MHRD Invites Comments & Suggestions on the draft "The Higher Education Commission of India (Repeal of UGC Act) Act 2018"

Press Note

The Higher Education Commission of India (Repeal of UGC Act) Act 2018

Government, under the leadership of Prime Minister Narendra Modi has embarked on a process of reform of the regulatory agencies for better administration of the higher education sector. A Budget announcement has been to reform the regulatory framework and for revamping the UGC Act.

In fulfilment of the above, several reform measures have already been launched viz, reform of NAAC, Regulation for grant of Graded Autonomy to Universities, granting of Autonomous status to colleges, the Regulation for Open Distance Learning, Regulation for Online degrees etc.

Continuing these reform measures, a draft Act for repeal of UGC and setting up Higher Education Commission of India has been prepared by the Ministry.

Shri Prakash Javadekar, Minister for HRD appealed to all educationists, stakeholders and general public to give comments and suggestions before 5 p.m. on 7th July 2018 on the draft Act. The comments may be mailed to reformofugc@gmail.com.

The draft Act is in accordance with the commitment of Government for reforming the regulatory systems that provide for more autonomy and facilitate holistic growth of the education system and which provides greater opportunities to the Indian students at more affordable cost. The transformation of the regulatory set up is guided by the following principles:

1. Less Government and more Governance: Downsizing the scope of the Regulation. No more interference in the management issues of the educational institutions. 

2. Separation of Grant Functions: The grant functions would be done by the Ministry, and the HECI would focus only on academic matters.

3. End of Inspection Raj: Regulation is done through transparent public disclosures, merit-based decision making on matters regarding standards and quality in higher education.

4. Focus on Academic Quality: HECI is tasked with the mandate of improving academic standards with specific focus on learning outcomes, evaluation of academic performance by institutions, mentoring of institutions, training of teachers, promote use of educational technology etc. Will develop norms for setting standards for opening and closure of institutions, provide for greater flexibility and autonomy to institutions, lay standards for appointments to critical leadership positions at the institutional level irrespective of University started under any Law (including State Law)

5. Powers to Enforce : The Regulator will have powers to enforce compliance to the academic quality standards and will have the power to order closure of substandard and bogus institutions. Non-compliance could result in fines or jail sentence. 

The MHRD welcomes suggestion on the draft Act for Higher Education Commission of India (repeal of UGC Act) 2018.

Higher Education Commission of India (Repeal of University Grants Commission Act) Act 2018 (Draft)

CfP: Workshop "The Independence of Research – Interdisciplinary Perspectives" | 15-16 November, Berlin

CfP: Workshop "The Independence of Research – Interdisciplinary Perspectives" 

15-16 November 2018 in Berlin

Dear colleagues,

Our research group "Independence of Research" invites you to contribute to our interdisciplinary workshop on this topic, which will take place on 15 and 16 November 2018 in Berlin. Below, please find a brief description of the workshop. The call is attached and can be found at https://independenceofresearch.org/news/workshop-2018/.

The independence of research is a key strategic problem of modern societies. The question of who should be able to influence research and how this can be accomplished without damaging its productivity becomes increasingly important. At the same time, we observe new challenges to the independence of research from the increasing integration of science in political processes, changes in science funding, threats to the mutual trust between scientists such as the reproducibility crisis and the discovery of questionable research practices, as well as a growing mutual dependence of researchers. The complex problems posed by these shifts are insufficiently matched by a collaboration of disciplines investigating conditions for, and effects of, the changing independence of research. Sociological, psychological, legal, economic, historical and philosophical perspectives are unevenly developed, insufficiently integrated, and rarely linked to reflections by scientists on their independence.

We invite theoretical and empirical contributions, which may contribute to the disciplinary perspectives described above, add new ones, or explore interdisciplinary perspectives. Please submit abstracts of about 500 words until 3 September 2018 to Jochen.Glaser[@]ztg.tu-berlin.de. Participants will be notified by 15 September 2018. We will cover travel and accommodation costs of participants.

 

Best wishes

 

Jochen Gläser

--

PD Dr Jochen Gläser

Center for Technology and Society

TU Berlin, Hardenbergstr. 16-18, 10623 Berlin

Germany

 

New Special Issue: Changing Funding Arrangements and the Production of Scientific Knowledge. Minerva 56 (1)

CFP: Governing Environmental Change: Science Diplomacy and the Global Politics of Knowledge since the 19th century | Berlin, 16-17 November

CFP: Governing Environmental Change: Science Diplomacy and the Global Politics of Knowledge since the 19^th century

Organizers: Nadin Heé (FU Berlin), Mariko Jacoby (Max Planck Institute for the History of Science, Berlin), Sönke Kunkel (John F. Kennedy-Institute/FU Berlin), Simone Turchetti (University of Manchester)

Venue: Berlin, November 16-17, 2018

Deadline: August 10, 2018

Whether it's climate change, the conservation and management of natural resources, environmental pollution or the protection of wildlife and the biosphere – states and civil societies around the world today typically rely on scientific knowledge to counter the global environmental challenges of our times. Some governments have officially installed programs in "Science Diplomacy" to be able to cope with environmental change. Science organizations organize the transnational build-up of research capacities in fields such as the environmental sciences. And international organizations and transnational foundations, too, now widely promote international scientific collaboration and cooperation, claiming that such collaborations are essential for building a sustainable world. 

However, as much as advocates of science diplomacy brand their efforts as new and unprecedented today, it should not be overlooked that they are in turn part of a longer history of transnational politics of knowledge exchanges and research collaborations that go back as far as the late nineteenth century. There is much research underway now on the various forms that those transnational politics of science have taken since then, and a number of works have already provided us with important insights into the mechanics of science diplomacy especially in the context of big science, nuclear physics, transatlantic relations, and the Cold War. On the other hand, there are only few works so far that go beyond Western Europe and connect the history of science diplomacy to global environmental history. We therefore still lack a deeper and more systematic understanding of the global trajectories of science diplomacy and the ways it responded to, was interrelated with, and shaped global environmental change since the nineteenth century.

Against this background, the goal of our workshop is to explore those interconnections in a global context. Questions we would like to address are: How did ideas on transnational and global environments evolve since the nineteenth century and how did they shape science diplomacy? How did governments, international organizations, and transnational actors promote and organize knowledge transfers and scientific collaborations across borders to address new environmental concerns? What were the motivations, goals, interests, expectations, and concepts behind such policies and how did those change over time?  What agency did individual scientists and experts have in 'doing science diplomacy'?

In addition, we are also interested in discussing more methodological and theoretical questions:

• What is and how can we conceptualize science diplomacy?
• How did different regional and cultural settings shape the course and conduct of science diplomacy? 
• How do non-political forms of international research collaboration relate to science diplomacy?
• How do knowledge brokers and experts working outside a university setting fit into a history of science diplomacy?

Studying the intersections between science diplomacy and global environmental change, we believe not only opens up a new lens on the entanglements between foreign policy, science, technology, and the international community. It also opens up new perspectives on global environmental history: How did understandings of environmental challenges and problems change over the course of the twentieth century? What new forms and orders of environmental knowledge did scientists, researchers, and experts produce? How did such knowledge circulate globally, and how did it translate into new norms, policies, and practices of ecosystem management? When, where, and how was such knowledge contested?

We therefore invite contributions that address, but must not necessarily be limited to, the following issues:

• international organizations, nation-states, INGOs, and their global politics of knowledge
• science diplomacy, sustainability, biodiversity, and climate change
• environmental change, experts, development policy, and global knowledge transfers
• the globalizing of scientific disciplines and research fields, for example of oceanography and marine biology, forestry, meteorology, volcanology or seismology   
• resource management
• natural disasters and disaster preparedness.

The workshop will take place in Berlin. Participants will be reimbursed for travel expenses and accommodation. Please note that we conceive of the workshop to be a 'publication workshop' that allows for in-depth discussion of individual papers and will result in a publication either with a well-established university press or a high-ranking journal in the field. 

Scholars interested in participating in the workshop are asked to send an abstract (200 to 400 words, in English) and a short curriculum vitae to nadin.hee@fu-berlin.de and soenke.kunkel@fu-berlin.de

 

before August 10, 2018.
 

In order to facilitate scholarly interchange, participants will circulate their papers before the workshop, and will give only very brief oral summaries. Final papers (6000 to 8000 words, fully footnoted) are due November 1 and will be available to workshop participants only.

 

Inquiries can be made to the conveners via the following e-mail addresses: nadin.hee@fu-berlin.de; soenke.kunkel@fu-berlin.de; mjacoby@mpiwg-berlin.mpg.de; simone.turchetti@manchester.ac.uk.

 

Further Details

TRCSS releases Working Paper # 1 | Waste to Energy in Delhi: Alternatives towards Sustainable Urban Waste Management

TRCSS Working Paper No. 01/2018

Waste to Energy in Delhi: Alternatives towards Sustainable Urban Waste Management, by Pravin Kushwaha, Pritpal Randhawa, Fiona Marshall, and Pranav N Desai. TRCSS Working Paper No. 01/2018, New Delhi: TRCSS-JNU, June 2018.

Abstract: With the increasing waste production in urban areas, multiple technological solutions, models of waste governance and alternative practices of solid waste management have started acquiring momentum in Indian cities. Of the numerous solutions to this problem, waste to energy technology is emerging as an essential solution in India. Hence, this paper probes whether the emergence of waste to energy technologies is the 'preferred solution' for municipal solid waste management in Delhi, in the context of the wider political economy of environmental management in urban India. Specifically, it is concerned with (1) the processes that are involved in the prioritisation of particular types of urban waste management technological interventions, (2) The types of environmental, health and social justice issues that are formally recognized in these processes, and how and why others are unrecognised, (3) who gains and who loses from current interventions, and how people's understandings compare with those of local service providers and officials, and (4) Possible alternative waste management scenarios, institutional and regulatory arrangements that are emergent.

Keywords: Solid Waste Management, Waste-to-energy Technology, Waste Governance, Environmental Health, Social Justice.

Download Full-text PDF (Open Access)

About TRCSS: Transdisciplinary Research Cluster on Sustainability Studies (TRCSS), JNU is a collaborative initiative of four Centres within the School of Social Sciences, Jawaharlal Nehru University (JNU), New Delhi, namely Centre for Studies in Science Policy (CSSP), Centre for the Study of Regional Development (CSRD), Centre of Social Medicine and Community Health (CSMCH) and Centre for Informal Sector & Labour Studies (CIS&LS). One of the major initiatives of the TRCSS, JNU is South Asia Sustainability Hub & Knowledge Network (SASH&KN) – a joint initiative of JNU and STEPS Centre. STEPS Centre is a joint venture of Institute of Development Studies (IDS) and Science Policy Research Unit (SPRU) at the University of Sussex, UK.

Further Details: https://trcssjnu.info/working-papers/

CfPs: International Conference "From Transmissive to Transformative Pedagogies: Digital Technologies for Fostering 21st Century Competencies" TECH2018 | 15-17 Nov, Visakhapatnam, Andhra Pradesh, India

From Transmissive to Transformative Pedagogies: Digital Technologies for Fostering 21st Century Competencies (TECH2018)

15-17 November 2018 

Visakhapatnam, Andhra Pradesh, India

TECH 2018, UNESCO MGIEP's international conference, aims to showcase the role of games and digital learning in enabling a shift from "transmissive pedagogies" to "transformative pedagogies" to create peaceful and sustainable societies.

 

 

Concept Note

About UNESCO MGIEP: The Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) is UNESCO's category 1 Research Institute that focuses on Sustainable Development Goal (SDG) 4.7 towards education for building peaceful and sustainable societies across the world. In line with its vision of 'Transforming Education for Humanity', the Institute employs the whole-brain approach to education, with programmes that are designed to mainstream SEL in education systems, innovate digital pedagogies and to put youth as global citizens at the centre of the 2030 agenda for Sustainable Development.

About the Conference: Building on the success of TECH 2017, UNESCO MGIEP will organise TECH 2018 to delve into the role of digital technologies in enabling a shift from "transmissive pedagogies" to "transformative pedagogies" to create more peaceful and sustainable societies. TECH 2018 aims at drawing a blueprint for harnessing pedagogical possibilities opened up by digital technologies, in order to contribute to enabling a revolutionary shift in education from individual content acquisition to collaborative intelligence.

 

Conference Objectives: TECH 2018 aims to:

1. Provide a platform for dialogue and capacity building across gaming, digital pedagogy and education stakeholders, including students, teachers and young people;
   
2. Showcase and demonstrate pedagogical possibilities opened up by gaming and digital technologies in enabling learners to develop 21st century skills and competencies to shape peaceful and sustainable societies;
   
3. Critically reflect upon and articulate institutional and ethical implications of embracing digital solutions to education.
   

 

Conference Themes

Theme 1: Transformative Gaming and Digital Pedagogies for SEL

The need for individuals, resilient and adaptive to rapidly changing environments, is the order of the day. The need for building not only intellectual intelligence but also emotional intelligence has never been greater. Recent research increasingly demonstrates what supporters of SEL have long advocated that students need to be "socially aware" and "emotionally-connected" for them to learn and for societies to flourish. In recent years, it has been demonstrated that SEL skills such as empathy, mindfulness and compassion can be explicitly taught and learned. Indeed, research suggests that SEL skills impact positively both academic performance and behavioural outcomes. UNESCO MGIEP promotes the idea that building both emotional and intellectual intelligence is key to achieving peaceful and sustainable societies and this can be delivered to all learners through the use of innovative technologies. Participants are invited to: Present the research evidence for SEL delivered directly or indirectly through transformative gaming and digital pedagogies, which have implications for achieving SDG 4.7; Showcase good practices in curricula for building social and emotional skills through gaming and digital learning tools and methodologies; Provide hands-on training to educators and youth to develop and employ innovative gaming and digital technologies to directly or indirectly deliver SEL experiences that promote values of peace, global citizenship and sustainable development.

 

Theme 2: Beyond Four Walls of the Classroom

Rather than embracing everything digital, participants are invited to explore how digital technologies can overcome constraints imposed by highly institutionalised features of modern schooling, including assessment of learning as memory of textbook knowledge. Experts and practitioners of education for sustainable development (ESD), global citizenship education (GCED), global learning, peace education and education in general are invited to examine, together with ed-tech stakeholders, the role of digital technologies in whole-school approaches and other holistic efforts to build a culture of peace and sustainability at the school and community levels.

Participants are invited to: Explore the role of games and digital learning in teaching and assessment of knowledge, skills, values and attitudes associated with SDG 4.7; Highlight the role of digital technologies in problem-based/project-based learning for peace and sustainability; Present good practices on the use of crowdsourcing for promoting education for peace and sustainable development; Present pedagogical possibilities opened up by digital games, Virtual Reality (VR), Augmented Reality (AR), or Mixed Reality (MR) in formal or non-formal ESD and GCED, or in both.

 

Theme 3: Transformative Gaming and Digital Pedagogiesfor STEM+

Core subjects such as Mathematics, Science, and Languages often occupy a privileged place in the school curriculum in terms of time allocation and mandatory and examinable status. These subjects are usually taken seriously by students, parents, teachers and policymakers alike as they are assumed to enhance economic competitiveness—both at the individual and national levels. In fact, many digital learning management systems focus on delivering content on Mathematics, Science and English. Given the status of these subjects, it is important to understand: What do transformative digital pedagogies for STEM+ subjects look like? How can digital technologies contribute to building problem solving and creative, critical and systemic thinking skills? How can they facilitate issue-based or thematic approaches in the teaching of core subjects? How can they combine learning of the content prescribed by the curriculum with creative expressions? How can new, innovative and fun ways be used through games and digital learning for assessment of knowledge?

Participants are invited to: Present cases of Mathematics, Science or Language Education delivered through transformative digital pedagogies, which has particular implications for building problem solving and critical thinking skills; Showcase good practices in digitally mediated pedagogies for building literacy and numeracy along with curiosity, creativity and critical thinking skills; Provide hands-on training to educators and youth to develop and employ innovative technologies to deliver STEM+ education experiences that promote values of peace, global citizenship and sustainable development; Demonstrate the use of digital games for learning and assessment in the STEM+ field; Showcase digital pedagogical innovations for children with "Difference Learning" (dyslexia, dyscalculia, dyspraxia and dysgraphia).

 

Theme 4: Artificial Intelligence and the Future of Education

Artificial Intelligence (AI) has caught the imagination of the world and has been gaining popularity in the business sector. To date, the use of AI in education has been limited and at times contested; most arguments against it centre on how it will make teachers redundant and learning more automated than it is currently. Rather than replacing teachers and making learning impersonal, AI could take learning to a completely new level. It could instantly generate an astounding amount of information, curate supplementary learning resources to meet individual student interests and needs, provide teachers with a virtual teaching assistant, and allow students to connect with peer learners as well as a virtual peer or tutor wherever and whenever needed. In the classroom, this could increase valuable time for more teacher-student and student-student interaction and more engaging and immersive learning experiences. The collective wisdom of teachers and students could be garnered to expand the realm of possibilities for education. What are the implications of AI for the future of education? UNESCO MGIEP embraces the need for education to prepare learners for the world profoundly changed by new frontiers in AI.

Participants are invited to: Critically reflect upon the profound impact AI could have on how education and training is organised, including the automation of not only low-skill or routine tasks but also high-skill and cognitive tasks; the redefinition of 21st century skills; and the reinvention of the meaning of human existence and well-being; Share ideas on if and how we can or should embed the principles and values of peace and sustainable development in AI; Present innovative ideas on the use of AI as part of Learning Management Systems(LMS); Present AI options for assessments and analytics to guide learning; Showcase the use of AI in harvesting data from existing data sources such as the UNESCO Institute of Statistics database among others.

 

Theme 5: The Institutional Framework for Application of Digital Technologies in Education: Towards Surveillance or Collaborative Intelligence?

Learning Analytics, enabled by increasingly sophisticated data collection and information retrieval techniques, holds a great promise for optimising learning. At the same time, it raises concerns about privacy and data protection that need to be addressed by normative frameworks and policy guidelines. A major challenge concerns the ethical implications of data surveillance. Digital technologies are making personalised learning more practical and opening up a myriad of pedagogical possibilities. They are, however, also enhancing the capacity of governments, companies and individuals to undertake surveillance, which may violate or abuse human rights, in particular the right to privacy. In addition to privacy, data protection and surveillance issues, the use of digital media to transform information to knowledge and then to intelligence also raises issues related to intellectual property rights and the ownership of intelligence. The question of what constitutes a private good and a public social good is critical in determining how education systems evolve in the future. Participants are invited to: Present efforts to improve national laws and practices with respect to surveillance issues in a digital age, including preventative measures, sanction and remedies; Present ideas to prevent the private sector from committing violations and abuses of the right to privacy; Discuss moral and policy issues surrounding student privacy raised by learning analytics.

 

Still can't find a match for your idea in any of the above topics..….It's not the end…go ahead and share your story and challenge us!

 

Conference Formats: The main formats of the conference are:

• Keynotes (Plenary, by invitation only)
  
• Catalytic Panels and Debates (by invitation only)
  
• Breakout Sessions (Panel Discussion, Workshop or Paper Presentation)
  
• E-Poster Exhibitions
  
• Learning Zone
  
• Maker Space
  
• Mock Classrooms
  

The discussions will be interactive in nature in order to provide participants with an opportunity to dialogue, exchange good practices and establish connections and contacts. A highlight of the conference will be extensive access to academic experts and innovative technologies for transformative pedagogies. Submissions are invited for all sessions listed above.

 

Application Form

 

Conference Website: http://mgiep.tech

 

Further Details

 

CfPs: 13th Annual Conference of Knowledge Forum on Technology and Employment | TISS, Mumbai | 16-18 November

13th Annual Conference of Knowledge Forum 

November 16-18, 2018

Organized by Forum for Global Knowledge Sharing (Knowledge Forum) (In partnership with Tata Trusts)

Hosted by: Tata Institute of Social Sciences, Mumbai

Conference Theme: Technology and Employment

Concept Note and Call for Papers

Paradigm changes in technology have always triggered debate on employment prospects. As stated by Schumpeter (1942) creation of new products and processes tend to destroy old products resulting in massive unemployment in the sun-set industries. However, they also create huge opportunities in the new industries. Schumpeter termed this phenomenon as 'Creative Destruction'. He gave the examples of the introduction of the Railways resulting in the destruction of the Stage Coaches and the mass production of goods using new machinery harming artisans and craftsmen. However, loss of jobs for artisans and craftsmen did not result in an overall decline of employment. This was mainly because the market for the new goods grew rapidly to offset the unemployment in one or two sectors. However, in the initial years it did create turmoil. To Schumpeter development is 'turmoil' as it created beneficiaries and victims. Technological change cannot be stopped. Nevertheless policies could be formulated to identify the victims and reduce the turmoil.

To cite a more recent example the introduction of Information Technology (IT) in the banking and travel sectors created apprehensions for employment during the third quarter of the 20th century. Introduction of IT did decrease employment per customer or per account in the banking sector but it favourably influenced the overall employment in these sectors. In fact the overall employment in these sectors rapidly increased after the introduction of IT. At the same time the nature of employment and the skill requirements changed rapidly resulting in victims and beneficiaries. One of the objectives of the conference is to analyse the impact of IT in employment.

Similar fears and apprehensions are expressed regarding the on-going technological revolution that is affecting almost all the sectors and activities (Autor 2015, UNCTAD 2016 and Anthes 2017) .We now have about 20 years of experience with the on-going technological revolution and it is time to take stock of the employment consequences as revealed in the data and also to comment on future technological changes and their consequences.

The conference will concentrate on the following five sub-themes. The sub-themes are illustrative and papers are also welcome on other issues dealing with the main theme – Technology and Employment.

Internationalisation - FDI and trade: Foreign Direct Investments and trade are two important sources of technology transfer to the developing countries. Literature suggests that FDI contributes to growth. Even here several studies show that only FDI in manufacturing contributes to growth and FDI in non-financial services could harm growth and even result in deindustrialisation (Doytch and Uctum (2011). It is not clear whether FDI contributes positively to employment. Evidence in this area is mixed (Karlsson 2009, Liu 2012). There is also a view that FDI outflows to developing and other countries could harm employment in the home countries. However, empirical evidence does not support this view (Navaretti et al 2010, Federico 2008). We welcome papers on these issues.

Digitalisation: Digital technologies include artificial intelligence, robotics, cloud computing. These will transform nearly every sector – agriculture, medicine to manufacturing to sales, finance and transportation (Anthes 2017). As quoted by her in her Nature article: "Millions of jobs will be eliminated, millions of new jobs will be created and needed, and far more jobs will be transformed" – Erik Brynjolfsson. It is argued that professional jobs may not be affected as they involve face to face interaction and collaborations. Likewise, abstract jobs and professional services will also not be affected. In these cases digitalisation will not act as a substitute. Autor (2015) has shown that for almost all European countries the on-going technological revolution has resulted in a growth of both high paid and low paid jobs. But the middle level jobs have been badly affected and have been experiencing a negative growth. We welcome studies on other countries, in particular, India and other Asian countries analysing the characteristics of those whose employment increased and those whose job prospects decreased. We also welcome studies by scientists and technologists analysing the impact of future technologies like quantum computers, solar energy and quantum dots on employment prospects. In this context some of the papers presented in our earlier conferences show that when quantum computers come, most of the current hardware and software would become unusable (Baskaran 2008, Lal and Paul, 2017). This would give enormous opportunities for software professionals and hardware manufactures to step-in and create products and services. 

Robots: Robots could be considered as part of digitalisation. However, since there are several studies on its impact, it is listed as a separate sub-theme. The deployment of Robots could spread to several sectors including traditional ones like garments and textiles (UNCTAD 2016). It is already playing a significant role in automobiles, micro-electronics and consumer electronics. Some 

countries have already started combined robots with three dimensional printing. This could benefit the small and medium firms. It is also likely to play a role in surgery and other medical fields. To take advantage of this countries like China are already in the forefront in the production of Robots. Currently they are far ahead of other countries with more than 600 thousand stocks of Robots. UNCTAD (2016) recommends that developing countries should embrace digital revolution and redesign the education system. However, currently there is no study on the impact of robots on overall employment. 

Social and other dimensions including inequality: Several studies including the ones presented in our earlier conferences (Bhat and Siddharthan 2013) showed the skill bias of the current technological revolution. In the case of India the states that spent more on education and health attracted higher investments in manufacturing and financial services. It is worth analysing the relative importance of primary, secondary and higher education in attracting investment. There is already a significant inequality between states and between citizens with regard to access to health and education. UNCTAD study is in favour of redesigning the educational system. We need informed discussion on these issues. 

Technology, supply chain and production: The internet and the LAN system have enabled small and medium firms to participate in the global supply chain and globalise their operations. To fully participate in the system the country should invest in logistics and telecommunications infrastructure. Studies on these issues are also welcome.

Conference Format

• The conference will have an introductory session followed by Competitive Sessions.
  
• In the competitive sessions all the papers will be refereed before accepted for presentations.
  
• Last date for submission of title of papers and abstracts: June 30, 2018
  
• Last date for full paper submission: July 28, 2018
  
• Send the abstracts and paper to: fgksindia@gmail.com
  

Further Details

New Book | Regulation of Cross-Border Transfers of Personal Data in Asia | by

Regulation of Cross-Border Transfers of Personal Data in Asia
edited by Clarisse Girot, Asian Business Law Institute, Singapore, ISBN: 9789811173110. 

About the Compendium 

This compendium contains 14 country reports written by renowned practitioners and legal academics in the respective jurisdictions on the regulation of cross-border data transfers and data localisation in Asia. It covers Australia, China, Hong Kong SAR, India, Indonesia, Japan, Korea, Macau SAR, Malaysia, New Zealand, Philippines, Singapore, Thailand and Vietnam. This is from the first part of the ABLI's Data Privacy Project to promote the convergence of rules on cross-border transfers of personal data in Asia as rule-making on data transfers will continue to intensify in the region. It offers comprehensive coverage of legal and regulatory frameworks on data transfers, including scope, key notions, data transfer instruments, data Localisation rules, data-related clauses in free trade agreements. This becomes a useful compendium for governments, regulators and companies facing the contrasted and constantly shifting legal landscape in data privacy, with a significant impact on cross-border data flows in the wider Asia region. The overall objective of the project is to contribute to laying the fundamentals for a shared legal ecosystem for cross-border data transfers in the wider Asian region.

 

Download Full-text PDF (Open Access)