a whole towards economic prosperity and peace and inspire the youth of the nation. I have studied many nations’ history and development. I have come to the conclusion that only a 10 year profile for Vision for the Nation by the elected government can bring this focus and inspiration. I have seen myself how the Vision inspires the youth population of India. The university has a natural and important role in this. The universities, however old they may be, in terms of the number of years of existence, they are “ever young”, since they always deal with youth with aspirations and their “knowledge acquisition, knowledge delivery and research” will accelerate national development. Thus Kathmandu University will be a partner in Nepal development.
Interim Plan of Nepal
As I studied the interim plan of Nepal, the quantitative targets for various economic indicators are: (1) Economic growth rate has to be increased from 2.5 to 5% per annum. (2) Agriculture growth rate has to increase from 0.7% to 3.6% and non agricultural growth rate from 3.6 to 6.5%. (3) people below poverty line has to be reduced from 31% to 24% (4) Employment has to grow from 3% to 3.5%. (5) Maternal mortality rate has to be reduced from 281 to 250 per one lakh live birth. (6) Infant morality rate has to be reduced from 34 to 30 per thousand live births. (7) Literacy has to increase from 52% to 60%. (8) Telephone density has to increase 6.5% to 25% of the population. (9) Hectares under irrigation have to be increased from 1.16 million to 1.26 million hectares.
Interim Plan of Nepal
As I studied the interim plan of Nepal, the quantitative targets for various economic indicators are: (1) Economic growth rate has to be increased from 2.5 to 5% per annum. (2) Agriculture growth rate has to increase from 0.7% to 3.6% and non agricultural growth rate from 3.6 to 6.5%. (3) people below poverty line has to be reduced from 31% to 24% (4) Employment has to grow from 3% to 3.5%. (5) Maternal mortality rate has to be reduced from 281 to 250 per one lakh live birth. (6) Infant morality rate has to be reduced from 34 to 30 per thousand live births. (7) Literacy has to increase from 52% to 60%. (8) Telephone density has to increase 6.5% to 25% of the population. (9) Hectares under irrigation have to be increased from 1.16 million to 1.26 million hectares.
I consider that the Kathmandu University can definitely play an important role in providing knowledge components in every field towards the development and societal transformation envisaged by the vision document of Nepal Planning Commission. With that perspective, I would like to share some experiences of societal transformation process which I have witnessed:
Integrative approaches transform the world.
In all the projects that I have dealt with during my professional career, the time during my Presidency of my country, and even now, I have been coming across again and again how networking of individuals, disciplines, organizations, states and countries lead to innovative results and missions. We have been witnessing how complex missions demand integrating diverse disciplines and groups across the world to take up new avenues of research, be it improving the quality of life, exploration of the unknown or bringing peace and preventing conflicts. We are enjoying the fruits of technology expanding physical travel and connectivity beyond any realm of imagination in the past While the humanity can be proud of this kind of non linear growth of technology and expertise in many fields impacting the world at large, are we up to the challenges that confront us today? If we consider any issue - be it energy independence or environment protection or understanding the atmosphere or exploration of outer space or increasing outreach of science or equitable distribution of prosperity and wealth or dealing with deadly diseases or weaning people away from drugs or combating terrorism or preserving the family ties, they all require the creativity of best of minds from any part of the world. The question we have to ask ourselves is whether the universities provide adequate breeding ground for such minds? It is natural; therefore, the university system itself has to meet new requirements in the twenty first century. The universities, in my view, need to address four important criteria.
a.The education has to address the needs of the citizen for contributing to the sustainable growth in various areas of national and global development.
b. It has to meet the diverse cultural needs.
c. It should ignite the minds towards research and enquiry.
d. It has to be cost effective for deserving students to take up subjects of their choice
Capacity Building
A good educational system is the need of the hour to ensure that the students grow to contribute towards the economic growth of a nation. Normally, research, technology and performance in the three sectors namely agriculture, manufacturing and services lead to economic growth and prosperity of the nation. Can we sow the seeds of capacity building among the students? There will be continuous innovation during the learning process. To realize this, special capacities which are required to be built among the youth are research and enquiry, creativity and innovation, use of high technology, entrepreneurial and moral leadership. Let us study each of the capacity to be nurtured among the student community.
Research and enquiry: The 21st century is about the management of all the knowledge and information we have generated and the value addition we bring to it. We must give our students the skills with which they find a way through the sea of knowledge that we have created and continue with life long learning. Today, we have the ability, through technology, to really and truly teach ourselves to become the life-long learners. This strength built among the youth will enable sustained economic development.
Capacity Building
A good educational system is the need of the hour to ensure that the students grow to contribute towards the economic growth of a nation. Normally, research, technology and performance in the three sectors namely agriculture, manufacturing and services lead to economic growth and prosperity of the nation. Can we sow the seeds of capacity building among the students? There will be continuous innovation during the learning process. To realize this, special capacities which are required to be built among the youth are research and enquiry, creativity and innovation, use of high technology, entrepreneurial and moral leadership. Let us study each of the capacity to be nurtured among the student community.
Research and enquiry: The 21st century is about the management of all the knowledge and information we have generated and the value addition we bring to it. We must give our students the skills with which they find a way through the sea of knowledge that we have created and continue with life long learning. Today, we have the ability, through technology, to really and truly teach ourselves to become the life-long learners. This strength built among the youth will enable sustained economic development.
Creativity and innovation: The management of knowledge in the 21st century is beyond the capacity of a single individual. The amount of information that we have around is overwhelming. The management of knowledge therefore must move out of the realm of the individual and shift into the realm of the networked groups. The students must learn how to manage knowledge collectively. When the information is networked the power and utility of the information grows as square as stated by Metcalfe's law. Information that is static does not grow. In the new digital economy information that is circulated creates innovation and contributes to national wealth.
Capacity to use high technology: Every student in our colleges should learn to know how to use the latest technologies for aiding their learning process. Colleges should equip themselves with adequate computing equipment, laboratory equipment, and Internet facilities and provide an environment for the students to enhance their learning ability. In the midst of all of the technological innovations and revolutions we cannot think that the role of the teachers will be diminished. In fact the teacher will become even more important and the whole world of education will become teacher assisted and would help in “tele-porting” the best teacher to every nook and corner of the country and propagate the knowledge. There is a great opportunity and need for content generation in many fields of education which can be used in Kathmandu University, but also in other institutions in Nepal. I personally believe that content generation in the multimedia mode is very important.
Entrepreneurship: The aptitude for entrepreneurship should be cultivated right from the beginning and in the University environment. We must teach our students to take calculated risks for the sake of larger gain, but within the ethos of good business. They should also cultivate a disposition to do things right. This capacity will enable them to take up challenging tasks later.
Moral leadership: Moral leadership involves two aspects. First it requires the ability to have compelling and powerful dreams or visions of human betterment. Moral leadership requires a disposition to do the right thing and influence others also to do right things.
In sum, inquiry, creativity, technology, entrepreneurial and moral leadership are the five capacities required to be built through the education process. If we develop in all our students these five capacities, we will produce “Autonomous Learner” a self-directed, self controlled, lifelong learner who will have the capacity to both, respect authority and at the same time is capable of questioning authority, in an appropriate manner. These are the leaders who would work together as a “Self-organizing Network” and transform Nepal as a prosperous nation. The most important part of the education is to imbibe the confidence among the students is the spirit of “I can do it”. That will in turn result in “we can do it” and “Nepal will do it”.
Capacity to use high technology: Every student in our colleges should learn to know how to use the latest technologies for aiding their learning process. Colleges should equip themselves with adequate computing equipment, laboratory equipment, and Internet facilities and provide an environment for the students to enhance their learning ability. In the midst of all of the technological innovations and revolutions we cannot think that the role of the teachers will be diminished. In fact the teacher will become even more important and the whole world of education will become teacher assisted and would help in “tele-porting” the best teacher to every nook and corner of the country and propagate the knowledge. There is a great opportunity and need for content generation in many fields of education which can be used in Kathmandu University, but also in other institutions in Nepal. I personally believe that content generation in the multimedia mode is very important.
Entrepreneurship: The aptitude for entrepreneurship should be cultivated right from the beginning and in the University environment. We must teach our students to take calculated risks for the sake of larger gain, but within the ethos of good business. They should also cultivate a disposition to do things right. This capacity will enable them to take up challenging tasks later.
Moral leadership: Moral leadership involves two aspects. First it requires the ability to have compelling and powerful dreams or visions of human betterment. Moral leadership requires a disposition to do the right thing and influence others also to do right things.
In sum, inquiry, creativity, technology, entrepreneurial and moral leadership are the five capacities required to be built through the education process. If we develop in all our students these five capacities, we will produce “Autonomous Learner” a self-directed, self controlled, lifelong learner who will have the capacity to both, respect authority and at the same time is capable of questioning authority, in an appropriate manner. These are the leaders who would work together as a “Self-organizing Network” and transform Nepal as a prosperous nation. The most important part of the education is to imbibe the confidence among the students is the spirit of “I can do it”. That will in turn result in “we can do it” and “Nepal will do it”.
Research – teaching – Research
Good teaching emanates from Research. The teachers’ love for research and their experience in research are vital for the growth of any institution. Any Institutions is judged by the level and extent of the research work it accomplishes. This sets in a regenerative cycle of excellence. Experience of research leads to quality teaching and quality teaching imparted to the young in turn enriches research. Kathmandu University with its core competence in Science, Management, Engineering, Arts, Medical Sciences and Education should now enter into advanced courses in number of interdisciplinary subjects and interdisciplinary research.
Good teaching emanates from Research. The teachers’ love for research and their experience in research are vital for the growth of any institution. Any Institutions is judged by the level and extent of the research work it accomplishes. This sets in a regenerative cycle of excellence. Experience of research leads to quality teaching and quality teaching imparted to the young in turn enriches research. Kathmandu University with its core competence in Science, Management, Engineering, Arts, Medical Sciences and Education should now enter into advanced courses in number of interdisciplinary subjects and interdisciplinary research.
Research enriches education
In my country, I am teaching in three institutions in Nano-technology, Evolution of Leadership and Knowledge Society System. These institutions are empowered with research capacities. I am convinced that research is an important environment needed for excellence in teaching. During the last one year, I have visited and interacted with students and faculty members of 19 foreign universities (10 in America, 6 in Europe and 3 in Asia). During these visits, I found that all these universities are concentrating on research. For example, Waterloo University, I saw a solar powered car developed by the students which has been driven many parts of the world. The famous Black Berry is the product coming out of Waterloo research. Carnegie Mellon University had developed a robotic car which has participated in an International Competition. Arkansas University and Rice University have realized a solar photovoltaic cell using carbon nano-tube in the laboratory with 50% efficiency against the present 20%. The research and development in these universities has enriched the quality of teaching and the quality of teaching is enriching the research and development. Wherever I went, I saw that research teaching research each is re-enforcing the other. These unique innovative activities symbolize how the research tasks at the undergraduate level education in association with the research scholars, industry and academia enrich the engineering education as a whole. Now I would like to give an example of PURA which is being executed by one of our Universities as a focus towards societal development.
In my country, I am teaching in three institutions in Nano-technology, Evolution of Leadership and Knowledge Society System. These institutions are empowered with research capacities. I am convinced that research is an important environment needed for excellence in teaching. During the last one year, I have visited and interacted with students and faculty members of 19 foreign universities (10 in America, 6 in Europe and 3 in Asia). During these visits, I found that all these universities are concentrating on research. For example, Waterloo University, I saw a solar powered car developed by the students which has been driven many parts of the world. The famous Black Berry is the product coming out of Waterloo research. Carnegie Mellon University had developed a robotic car which has participated in an International Competition. Arkansas University and Rice University have realized a solar photovoltaic cell using carbon nano-tube in the laboratory with 50% efficiency against the present 20%. The research and development in these universities has enriched the quality of teaching and the quality of teaching is enriching the research and development. Wherever I went, I saw that research teaching research each is re-enforcing the other. These unique innovative activities symbolize how the research tasks at the undergraduate level education in association with the research scholars, industry and academia enrich the engineering education as a whole. Now I would like to give an example of PURA which is being executed by one of our Universities as a focus towards societal development.
Sustainable Rural Development model
A Sustainable rural development model is PURA (Providing Urban Amenities in Rural Areas). It is another example of how to bring prosperity among the rural people. I would like to share with you the a sustainable and integrated development process in five places in the India, where PURA is not only energizing in agriculture, but also enabling people to take up alternative employment including food processing, craftsmanship and small-scale industries.
PURA Mission: One major aspect of development is the mission for bringing rural prosperity. This is through Provision of Urban Amenities in Rural Areas (PURA) through creation of three connectivities namely physical, electronic, knowledge leading to economic connectivity. The number of PURA for the whole country is estimated to be 7000 covering 600,000 villages where 700 million people live. Government of India is planning to implement 2 PURA’s per district across 600 districts in the nation. There are a number of operational PURA in the country initiated by many educational, healthcare institutions, industry and NGO’s.
Periyar PURA (Tamil Nadu): I have inaugurated the Periyar PURA Complex pioneered by Periyar Maniammai College of Technology for Women, Vallam, Tanjore consisting of a cluster of 65 villages having a population of over one lakh. This model PURA complex has all three Connectivities - physical, electronic and knowledge - leading to economic connectivity. This has resulted in large-scale employment generation and creation of a number of entrepreneurs with the active support of 1150 self-help groups. Two hundred acres of wasteland has been developed into a cultivable land with innovative water management schemes. Villagers are busy in cultivation, planting Jatropha, herbal and medicinal plants, power generation using bio-mass, food processing with dedicated marketing centers. This model has emanated independent of any government initiative. I have also seen the other PURA models like the Loni PURA in Maharashtra, the Chitrakoot PURA in Madhya Pradesh and the Byraju PURA in Andhra Pradesh. Byraju PURA has enabled the reverse migration of ICT BPO professionals from Hyderabad to Beemavaram. It has also enabled empowerment unemployed youth with quality skills. These experiences can be emulated in any part of the world. We need 7000 PURAs all over the country. These experiences can be suitably modified and emulated by the Kathmandu University for Nepal settings. There are three types of PURA complexes: Plain terrain PURA, Coastal PURA and Hill PURA. Hill PURA and Plain terrain PURA can be suitable for Nepal. The message here is: PURA is an integrated sustainable rural development programme with the focus on employment generation through rural entrepreneurship by providing physical, electronic, knowledge and economic connectivity. PURA is a tool for bridging the Rural – Urban divide. The number of PURA for the whole country of Nepal could be estimated to be 240 covering over 3000 villages where 24 million people live. Students and Faculty Members of Kathmandu University can plan and design the PURA complexes of Nepal for implementation as a public-private partnership venture.
A Sustainable rural development model is PURA (Providing Urban Amenities in Rural Areas). It is another example of how to bring prosperity among the rural people. I would like to share with you the a sustainable and integrated development process in five places in the India, where PURA is not only energizing in agriculture, but also enabling people to take up alternative employment including food processing, craftsmanship and small-scale industries.
PURA Mission: One major aspect of development is the mission for bringing rural prosperity. This is through Provision of Urban Amenities in Rural Areas (PURA) through creation of three connectivities namely physical, electronic, knowledge leading to economic connectivity. The number of PURA for the whole country is estimated to be 7000 covering 600,000 villages where 700 million people live. Government of India is planning to implement 2 PURA’s per district across 600 districts in the nation. There are a number of operational PURA in the country initiated by many educational, healthcare institutions, industry and NGO’s.
Periyar PURA (Tamil Nadu): I have inaugurated the Periyar PURA Complex pioneered by Periyar Maniammai College of Technology for Women, Vallam, Tanjore consisting of a cluster of 65 villages having a population of over one lakh. This model PURA complex has all three Connectivities - physical, electronic and knowledge - leading to economic connectivity. This has resulted in large-scale employment generation and creation of a number of entrepreneurs with the active support of 1150 self-help groups. Two hundred acres of wasteland has been developed into a cultivable land with innovative water management schemes. Villagers are busy in cultivation, planting Jatropha, herbal and medicinal plants, power generation using bio-mass, food processing with dedicated marketing centers. This model has emanated independent of any government initiative. I have also seen the other PURA models like the Loni PURA in Maharashtra, the Chitrakoot PURA in Madhya Pradesh and the Byraju PURA in Andhra Pradesh. Byraju PURA has enabled the reverse migration of ICT BPO professionals from Hyderabad to Beemavaram. It has also enabled empowerment unemployed youth with quality skills. These experiences can be emulated in any part of the world. We need 7000 PURAs all over the country. These experiences can be suitably modified and emulated by the Kathmandu University for Nepal settings. There are three types of PURA complexes: Plain terrain PURA, Coastal PURA and Hill PURA. Hill PURA and Plain terrain PURA can be suitable for Nepal. The message here is: PURA is an integrated sustainable rural development programme with the focus on employment generation through rural entrepreneurship by providing physical, electronic, knowledge and economic connectivity. PURA is a tool for bridging the Rural – Urban divide. The number of PURA for the whole country of Nepal could be estimated to be 240 covering over 3000 villages where 24 million people live. Students and Faculty Members of Kathmandu University can plan and design the PURA complexes of Nepal for implementation as a public-private partnership venture.
Suggestions for Kathmandu University
Since you are in the process of participating in national developmental missions, I would suggest Kathmandu University to create three new departments:
a. Department of Mountaineering Research
b. Convergence of Technologies
c. Tourism management
My recent experiments with some educational institutions in our country.
My association with people from different walks of life in our country has given me the confidence to evolve a development profile for India with ten pillars. I have now introduced this to management institutions and other educational institutions. I am amazed and encouraged by the response of the student and faculty. They discuss how their discipline can enhance implementation of the development profile of the nation, the mechanisms, the challenges and actions to overcome them. I am sure you can evolve a development profile for Nepal, identify the integrative actions needed and the way Kathmandu University can be a partner in this development profile.
My association with people from different walks of life in our country has given me the confidence to evolve a development profile for India with ten pillars. I have now introduced this to management institutions and other educational institutions. I am amazed and encouraged by the response of the student and faculty. They discuss how their discipline can enhance implementation of the development profile of the nation, the mechanisms, the challenges and actions to overcome them. I am sure you can evolve a development profile for Nepal, identify the integrative actions needed and the way Kathmandu University can be a partner in this development profile.
21st century University Vision
I have in the last ten years met more than 3 Million University students and faculty from more than 150 universities in India and 50 universities abroad. Based on this spirit, I wish to formulate a 21st university vision for your consideration.
1. The universities have to prepare citizens of the future with a global outlook and be capable of serving his/her nation or nation of his/her choice.
2. Science and technology and public policy are interrelated for mutual benefit and ushering in human kind’s development. This link has to be solidly built in the university education.
3. Good teachers can be in any part of the world. The university has to bring in this resource through innovative content generation in virtual class rooms.
4. Technological connectivities among universities have to be pursued on a war footing using cost effective virtual class rooms.
5. Cost effective continuing education possibilities are essential for citizens to be in tune with time.
Can university education lead to sustainable development of the nation? With the world population increasing and resources dwindling, a mindset has to be developed for conserving and sharing the resources and look for new research for abundant resources. This calls for a “noble spirit” as well as a “research spirit”. In summary, the 21st century university education is about developing enlightened citizenship for a knowledge society for peace and prosperity of nations and the world. 21st century University has to be the incubator of world knowledge powerhouse. Based on my interaction with Indian and foreign universities, I have observed certain dynamics. Wherever there is research intensity, it has enhanced quality teaching and also the university has got a great name in the world of teaching. Universities from developed world with their vast experience of a century have realized the significance of research as a foundation for the university. This is one dimension. The other dimension is that the student community with research focus will most aggressively ask questions. The third dimension is that the sharp gradient and accelerated development processes can give a platform for research for sustainable development. There is a large student community in the developing countries and there is an urge for higher education. Hence, we should see how we can empower them through university to university collaboration, student – faculty interaction, lab to lab collaboration, reaching out the world class quality teaching and research through a virtual reality environment with the excellent content generated.
Conclusion
Ultimately, education in its real sense is the pursuit of truth. It is an endless journey through knowledge and enlightenment. Such a journey opens up new vistas of development of humanism where there is neither scope nor room for pettiness, disharmony, jealousy, hatred or enmity. It transforms a human being into a wholesome whole, a noble soul and an asset to the universe. Universal brotherhood in its true sense becomes the sheet anchor for such education. Real education enhances the dignity of a human being and increases his or her self-respect. If only the real sense of education could be realized by each individual, and carried forward in every field of human activity the world will be a much better place to live in. Ultimately the two characteristics which make visions to be realized are excellence and leadership.
I have seen three dreams which have taken shape as vision, mission and realization. Space programme of ISRO (Indian Space Research Organization), AGNI programme of DRDO (Defence Research and Development Organization) and PURA (Providing Urban Amenities in Rural Areas) becoming the National Mission. Of course, these three programmes succeeded in the midst of many challenges and problems. I have worked in all these three areas. I want to convey to you what I have learnt on leadership from these three programmes:
a. Leader must have a vision.
b. Leader must have passion to realize the vision.
c. Leader must be able to travel into an unexplored path.
d. Leader must know how to manage a success and failure.
e. Leader must have courage to take decisions.
f. Leader should have nobility in management.
g. Leader should be transparent in every action.
h. Leader must work with integrity and succeed with integrity.
Ultimately, education in its real sense is the pursuit of truth. It is an endless journey through knowledge and enlightenment. Such a journey opens up new vistas of development of humanism where there is neither scope nor room for pettiness, disharmony, jealousy, hatred or enmity. It transforms a human being into a wholesome whole, a noble soul and an asset to the universe. Universal brotherhood in its true sense becomes the sheet anchor for such education. Real education enhances the dignity of a human being and increases his or her self-respect. If only the real sense of education could be realized by each individual, and carried forward in every field of human activity the world will be a much better place to live in. Ultimately the two characteristics which make visions to be realized are excellence and leadership.
I have seen three dreams which have taken shape as vision, mission and realization. Space programme of ISRO (Indian Space Research Organization), AGNI programme of DRDO (Defence Research and Development Organization) and PURA (Providing Urban Amenities in Rural Areas) becoming the National Mission. Of course, these three programmes succeeded in the midst of many challenges and problems. I have worked in all these three areas. I want to convey to you what I have learnt on leadership from these three programmes:
a. Leader must have a vision.
b. Leader must have passion to realize the vision.
c. Leader must be able to travel into an unexplored path.
d. Leader must know how to manage a success and failure.
e. Leader must have courage to take decisions.
f. Leader should have nobility in management.
g. Leader should be transparent in every action.
h. Leader must work with integrity and succeed with integrity.
For a sustainable growth of any nation, organization, or institution, the important thrust will be on the generation of a number of creative leaders through nurturing the talent, and promoting innovation in every sector of the economy. Creative leadership means exercising the vision to change the traditional role from the commander to the coach, manager to mentor, from director to delegator and from one who demands respect to one who facilitates self-respect. Emergence of such leaders particularly will facilitate global competitiveness and help in transforming any nation as a knowledge society. It is responsibility of the universities like Kathmandu University to create such creative leaders and build the necessary capacities among the youth to contribute for the national developmental vision of Nepal
My best wishes to the Chancellor, Vice Chancellor, professors, lecturers, faculty members, students and staff of Kathmandu University and also particularly the people of Nepal.
May God Bless You.
November 18, 2008
Dhulikhel
Nepal
* * * * *
Dr. APJ Abdul Kalam
http://www.abdulkalam.com/
BIO-DATA
Of
Dr. A.P.J. Abdul Kalam
President of India
Chronicle:
Oct 15, 1931:
Born at Dhanushkodi in Rameswaram district,Tamil Nadu. His father had to rent boats to pay his school fees. He studied at the Schwartz High School in Ramanathapuram.
1954-1958:
After graduating in science from St. Joseph's College in Tiruchi, he enrolled for Aeronautical Engineering at the Madras Institute of Technology in 1954.
1958:
Kalam joined the Defence Research & Development Organisation (DRDO) and served as a senior scientific assistant, heading a small team that developed a prototype hovercraft. But the project, never took off.
1962:
Following the lukewarm response to his hovercraft program, Kalam moved out of DRDO and joined Indian Space Research Organization (ISRO)
1963-82:
Kalam joined the satellite launch vehicle team at Thumba, near Trivandram and soon became Project Director for SLV-3.
1980:
Rohini put into orbit in the month of July
1981:
Kalam honoured with the Padma Bhushan
1982:
Kalam returns to DRDO as its Director. Takes charge of India's integrated guided missile development program. The program envisaged the launch of five major missiles.
1992:
Kalam takes over as the Scientific Advisor to Union Defence Minister.
1997:
Kalam honoured with "Bharat Ratna", india's highest civilian award.
May 11, 1998:
Adorning a Gorkha hat in the Rajasthan deserts, he orchestrated India's underground nuclear tests. The scientist from a small hamlet in Tamil Nadu who had dreamt of India as a nuclear power many years ago had finally achieved it!
2002:
Kalam takes over as the President of India.
(25 July 2002 to 25 July 2007)
Brief Description
Dr. Avul Pakir Jainulabdeen Abdul Kalam, specialized in Aeronautical Engineering from Madras Institute of Technology. Dr. Kalam made significant contribution as Project Director to develop India's first indigenous Satellite Launch Vehicle (SLV-III) which successfully injected the Rohini satellite in the near earth orbit in July 1980 and made India an exclusive member of Space Club. He was responsible for the evolution of ISRO's launch vehicle programme, particularly the PSLV configuration. After working for two decades in ISRO and mastering launch vehicle technologies, Dr. Kalam took up the responsibility of developing Indigenous Guided Missiles at Defence Research and Development Organisation as the Chief Executive of Integrated Guided Missile Development Programme (IGMDP). He was responsible for the development and operationalisation of AGNI and PRITHVI Missiles and for building indigenous capability in critical technologies through networking of multiple institutions. He was the Scientific Adviser to Defence Minister and Secretary, Department of Defence Research & Development from July 1992 to December 1999. During this period he led to the weaponisation of strategic missile systems and the Pokhran-II nuclear tests in collaboration with Department of Atomic Energy, which made India a nuclear weapon State. He also gave thrust to self-reliance in defence systems by progressing multiple development tasks and mission projects such as Light Combat Aircraft.
As Chairman of Technology Information, Forecasting and Assessment Council (TIFAC) and as an eminent scientist, he led the country with the help of 500 experts to arrive at Technology Vision 2020 giving a road map for transforming India from the present developing status to a developed nation. Dr. Kalam has served as the Principal Scientific Advisor to the Government of India, in the rank of Cabinet Minister, from November 1999 to November 2001 and was responsible for evolving policies, strategies and missions for many development applications. Dr. Kalam was also the Chairman, Ex-officio, of the Scientific Advisory Committee to the Cabinet (SAC-C) and piloted India Millennium Mission 2020.
Dr. Kalam took up academic pursuit as Professor, Technology & Societal Transformation at Anna University, Chennai from November 2001 and was involved in teaching and research tasks. Above all he took up a mission to ignite the young minds for national development by meeting high school students across the country.
In his literary pursuit four of Dr. Kalam's books - "Wings of Fire", "India 2020 - A Vision for the New Millennium", "My journey" and "Ignited Minds - Unleashing the power within India" have become household names in India and among the Indian nationals abroad. These books have been translated in many Indian languages.
Dr. Kalam is one of the most distinguished scientists of India with the unique honour of receiving honorary doctorates from 30 universities and institutions. He has been awarded the coveted civilian awards - Padma Bhushan (1981) and Padma Vibhushan (1990) and the highest civilian award Bharat Ratna (1997). He is a recipient of several other awards and Fellow of many professional institutions.
Dr. Kalam became the 11th President of India on 25th July 2002. His focus is on transforming India into a developed nation by 2020.
* * * * *
May God Bless You.
November 18, 2008
Dhulikhel
Nepal
* * * * *
Dr. APJ Abdul Kalam
http://www.abdulkalam.com/
BIO-DATA
Of
Dr. A.P.J. Abdul Kalam
President of India
Chronicle:
Oct 15, 1931:
Born at Dhanushkodi in Rameswaram district,Tamil Nadu. His father had to rent boats to pay his school fees. He studied at the Schwartz High School in Ramanathapuram.
1954-1958:
After graduating in science from St. Joseph's College in Tiruchi, he enrolled for Aeronautical Engineering at the Madras Institute of Technology in 1954.
1958:
Kalam joined the Defence Research & Development Organisation (DRDO) and served as a senior scientific assistant, heading a small team that developed a prototype hovercraft. But the project, never took off.
1962:
Following the lukewarm response to his hovercraft program, Kalam moved out of DRDO and joined Indian Space Research Organization (ISRO)
1963-82:
Kalam joined the satellite launch vehicle team at Thumba, near Trivandram and soon became Project Director for SLV-3.
1980:
Rohini put into orbit in the month of July
1981:
Kalam honoured with the Padma Bhushan
1982:
Kalam returns to DRDO as its Director. Takes charge of India's integrated guided missile development program. The program envisaged the launch of five major missiles.
1992:
Kalam takes over as the Scientific Advisor to Union Defence Minister.
1997:
Kalam honoured with "Bharat Ratna", india's highest civilian award.
May 11, 1998:
Adorning a Gorkha hat in the Rajasthan deserts, he orchestrated India's underground nuclear tests. The scientist from a small hamlet in Tamil Nadu who had dreamt of India as a nuclear power many years ago had finally achieved it!
2002:
Kalam takes over as the President of India.
(25 July 2002 to 25 July 2007)
Brief Description
Dr. Avul Pakir Jainulabdeen Abdul Kalam, specialized in Aeronautical Engineering from Madras Institute of Technology. Dr. Kalam made significant contribution as Project Director to develop India's first indigenous Satellite Launch Vehicle (SLV-III) which successfully injected the Rohini satellite in the near earth orbit in July 1980 and made India an exclusive member of Space Club. He was responsible for the evolution of ISRO's launch vehicle programme, particularly the PSLV configuration. After working for two decades in ISRO and mastering launch vehicle technologies, Dr. Kalam took up the responsibility of developing Indigenous Guided Missiles at Defence Research and Development Organisation as the Chief Executive of Integrated Guided Missile Development Programme (IGMDP). He was responsible for the development and operationalisation of AGNI and PRITHVI Missiles and for building indigenous capability in critical technologies through networking of multiple institutions. He was the Scientific Adviser to Defence Minister and Secretary, Department of Defence Research & Development from July 1992 to December 1999. During this period he led to the weaponisation of strategic missile systems and the Pokhran-II nuclear tests in collaboration with Department of Atomic Energy, which made India a nuclear weapon State. He also gave thrust to self-reliance in defence systems by progressing multiple development tasks and mission projects such as Light Combat Aircraft.
As Chairman of Technology Information, Forecasting and Assessment Council (TIFAC) and as an eminent scientist, he led the country with the help of 500 experts to arrive at Technology Vision 2020 giving a road map for transforming India from the present developing status to a developed nation. Dr. Kalam has served as the Principal Scientific Advisor to the Government of India, in the rank of Cabinet Minister, from November 1999 to November 2001 and was responsible for evolving policies, strategies and missions for many development applications. Dr. Kalam was also the Chairman, Ex-officio, of the Scientific Advisory Committee to the Cabinet (SAC-C) and piloted India Millennium Mission 2020.
Dr. Kalam took up academic pursuit as Professor, Technology & Societal Transformation at Anna University, Chennai from November 2001 and was involved in teaching and research tasks. Above all he took up a mission to ignite the young minds for national development by meeting high school students across the country.
In his literary pursuit four of Dr. Kalam's books - "Wings of Fire", "India 2020 - A Vision for the New Millennium", "My journey" and "Ignited Minds - Unleashing the power within India" have become household names in India and among the Indian nationals abroad. These books have been translated in many Indian languages.
Dr. Kalam is one of the most distinguished scientists of India with the unique honour of receiving honorary doctorates from 30 universities and institutions. He has been awarded the coveted civilian awards - Padma Bhushan (1981) and Padma Vibhushan (1990) and the highest civilian award Bharat Ratna (1997). He is a recipient of several other awards and Fellow of many professional institutions.
Dr. Kalam became the 11th President of India on 25th July 2002. His focus is on transforming India into a developed nation by 2020.
* * * * *
Congratulatory Speech: Professor Piyasakol Saklosatayadorn
KATHMANDU UNIVERSITY
Dhulikhel
FOURTEENTH CONVOCATION
CONGRATULATORY SPEECH
By
PROFESSOR PIYASAKOL SAKOLSATAYADORN
Dhulikhel
FOURTEENTH CONVOCATION
CONGRATULATORY SPEECH
By
PROFESSOR PIYASAKOL SAKOLSATAYADORN
Rt. Hon’ble Prime Minister and Chancellor of the University, Hon’ble Minister for Education and Pro-Chancellor of the University; Dr. Abdul Kalam, former President of India, Vice-Chancellor Professor Suresh Raj Sharma; Faculty and staff Graduates of 2008, Ladies and Gentlemen.
Good morning.
I feel deeply honored to have been asked by Vice Chancellor Professor Suresh Raj Sharma to give a congratulatory speech here today. First let me start by saying, “Congratulations!” You should all be very proud of yourselves on this momentous occasion. It has been your hard work with the support of faculty and loved ones that have led you to this achievement and recognition today. I have been in your shoes before, and I remember feeling proud as I received my Doctor of Medicine, but what I have the most pride in is how I have applied my knowledge to help others and benefit society. The other day Kathmandu University and Mahidol University signed an Agreement to promote research, and academic collaboration between our universities. We are certain that this cooperation will strengthen our academics ties, and we hope it will serve a greater good: the benefit of mankind.
Here, I would like to quote His Royal Highness Prince Mahidol of Songkla, Mahidol University’s namesake and the ‘Father of Modern Medicine and Public Health in Thailand’, - “True success is not in the learning, but in its application for the benefit of mankind.” and “I don’t want you to be only a doctor, but I also want you to be a man.”
I say to each and every one of you: challenge yourself, go beyond what is expected of you, show compassion for the people you work with, and always remember that your profession does not define or limit you. Be curious and proactive in your work. Ask yourself, “How can I make improvements?” “How can I be the catalyst for change and development?” “How will my work benefit others?”
In this era of globalization, individuals, communities, organizations, universities, governments, and countries need to work together for the greater good of our global society and the benefit of mankind. All of you can work towards these aims and many of you already are. I applaud you all and wish you success in your futures. Today, you should be proud of your accomplishment, but know that you will be filled with an even greater pride once you have used your knowledge and wisdom to benefit the lives of others.
Thank you
November 18, 2008
Dhulikhel
Nepal
* * * * *
November 18, 2008
Dhulikhel
Nepal
* * * * *
BIO-DATA
of
Prof. Piyasakol Sakolsatayadorn President, Mahidol University,
Thailand
Academic Title: Clinical Professor
Present Position:
2007 – present President of Mahidol University
2002 – present President, Board of Cancer Foundation of Siriraj Hospital
2005 – present Second Vice President, Administration Board of Siriraj Foundation
2008 – present Committee, Queen Savang Vadhana Foundation
2008 – present Honorary Member Committee, Phramongkutklao College of Medicine
2007 – present Committee Member, Board of Trustees, Prince Mahidol Award Foundation
Education:
1995 Diploma, The National Defense College of Thailand
1988 Post –Doctoral Fellowship in Injury Epidemiology, Centers for Disease Control and Prevention , Atlanta, Georgia, USA
1985 Post – Doctoral Fellowship in Critical Care Medicine, Johns Hopkins University, USA
1975 Postgraduate Diploma in General Surgery, Medical Council of Thailand
1971 M.D., Faculty of Medicine Siriraj Hospital, Mahidol University
of
Prof. Piyasakol Sakolsatayadorn President, Mahidol University,
Thailand
Academic Title: Clinical Professor
Present Position:
2007 – present President of Mahidol University
2002 – present President, Board of Cancer Foundation of Siriraj Hospital
2005 – present Second Vice President, Administration Board of Siriraj Foundation
2008 – present Committee, Queen Savang Vadhana Foundation
2008 – present Honorary Member Committee, Phramongkutklao College of Medicine
2007 – present Committee Member, Board of Trustees, Prince Mahidol Award Foundation
Education:
1995 Diploma, The National Defense College of Thailand
1988 Post –Doctoral Fellowship in Injury Epidemiology, Centers for Disease Control and Prevention , Atlanta, Georgia, USA
1985 Post – Doctoral Fellowship in Critical Care Medicine, Johns Hopkins University, USA
1975 Postgraduate Diploma in General Surgery, Medical Council of Thailand
1971 M.D., Faculty of Medicine Siriraj Hospital, Mahidol University
Previous Experience:
1985 – 1987 Deputy Director, Policy Development Research Center for Medicine Public Health, Mahidol University
1989 Secretary General, Trauma Association of Thailand
1989 – 1991 Deputy Dean for Administration, Faculty of Medicine Siriraj Hospital
1991 – 1995 Chairman, Administration Committee, Mini MPA Project of Mahidol University
1991 – 1995 Secretary, Mahidol University Council
1991 – 1995 Vice President for Administration, Mahidol University
1995 Acting Dean, Faculty of Engineering
1996 – 1998 Deputy Dean for Quality Assurance, Faculty of Medicine Siriraj Hospital
1996 – 1998 Vice President, Mahidol University Alumni Association
1998 Acting Head, Medical Education Technology Center
2000 – 2007 Dean, Faculty of Medicine Siriraj Hospital
2000 – 2007 Vice President, Board of Trustees, Prince Mahidol Award Foundation
2005 – 2006 Member, Board of Director, the Government Pharmaceutical Organization (GPO)
2005 – 2006 Chairman, Auditor Committee of Government Pharmaceutical Organization (GPO)
1985 – 1987 Deputy Director, Policy Development Research Center for Medicine Public Health, Mahidol University
1989 Secretary General, Trauma Association of Thailand
1989 – 1991 Deputy Dean for Administration, Faculty of Medicine Siriraj Hospital
1991 – 1995 Chairman, Administration Committee, Mini MPA Project of Mahidol University
1991 – 1995 Secretary, Mahidol University Council
1991 – 1995 Vice President for Administration, Mahidol University
1995 Acting Dean, Faculty of Engineering
1996 – 1998 Deputy Dean for Quality Assurance, Faculty of Medicine Siriraj Hospital
1996 – 1998 Vice President, Mahidol University Alumni Association
1998 Acting Head, Medical Education Technology Center
2000 – 2007 Dean, Faculty of Medicine Siriraj Hospital
2000 – 2007 Vice President, Board of Trustees, Prince Mahidol Award Foundation
2005 – 2006 Member, Board of Director, the Government Pharmaceutical Organization (GPO)
2005 – 2006 Chairman, Auditor Committee of Government Pharmaceutical Organization (GPO)
Professional Area: Trauma Surgery
1989-1991 Deputy Dean for Administration, Faculty of Medicine Siriraj Hospital
1991-1995 Secretary of Mahidol university Council
1991-1995 Vice President for Administration, Mahidol University
1995 Acting Dean, Faculty of Engineering
1996 – 1998 Deputy Dean for Quality Assurance, Faculty of Medicine Siriraj Hospital
1998- 2007 Head of Education Committee, Department of Surgery
2000 – 2007 Dean, Faculty of Medicine Siriraj Hospital
2007-present President, Mahidol University
1989-1991 Deputy Dean for Administration, Faculty of Medicine Siriraj Hospital
1991-1995 Secretary of Mahidol university Council
1991-1995 Vice President for Administration, Mahidol University
1995 Acting Dean, Faculty of Engineering
1996 – 1998 Deputy Dean for Quality Assurance, Faculty of Medicine Siriraj Hospital
1998- 2007 Head of Education Committee, Department of Surgery
2000 – 2007 Dean, Faculty of Medicine Siriraj Hospital
2007-present President, Mahidol University
Administrating Positions:
Department level (Department of Surgery)
1998-2007 Head, Education Committee
1998-2007 Chairman, Resident Selection Committee
1998-2007 Chairman, Graduation Committee
Department level (Department of Surgery)
1998-2007 Head, Education Committee
1998-2007 Chairman, Resident Selection Committee
1998-2007 Chairman, Graduation Committee
Faculty level:
1999-2007 Chairman, Account System Development and Unit Cost Committee
1999 Chairman, Outstanding Government Officers and Employee Selection Committee
1999 Chairman, In patient Data System Development Sub-Committee
1997-1999 Chairman, Selection Students to Study Medicine in the faculty Medicine Siriraj
1999-2007 Chairman, Account System Development and Unit Cost Committee
1999 Chairman, Outstanding Government Officers and Employee Selection Committee
1999 Chairman, In patient Data System Development Sub-Committee
1997-1999 Chairman, Selection Students to Study Medicine in the faculty Medicine Siriraj
Hospital Sub-committee
1998-2007 Chiarman, Computer System Management Committee
1998-2007 Chairman, Computer System Management Committee
1999 Consultant to the Out-patient appointment Development System Sub-committee
1999 Consultant to Siriraj Computer Data Setting Network (SINET) Sub-committee
2000 Consultant to Siriraj Trauma Center Committee
1998-2007 Chiarman, Computer System Management Committee
1998-2007 Chairman, Computer System Management Committee
1999 Consultant to the Out-patient appointment Development System Sub-committee
1999 Consultant to Siriraj Computer Data Setting Network (SINET) Sub-committee
2000 Consultant to Siriraj Trauma Center Committee
University Level :
1985-1987 Vice Director, Policy Development Reserch Center for Medicine And Public Health,
1985-1987 Vice Director, Policy Development Reserch Center for Medicine And Public Health,
Mahidol University
1991-1995 Chairman, Mini MPA project, Mahidol University
1997-1999 Chairman, central Committee for Organizing Ceremony Degree Presentation
1999 Committee, Selection Students to Study Assistant Nurses and Medical Technicians
1991-1995 Chairman, Mini MPA project, Mahidol University
1997-1999 Chairman, central Committee for Organizing Ceremony Degree Presentation
1999 Committee, Selection Students to Study Assistant Nurses and Medical Technicians
Outside University:
1984 Committee, Oral Examination for Diploma in General Surgery, Royal College of Surgeons of Thailand and Thai Medical Council
1988 A reader for evaluating academic papers submitted for Assistant Professor, Khonkhaen University
1989 A reader for evaluating academic papers submitted for Assistant Professor, Prince of Songkla University
1989 Secretary General, Thai Association of Trauma Surgeons
1989 A reader for Evaluating academic papers submitted for Associate Professor, Chiangmai University
1996 Special lecturer, faculty of Medicine, Chaingmai University
1998-2000 Secretary general, mahidol University Alumni Association
1999 Organizing Committee, 7th national medical education Consortium
2005-2007 Vice-President, The Board of Trustees, Prince Mahidol Award Foundation
2006 Board of Directors, The Government Pharmaceutical Organization (GPO)
Professional Members:
Royal College of Surgeons, Thailand (RCST)
International College of Surgeons Thailand Section (ICS)
Thai Association of Trauma Surgeons
* * * * *
1984 Committee, Oral Examination for Diploma in General Surgery, Royal College of Surgeons of Thailand and Thai Medical Council
1988 A reader for evaluating academic papers submitted for Assistant Professor, Khonkhaen University
1989 A reader for evaluating academic papers submitted for Assistant Professor, Prince of Songkla University
1989 Secretary General, Thai Association of Trauma Surgeons
1989 A reader for Evaluating academic papers submitted for Associate Professor, Chiangmai University
1996 Special lecturer, faculty of Medicine, Chaingmai University
1998-2000 Secretary general, mahidol University Alumni Association
1999 Organizing Committee, 7th national medical education Consortium
2005-2007 Vice-President, The Board of Trustees, Prince Mahidol Award Foundation
2006 Board of Directors, The Government Pharmaceutical Organization (GPO)
Professional Members:
Royal College of Surgeons, Thailand (RCST)
International College of Surgeons Thailand Section (ICS)
Thai Association of Trauma Surgeons
* * * * *
14th Convocation Welcome Speech: Professor Suresh Raj Sharma
KATHMANDU UNIVERSITY
Dhulikhel
FOURTEENTH CONVOCATION
WELCOME SPEECH
By
VICE CHANCELLOR
PROFESSOR SURESH RAJ SHAMA
November 18, 2008
(Marga 3, 2065)
Dhulikhel
Nepal
Dhulikhel
FOURTEENTH CONVOCATION
WELCOME SPEECH
By
VICE CHANCELLOR
PROFESSOR SURESH RAJ SHAMA
November 18, 2008
(Marga 3, 2065)
Dhulikhel
Nepal
Honourable Prime Minister and Chancellor of Kathmandu University Mr. Puspa Kamal Dahal Prachanda, Your Excellency Dr. A P J Abdul Kalam, Honorable Minister of Education, Honorable Ministers, Respected Dr. Piyasakol Sakolsatayadorn President, Mahidol University, Your Excellencies, Respected Guests, Dear Parents and Students.
We are very pleased to welcome all of you to the 14th Convocation of Kathmandu University. As in the past, the hard work and the goodwill of many of our friends here in Nepal and outside has made it possible for us to organize this very special 14th Convocation. It is the first convocation by Kathmandu University a New Nepal after it has been declared a Federal Republic.
We are sincerely thankful to the Prime Minister and our Chancellor for giving us his extremely valuable time, interest and guidelines. We know sir there are many pressing issues for your attention. Even amidst this very busy time, you have traveled all the way to Dhulikhel, the Central Campus of the University to be with all of us. This is a big encouragement for all of us and especially to the students, the first graduates in a New Nepal!
I take this opportunity to thank our very distinguished guest His Excellency Dr APJ Abdul Kalam and Dr Piyasokol Sakolsatayadorn for accepting our invitation. We are very inspired by your presence and eagerly look forward to hearing your message for Kathmandu University and our students.
I would also thank our Honorable Education Minister for her time and helping Kathmandu University in different ways.
I also sincerely thank all our distinguished guests and parents for being here to share these graduating moments of achievements in the education career of our students.
I would like to take a few moments to share with you some of my perceptions of higher education.
. Until about two decades ago most universities (or high seats of learning) and research establishments were developed and managed by government systems all over the world. The only exceptions were in the USA where independent foundations established and operated universities. In recent times many developed and newly developed countries have been transferring such responsibilities to independent managements. Generating additional resources, internationalizing education, and establishing stronger links with industries has become the new mantra in the management of institution of higher learning. These trends are being aggressively followed in Korea, Taiwan, Singapore, Thailand, Australia and many countries in Europe.
· Germany and France appear to have moved from making outright grants to universities to using funding criteria based on hiring bigger number of international faculties, admitting brighter young students in bigger numbers, enhancing the abilities to sell more patents, recognizing ability to obtain bigger sums for research from the industries, and ranking of educational institute by international bodies. The days of guaranteed funding by the government for the universities may be almost over.
· Finding an academic position in highly rated institutions used to be a major attraction for bright academic people. However these days, because of the global competition, industries and business giants are commercializing higher education by supporting their own brand of academic institutions. US universities had already started a strong process of attracting best brains from other countries over the centuries. This trend appears to be spreading to other countries quite rapidly. The problem is not just external but also internal. The only solution for this increasing commercialization is stronger public-private or industry-academic partnership through a suitable system of sharing such people in improving the quality of education and also in making education more contributory to the development of economy.
Certain concerns like global warming and environmental problems, global energy problem, global health problems like HIV AIDs, cancer; Hepatitis, SARs, etc are both national and global issues. These issues must be addressed in close co-operation and jointly by the rich and poor countries. Education for increasing awareness, for appropriately addressing the problem or at different levels, for generating employment opportunities and for favorable environment policies, has become a strong common agenda in both rich and poor countries.
Nepal, in-spite of even its abundant natural resources and hard working people has remained a poor country. Nepal is behind because people lack modern technologies. National educational, economic and other policies have not been very effective for wider distribution of opportunities. Many of the present problems can be traced to the lack of modernization of our education system, our legal system and the failure of our political leadership to effectively address these issues. Excessive dependence on external support, probably now, needs to be replaced by greater self-reliance. Empowering our youths with most efficient technological and managerial competence could possibly be the best insurance for a better Nepal tomorrow. Here comes the role of universities. The challenge is not of size or age! It is in becoming smart, dynamic and productive.
Although our original aim was to develop ourselves as a residential Teaching cum Research University in Nepal, this dream has been only partially fulfilled. It is fully residential only for some of the programmes. We have made some progress in modernizing the facilities in the university and in spite of our commitment to promote e–learning and on line learning, this has not been possible. We are fully committed to developing it in the future.
The future for the university has many potential directions but also many challenges. Excellent Faculty is the most important resource any university can have. Kathmandu University has maintained reasonable standards so far in the context of Nepal. This indicates to be a major challenge in the future. Without competent faculty it will be very difficult to add new courses, to introduce new methods of learning and for higher education to be more responsive to the broader environment in which it is located.
How to make Universities sustainable in the future in an increasing competitive environment?
The challenges are both internal and external. These call for a flexible governance, adaptive academic programmes and responsive management systems – all of which are very new concepts in the education sector in Nepal. Given the significant political changes in the country and the fact that huge clouds of uncertainty still hover over us, we need urgently to find more effective solutions to these problems. There is a lot that we can learn from others. But we also need to learn to adapt, to redesign, and to make it a little more appropriate to the geographical, economic, political and social reality of the challenges before Nepal.
About 1400 graduates are receiving certificates today.
My Dear Students, you have been trained in important areas like medical sciences, engineering sciences and other applied sciences, in management, in arts and culture, and in teacher education. Take the advice, take the challenge and grab the opportunity. Make the future for yourself, for your country and if possible do something for the mankind. Listen to the advice we receive from the great people at our premises today who will be addressing you shortly.
Today we are lucky to have with us our new prime minister who shares many of these concerns for New Nepal. With us today are also the intellectual giants of our time, like Prof. APJ Abdul Kalam from India and Prof. Piyasakol who is from Mahidol University, a very reputed institute in Thailand.
Finally I would like to congratulate all the graduating students. Today is an important milestone in your life and as you cross this milestone, do not forget that every level of achievement, academic or otherwise brings substantial responsibility. I wish you all the best.
Thank you for your attention.
November 18, 2008
Dhulikhel
Nepal
* * * * *
Congratulations!!!
“A milestone passed, new things begun, dreams as shining as the sun,
a goal achieved, a victory won!
That's Graduation!”
Dear Graduates of the 14th Convocation,
On this day of your accomplishment, Kathmandu University Alumni Association (KUAA) extends its hearty congratulations to you and also offers best wishes in pursuing the dreams of your life. We applaud your accomplishments and celebrate with you this momentous event that has been achieved through many years and months of hard work. It’s now time to reach out to the world and show your potential as the graduate of Kathmandu University. We are very confident that you will keep the tradition of making proud our teachers and our University.
So Explore, Dream and Discover !– the three mantras for life as said by Mark Twain in one of his famous quotes, noting that people in future are disappointed more by what they didn’t do than by what they did do.
All the best for your journey of life,
KUAA Family
KUAA Family
...and yes,
you won’t have to miss your friends from KU
just simply join Kathmandu University Alumni Association
you won’t have to miss your friends from KU
just simply join Kathmandu University Alumni Association
To Register yourself online NOW-CLICK HERE
Or email us your details at
alumni-at-ku-dot-edu-dot-np
(replace -at- with @ and -dot- by a period)
KU Fourteenth Convocation on 18 November, 2008
Fourteenth Convocation of Kathmandu University is going to be held on 18 November, 2008 Tuesday at Kathmandu University, Dhulikhel, Kavre.
Dr. APJ Abdul Kalam, Former President, Republic of India will deliver the Convocation Address. Prof. Piyasakol Sakolsatayadorn, President, Mahidol University, Thailand will deliver the Congratulatory Speech.
Rt. Hon’ble Prime Minister Mr. Pushpa Kamal Dahal, Chancellor, Kathmandu University will preside over the program.
Software Engineering Seminar
A Seminar
On
Software Project Planning and Management: Why it fails and how to improve it
Resource Persons: Professor. Magne Jørgensen, University of Oslo/Simula Research Laboratory
Dr. Stein Grimstad, Simula Research Laboratory
Date: October 16, 2008, 10:00 AM
Venue: Block 03, Auditorium, KU Campus, Dhulikhel
Schedule: 10-12: Estimation of software development effort (Why is it difficult? Evaluation of different methods. How to improve the estimation accuracy.)
12-14: Break
14-15: Risk analysis and uncertainty management (Why are we over-confident? Methods to increase realism and improve the risk and uncertainty management processes.)
15-16: Planning and management in agile projects (Experiences with Planning Poker, Scrum)
Content: The content will be based on Prof. Jørgensen and Dr. Grimstad's research at Simula Research Laboratory. They have written more than 100 research publications on the presented topics. They also work as advisors for several software companies and present their work at practitioners' conferences. Most of their research can be downloaded from: simula.no/research/engineering/projects/best.
KU Alumni interested in participating are requested to send emails to alumni@ku.edu.np. There are limited number of seats for participation, hence we need to get an approval from the Department in advance.
On
Software Project Planning and Management: Why it fails and how to improve it
Resource Persons: Professor. Magne Jørgensen, University of Oslo/Simula Research Laboratory
Dr. Stein Grimstad, Simula Research Laboratory
Date: October 16, 2008, 10:00 AM
Venue: Block 03, Auditorium, KU Campus, Dhulikhel
Schedule: 10-12: Estimation of software development effort (Why is it difficult? Evaluation of different methods. How to improve the estimation accuracy.)
12-14: Break
14-15: Risk analysis and uncertainty management (Why are we over-confident? Methods to increase realism and improve the risk and uncertainty management processes.)
15-16: Planning and management in agile projects (Experiences with Planning Poker, Scrum)
Content: The content will be based on Prof. Jørgensen and Dr. Grimstad's research at Simula Research Laboratory. They have written more than 100 research publications on the presented topics. They also work as advisors for several software companies and present their work at practitioners' conferences. Most of their research can be downloaded from: simula.no/research/engineering/projects/best.
KU Alumni interested in participating are requested to send emails to alumni@ku.edu.np. There are limited number of seats for participation, hence we need to get an approval from the Department in advance.
You can also contact the following Professors in the Dept to know more about this event:
Mr. Anup Banskota, GP Coordinator, Department of Computer Science and Engineering,
Mr. Purusottam Kharel, UG Coordinator, Dept of CSE, KU.
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