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.
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