Student faculty Relations
TERMS OF REFERENCE To investigate problems in LBSIM related to faculty student relations and to make recommendations, as requested by Ms. Parul Singh, on August 24, 2017. PROCEDURE 1. Interview were held with Dr. Anil K Kanungo and Dr. Anshu Agrawal. 2. Interviews were held with the students of different institutes facing the same problem FINDINGS 1. INTERVIEW WITH FACULTY 1.1. The focus of students in the college is on examinations rather than training for future and really getting their skills tested. Because of this, students show only their retention powers, not their actual capacity or knowledge. 1.1.1. At IIFT, the students emphasize more on learning than on scoring high grades. The grading system is itself well-defined that promotes holistic development among students. They tend to focus more on practical learning or more appropriately applying their theoretical knowledge in the real world which would help them in a holistic development. 1.1.2.The students are nowadays too much involved in “Now” thinking rather than “Future “thinking. When the students come to class they concentrate mainly on attendance and acquiring the minimum required percentage. They don’t come to college to acquire knowledge. 1.1.3.Students of IIFT have a professional attitude imbibed in them. They focus on their career in order to be successful. They have their priorities sorted in life over these distractions. 2. INTERVIEW WITH STUDENTS 2.1. There are times when a student wants to approach the faculty but due to no proper channel established, he/she is unable to. 2.1.1. In IIFT, there is a proper break given to students where they can approach the faculty, if they are free, and consult regarding any issues they have. 2.2. Teachers also have many things to do such as research papers or sometimes personal work. This at times comes as a hurdle when a student wants to talk to the faculty relating to something different from the curriculum as they cannot make time for such talks. 2.2.1. This has happened at both the institutes, LBSIM and IIFT, as the faculty were busy with their personal problems and could not help students at the time. They did ask the students to come by later with their issues though. 2.3. There are some instances when the teachers do not entertain students regarding their personal problems. But limit their interaction to the academic related concerns only. 2.4. Students have a very hectic life in MBA. They are given daily assignment and weekly projects, which are to be completed within the deadline. This problem of time unavailability basically leads to the students only discussing their projects with the faculty. 2.4.1. In IIFT we found that the same problem was persisting. CONCLUSIONS 1. Improper channels of communication 1.1. The medium of communication between students and the faculty should much more than just classroom discussion. Discussions over skype is a feasible option which is practiced across the world in many leading universities. 2. Busy schedule of faculties 2.2. The schedule of the faculty and students may or may not be compatible with the free sessions, so faculty may share a common platform over the web for students to post their queries and the faculty can get back to them over the same. 3. Students are less serious about their careers. 3.3. The motivation and satisfaction are two of the key factors in the determining the seriousness in students regarding their career. The seriousness along with hard work can go a long way in not just one’s career but in his/her life. RECOMMENDATIONS 1. Proper time slots should be allotted so that student and faculty could interact with each other. 1.1. The schedule of both the faculty and the students shall be made complementing to each other to maximize the utilization of time from both ends. 2. The students should develop professional communication skills to approach the faculty to share their concerns. 1.2. Development of soft skills amongst students is a must keeping in mind the holistic development of them. Having knowledge and without being able to communicate the same with the faculty isn’t good. Students shall be encouraged to take part in competitions and events to enhance their soft skills.
Kapil Agarwal
India's External Sector
India’s external sector remained resilient in 2016-17 amidst considerable fl ux in the international environment; the Box in sub-section 6 on the external vulnerability watch argues the case analytically. Shrugging off a two-year contraction, merchandise exports turned around in the face of muted global demand. Drivers of this rebound are profi led in the immediately following sub-section. This development also assumes signifi cance in view of the decline in net invisible receipts addressed in sub-section 3. Merchandise imports remained sluggish, although a signifi cant pick-up occurred in H2. Consequently, rising international commodity prices and the erosion in terms of trade gains notwithstanding, India’s merchandise trade defi cit narrowed further in 2016-17 and helped compress the current account defi cit (CAD)
Role of RBI
The role of the Reserve Bank in the area of fi nancial inclusion involves developing policies towards ensuring the availability of banking services at affordable costs for those vulnerable sections of society who have hitherto been left outside the scope of formal fi nancial services due to factors such as illiteracy, lack of banking infrastructure, diffi culty in physical access to such services in far fl ung areas and perceived lack of creditworthiness. Recognising that fi nancial illiteracy is a major impediment to the diffusion of fi nancial inclusion, the Reserve Bank focused on the dissemination of simple messages introducing people to the benefi ts of active savings, prudent borrowing practices, fi nancial planning as well as unravelling the world of digital transactions for them. Consumer protection also forms an important aspect of these messages, which are also issued in vernacular language. During 201617, the Reserve Bank aimed to provide a fi llip to fi nancial literacy through a digital focus in literacy camps, experimenting with ground level camps, capacity building of fi nancial literacy counsellors and observation of a fi nancial literacy week. In order to propel the economy onto a medium-term sustainable inclusion path, greater emphasis was placed on strengthening the business correspondent (BC) model through the creation 78 of a BC registry and introduction of a framework for BC certifi cation. In this context, the Financial Inclusion and Development Department of the Reserve Bank formulates policies for promoting fi nancial inclusion.
NPA history india
During the late 1990s, in view of the rising level of bank NPAs, the Narasimham Committee II and Andhyarujina Committee were constituted to examine the scope for banking sector reforms and the need for changes in the legal system to resolve NPAs. These committees suggested a new legislation for securitisation, empowering banks and financial institutions (FIs) to take possession of the securities and sell them without the intervention of the court. Accordingly, the SARFAESI Act (the Act) was enacted in 2002 to provide an enabling environment for resolution of NPAs and for strengthening the financial sector. It provides three alternative methods for recovery of NPAs – securitisation, asset reconstruction and enforcement of security interests. It envisaged the formation of asset reconstruction companies (ARCs) under Section 3 of the Act. ARC’s primary goal is to acquire, manage and recover the financial assets which have been classified as NPAs by the banks/FIs. Presently, there are 24 ARCs in the country. The Reserve Bank has been assigned powers under the Act to regulate and supervise ARCs. An ARC can acquire and keep the financial asset – NPAs – in its own balance sheet or transfer it to one or more trust(s) (set up under Section 7 of the Act) at a price at which the asset was acquired from the originator (secured lender). Most of the deals are structured with a 15 per cent upfront payment to the seller banks/ FIs and issue of security receipts (SRs) for the remaining amount with a defined cash-flow waterfall. Management fee, a primary source of income for ARCs, has priority (after netting the expenses) over redemption of SRs. The trusteeship of such trusts vests with the ARC.
Cureency mgt India
The volume of notes in circulation continued to increase till November 8, 2016 when the Government of India notifi ed that banknotes of `500 and `1000 denominations of the existing series issued by the Reserve Bank of India till then (henceforth, specifi ed bank notes), shall cease to be legal tender with effect from November 9, 2016 (also termed as demonetisation). Simultaneously, a new series (Mahatma Gandhi New Series) of banknotes of a different size and design, highlighting the cultural heritage and scientifi c achievements of the country, was introduced. In view of the withdrawal of legal tender character of nearly 86 per cent of value of notes in circulation on November 8, 2016, the focus of the Reserve Bank subsequently shifted to making available banknotes generated from printing presses to currency chests and from there to bank branches and ATMs in the shortest possible time. This process was facilitated by air lifting of notes as also direct remittances from the presses to currency chests wherever feasible and adopting a hub and spoke model of distribution. As a result, during a short span from November 9 to December 31, 2016, the Reserve Bank pumped in 23.8 billion pieces of bank notes into circulation aggregating `5,540 billion in value. The pace of remonetisation continued ceaselessly thereafter also and the notes in circulation (NiC) as on March 31, 2017 increased close to 74 per cent of the NiC prevailing on November 4, 2016. Sustained efforts were made towards indigenisation of banknotes production along with enhanced security features during the year. The Bank Note Paper Mill at Mysuru started commercial production. Efforts towards a greenfi eld project for production of security inks were also undertaken.
IRP
Corporate insolvency resolution process Section 6 of the Code provides that where any corporate debtor commits a default, a financial creditor, an operational creditor or the corporate debtor itself may initiate corporate insolvency resolution process in respect of such corporate debtor. Section 7 provides the procedure for initiation of corporate insolvency resolution process by financial creditor. Section 8 and 9 provides the procedure for initiation of corporate insolvency resolution process by operational creditor. Section 10 provides the procedure for initiation of corporate insolvency resolution process by corporate applicant. The application for the corporate insolvency resolution process is to be filed by respective person before the Adjudicating Authority (National Company Law Tribunal), having jurisdiction. The Adjudicating Authority, after considering the application, either admit the application or reject the application.