
How Nasscom and tech firms are empowering women in STEM
NEW DELHI: Across India, thousands of young women remain jobless despite having university degrees.While India emerges as a global technology hub, many of its women are still struggling to find a place in the digital economy due to lack of digital skills, mentorship, and exposure to tech careers.Although women made up 43% of all STEM graduates in India in 2023, the highest globally, only 27% of them were part of the actual STEM workforce, as per the All India Survey on Higher Education (AISHE). Experts say the gap is not just about employment numbers but stems from deep-rooted challenges such as societal bias, lack of access to quality education, and limited role models in science and technology.To bridge this divide, Nasscom Foundation has launched its Skilling and Employability Programme , in collaboration with major technology organisations. The initiative is designed to not only skill women but also support their long-term participation in the tech sector.'At Nasscom Foundation, our vision is to create a more inclusive and equitable future by making marginalised youth employable and job-ready, especially in today's rapidly evolving digital economy. With this commitment at our core, we collaborate with several forward-thinking tech organisations that share our goal of building a diverse and skilled workforce,' said Jyoti Sharma, CEO of Nasscom Foundation.One such initiative, launched in partnership with engineering firm Quest Global, focuses on underserved women students. So far, 100 marginalised women in Bengaluru have been trained under the programme, with over 60% set to be placed in relevant job roles.'At Quest Global, we aim to be a catalyst for both innovation and inclusive growth—leveraging our engineering expertise to drive meaningful, sustainable societal impact,' said Sonia Kutty, Senior Vice President, Global Head – People & Culture, Quest Global.Another collaboration, with First American (India), a leading Global Capability Centre, has trained over 140 women in digital skills like data analytics, cloud computing, BPM, and BFSI, along with soft skills. More than 70 of them have already secured employment. Volunteers from FAI also mentor the students, deliver guest lectures, and conduct mock interview sessions.'At FAI, we firmly believe that technology should be an enabler for everyone—not just a privileged few,' said Mary Thomas, Vice President and Head – HR, First American (India).In addition, Nasscom Foundation has partnered with global cybersecurity firm Gen to run a placement-linked cybersecurity course for 90 women, with the goal of placing at least 60 of them in leading IT and ITeS companies.'Our partnership with Nasscom Foundation is driven by a shared mission to equip women with industry-relevant skills and open doors to meaningful careers in tech,' said Kim Allman, Head of Corporate Responsibility and Government Affairs at Gen.These collaborative efforts are beginning to address the imbalance between the number of female STEM graduates and those actually working in STEM.
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Business Standard
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- Business Standard
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Business Standard
11-06-2025
- Business Standard
Quest Global and ING Honoured with The Asset Triple A Award for Sustainable Finance 2025
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The developed sustainability-linked loan (SLL) features a balanced discount and penalty mechanism, strategically designed to incentivize Quest Global to achieve significant advancements in its sustainability objectives through enhanced EcoVadis assessment scores. "We are deeply honoured to receive this distinguished award from The Asset," stated Rajendra Shreemal, Chief Financial Officer, Quest Global. "This recognition underscores our unwavering commitment to sustainability in our business and financial strategy. Our collaboration with ING has been pivotal in crafting a sustainable financing solution. We would like to extend our gratitude to ING for their expertise in structuring this deal and identifying a sustainability-linked loan opportunity with our banking partners." "We're proud to showcase ING's structuring expertise through innovative solutions like this sustainability-linked loan. 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About ING ING is a global financial institution with a strong European base, offering banking services through its operating company ING Bank. The purpose of ING Bank is: empowering people to stay a step ahead in life and in business. ING Bank's more than 60,000 employees offer retail and wholesale banking services to customers in over 100 countries. ING Group shares are listed on the exchanges of Amsterdam (INGA NA, Brussels and on the New York Stock Exchange (ADRs: ING US, ING.N). ING aims to put sustainability at the heart of what we do. Our policies and actions are assessed by independent research and ratings providers, which give updates on them annually. ING's ESG rating by MSCI was reconfirmed by MSCI as 'AA' in August 2024 for the fifth year. As of December 2023, in Sustainalytics' view, ING's management of ESG material risk is 'Strong'. Our current ESG Risk Rating, is 17.2 (Low Risk). 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Hans India
01-06-2025
- Hans India
It's time for transparent mechanism to audit quality in private education
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Back in 2022, the market size was estimated at $43.5 billion for school education – from kindergarten to the 12th Grade. The market is expected to increase at a CAGR of 12 per cent between 2023 and 2028. By FY25, the entire Indian education sector is estimated to be at a staggering $225 billion, while the education tech market is projected to grow to $7.5 billion. The total number of private educational institutions operating in the country stood at 3,73,621 in FY 2021. It is expected to scale to 4,59,952 units by FY 2027, expanding at a CAGR of around 3.69 per cent during the FY 2022 to FY 2027 period. As per an estimate, the state private universities, comprising teaching departments and constituent units or off-campus centres, have experienced the most significant growth, with enrolments soaring from 2.7 lakh in 2011-12 to 16.2 lakh in 2021-22, which accounts for an astonishing 497 per cent increase. According to the 2021-2022report of the All India Survey on Higher Education (AISHE), there were 1,168 universities, 45,473 colleges and 12,002 stand-alone institutions in the country. This almost 40-fold increase in the number of universities is a massive achievement as regards creation of access and facilities in the Indian higher education ecosystem. As on to date, we have over 500 universities in the private sector. The overwhelming expansion of educational opportunities to a much broader segment of the population is a welcome idea. As the data suggests, the private sector has emerged as a major force in expanding access to education. Many private institutions have also introduced a variety of curricula and pedagogical models including international programmes, vocational training, and online learning. However, can one vouch for the fact that quality of education is not being compromised in higher education institutions (HEIs) in the private sector? Are the teachers paid suitably? Do we have a fool-proof mechanism to audit their academic outcome? Are the annual reports of state private universities tabled on the floor of the state assemblies for discussion? Like many others, I am not opposed to having private HEIs but their promoters must understand that health and education sectors are not meant for profit making in a country like India where the majority of those who account for the country's 85 per cent population is devoid of quality education. If they do so, they are only weakening the nation's socio-economic fabric. By generating a few lakh jobs, they are not rendering any long-term favours to the country. India's top HEIs in the private sector have a miniscule presence of students from weaker and deprived social groups, whom we know as SCs, STs, and OBCs. While the role of the private sector in boosting education is undeniable, there are critical concerns that must be addressed to ensure equity and quality. I strongly feel that the majority of private institutions operate on a for-profit model, which excludes economically weaker sections. As many private institutions do not maintain high academic standards, there is a compelling need for a robust regulation and accreditation mechanism. One wonders why the Central and state governments are averse to the idea of rigorous evaluation of quality and inclusivity of HEIs in the public and private sector. The shift from an elitist colonial model of education to the enhancing paradigm marks a fundamental transformation in the philosophy and practice of education. However, for this movement to be truly transformative, it must be guided by principles of equity, quality, and inclusiveness, ensuring that massification does not become mere numerical expansion, but genuinely empowers the society through education. As things stand, the powers-that-be need to revisit their policies to maintain the sanctity of HEIs in the private sector. If they are being allowed to run as business entities or personal fiefdoms, then what is the point in asking: Who will bell the cat? Our higher education landscape has long grappled with glaring disparities in access and quality. We must not let our students navigate a fragmented and often compromised system, especially in the private sector. In many cases, private HEIs operate more like profit-driven ventures than centres of learning, often prioritising financial returns over academic excellence. This has led to an ecosystem where capitation fees, inadequate faculty, lack of research infrastructure, and obsolete curricula are the norm and not the exception. The University Grants Commission (UGC), All India Council for Technical Education (AICTE), Union Ministry of Education, and state governments must be driven by the accountability factor and do a rethink on the existing policies. Mere affiliation and accreditation formalities are not enough. A transparent and enforceable mechanism must be instituted to audit quality, governance, and inclusiveness in private HEIs. Without stringent checks and accountability, private HEIs will continue to function as personal fiefdoms, perpetuating inequity rather than alleviating it. To truly democratize higher education, we must balance autonomy with accountability, equity with excellence. Reforms cannot remain on paper. They must be reflected across classrooms, faculty rooms, and boardrooms alike. Only then can the sanctity and promise of higher education can be preservedin our country.