08022017-JC-01.qxd 2/7/2017 4:32 PM Page 1 c m y b chandigarh | WEDNESDAY | 8 FEBRUARY 2017 ARCHAEOLOGY Focusonpast INSTITUTE WATCH eyeon future Institutions offering degrees in archeology include Bachelor’s degree in archeology is offered by ■ Banaras Hindu University, Varanasi ■ M.S. University Baroda ■ Barakatulla Vishwa Vidhyalaya, Bophal ■ Marathwada University, Aurangabad SOME OTHER UNIVERSITIES OFFERING MASTER’S IN ARCHAEOLOGY ■ University of Madras, Chepauk, Chennai ■ Allahabad University, Allahabad ■ Osmania University, Hyderabad ■ Kurukshetra University, Kurukshetra ■ Banaras Hindu University, Varanasi ■ Panjab University Chandigarh ■ University of Pune ■ Delhi Institute of Heritage Research and Management, affiliated to GGS Indraprastha University, New Delhi. USHA ALBUQUERQUE Archaeology is a multi-disciplinary subject which integrates knowledge of history and anthropology with geology, chemistry and even art. Archaeologists examine ancient sites and objects to learn about the past. A study of fossils, monuments, manuscripts, coins and excavated remains provides the researcher with material on which to base knowledge of the societies that existed in the ancient past. GETTING IN A background in art, history or culture is essential for an archaeologist. Although you can study archeology after any subject, it is best to take up the humanities subject stream in school with subjects such as history and sociology for Class XII followed by a bachelor’s degree in archaeology, anthropology, or history and a master’s degree in archaeology and historical studies. However, you can do a master’s in archaeology after a PREMIER ORGANISATION The Archaeological Survey of India (ASI) as the premier organisation for archaeological research and protection of the cultural heritage of the country, with its prime concern being the maintenance of ancient monuments and archaeological sites and remains of national importance, has almost 5000 centrally protected monuments including 18 world heritage monuments under its care. The conservation and restoration of Buddha at Bamyan in Afghanistan, the conservation of Ankorwat in Cambodia, underwater archaeological studies in the Arabian Sea and Bay of Bengal, excavations of pre-historic graves in Nubia in Egypt, Indus script seals in Bahrain and sundry projects in Nepal Indonesia, Bhutan, and Luanda in Africa are just some of the fascinating assignments handled by the ASI. ASI experts also survey, research and document ancient coins, metal plates, medals etc, and restore old monuments, forts, temples and other significant remains, in addition to art works, sculptures, frescoes and paintings. bachelor’s degree in any subject. A Ph.D provides better opportunities, and opens up avenues in areas of research, academics and higher level positions in the Archaeological Survey of India. To become an epigrapher, a master’s degree in one of the four Dravidian languages, Sanskrit, Persian, Prakrit or Pali is required. A bachelor’s degree in medieval Indian history is also needed. To work in the National Archives, or to become a curator, you need a master’s in WORK PROFILE SPECIALISATIONS Work in this field can be either research related, museum work or field oriented. The aim of the role is to record, interpret and preserve archaeological remains for future generations. This can involve carrying out excavations at designated sites, assisting with the preservation, conservation, display and interpretation of artefacts at museums or heritage centres, and conducting research, epigraphical or archival studies, as well as educational work. Some of the tasks of archaeologists include: ■ Survey sites using a variety of methods, including field walking, geophysical surveys and aerial photography; ■ Work on field excavations or digs, usually as part of a team, using a range of digging equipment; ■ Analyse findings by grouping, identifying and classifying them; ■ Use computer applications, such as computer-aided design (CAD) and geographical information systems (GIS), to record and interpret finds, sites and landscapes; ■ Clean and preserve finds; ■ Conduct laboratory tests, such as radiocarbon dating, and research and deskbased assessments of sites; ■ Provide advice on the conservation or recording of archaeological remains; ■ Ensure important buildings, monuments and sites are protected and preserved; ■ Assist in the curating and display of artefacts. There are several branches of archaeology that you can specialise in. These include NUMISMATICS: The past is restructured through a study of old coins, medals, seals, tokens, money and other related objects. EPIGRAPHY: The job involves deciphering inscriptions, edicts, and manuscripts. Inscriptions may appear on copper plates, stones, stupas, statues, or coins. MUSEOLOGY: Deals with the maintenance of a museum, the purchase and display, labelling of new and rare art collections, methods of preservation, repair of parchment, paper and microfilming of documents. Objects requiring conservation and restoration are paintings, wall paintings, prints, ceramics, textiles, fossils, statues, monuments, arms and armour, furniture, metalwork, and natural history objects. Treatment can involve undoing previous repair and restoration work, if necessary and painstakingly cleaning, retouching and storing the object. ancient/medieval Indian history or an MA/M Sc. in archaeology/anthropology or a PG diploma from the Institute of Archaeology. With a master’s degree in Archaeology and a minimum of 55 per cent marks, one can try to qualify the NET/JRFLectureship examination to qualify for the Ph.D programme with a fellowship. COURSES The National Museum Institute of the History of Art, Conservation and Museology, now a Deemed University in New Delhi, offers master’s and PhD programmes in History of Art, Conservation and Restoration of Works of Art , and Museology. The institute also offers certificate courses in art appreciation, and in Indian art and culture. The Delhi Institute of Heritage Research and Management affiliated to the GGS Indraprastha University offers master’s courses in Archaeology and Heritage Manage- '<$/ 6,1*+ &2//(*( 75867 62&,(7< .$51$/ 5HTXLUHV WKH IROORZLQJ 6WDII )RU '\DO 6LQJK 3XEOLF 6FKRRO 6HFWRU .DUQDO PGT – Chemistry (01) Qualification As per CBSE Bye-Laws Salary As per School Norms Applications should be in the prescribed Application Form available at the School website along with Demand Draft of C 500/- in favour of ‘Dyal Singh Public School, Sector-7, Karnal’. Attested copies of all certificates & detailed Mark Sheets (Marks onward) should reach the office of ‘Dyal Singh Public School, Sector-7, Karnal within 10 days. Names of the schools and College which the candidate attended must be mentioned. Only Shortlisted candidates will be called for interview. NOTE: No application will be entertained after 10 days. TRC-37533 HISTORICAL RESEARCH: Discovering and analyzing the artefacts found or excavated and maintaining detailed records of all in archives, which are preserved and catalogued for ready reference. CURATORY: A curator is the custodian of a museum and its financial and administrative matters. He maintains detailed records of each item including an assessment of its value, conservation, treatment, etc. c m y b ment, and in Conservation, Preservation and Heritage Management. The School of Archival Studies, attached to the National Archives runs shortterm courses for professionals and those interested in the subject. These courses cover a diploma in archival studies, management of records, reprographics covering microfilming and handling of automated information, and information science. An MA in Ancient Indian History, Culture & Archaeology as well as postgraduate and doctoral research facilities is offered by the Department of Ancient Indian History, Culture & Archaeology, Panjab University, Chandigarh. Interestingly, archaeological explorations and excavations form an integral part of the Department's activities several of which have yielded important results and enriched the Department's collection of pottery, coins, seals and sealings, terracottas, sculptures etc. continued on p3 BUDGET: EDUCATION SECTOR Direction interventions like one-testing agency, online platforms along with a refreshingly strong emphasis on skills and learning outcomes are just the catalysts the country’s education sector needs at present VENGUSWAMY RAMASWAMY Every Indian and every industry in the country awaits this signature event, every year. Some do so with bated breath, some do that by betting hopes or investments; but when you think of one of the most consequential constituents of the nation’s real progress, they have their futures and entire lives at stakes sometimes. Yes, this is the moment where you can think of ‘Students’ – the fundamental bricks in the edifice of our country’s development – who are, as irony would have it, seldom accorded the spotlight they deserve. But it’s both overwhelming and heartening when we see policy overhauls like t This year’s Budget was heartening for the education sector with the Finance Minister outlining Vocational Training (with a proposed ~2,200 cr investment), Skill Development (600 Districts and 110 centres envisaged) and the concept of One Testing Agency for Higher Education. Single testing agency The notion of a single, broad testing agency is a great move. There is no denying the fact that there were serious gaps in the testing system being followed so far in the country. There is a pressing need to establish a fair and free assessment system. The proposal of a new testing body is a courageous move that is potent enough to inject the much-needed standardisation and bring about a deep impact on the student segment as a whole. This would also help curb major malpractices such as paper leaks, impersonations and above all corruptions by bringing in transparency. Students, incidentally, have been the biggest beneficiaries this year. Whether it is the digital learning angle, or the vocational develop- Scoringwell INNOVATION FUND The idea of giving Secondary education an Innovation Fund that will entail ICT-enabled learning transformation is quite encouraging. So is the move on granting autonomous status to certain colleges and institutions. It is quite commendable that the government and policythink-tanks have given such cogent, well-articulated, bold shifts for the education sector. Execution would be the key to ensuring that the intention shapes up as expected. ment dimension – students would leverage the actual impact of such transformative moves in the near future. Click-and-brick platforms and integration of digital courses would set a new paradigm that this segment direly needs. Skill and digital thrust When it comes to skills, sectors, including BFSI, IT, ITeS, automotive would finally see their needs transpiring into resource fulfillment as these plans roll on. What is particularly remarkable is the focus on learning outcomes and in parallel, use of DTH channels to link with online available courses. There are plans of laying out 310 online courses to enable students to access high-quality education resources as well as plans around instilling the practice of measuring annual learning outcomes in 3,479 educationally backward blocks. This is immensely prudent and far-sighted of the government this time, since they have acknowledged the salient shift in the very orientation that students are exuding. We are dealing with a new generation, and the sooner we face the truth, the better it will be. They need gamification, simulation and the likes; so the next challenge that would surface now would be to resist the temptation to just superficially scratch the digital wave. Merely changing the content into a digital format would not suffice. The context, the consumption, the texture, the continuum – everything should dissolve in a digital fluid if we truly want to nail what makes this generation tick. — The writer is Global Head, TCS iON
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