Initiatives for Overseas Indians

The Overseas Indian Citizenship (OCI) Scheme was formerly launched in January, 2006 by amending the Citizenship Act, 1955 to facilitate life long visa free travel to India and certain economic education educational and cultural benefits to Persons of Indian Origin (PIOs).  As on  on 30^th June,  2011, a total number of 8,61,726  PIOs have been registered as OCIs.

Voting Rights To NRIs

            The Representation of Peoples Amendment Act 2010 has been passed which gives voting rights to overseas Indian passport holders. Notification dated 3^rd February 2011 has been issued allowing overseas electors for their names to be included in the roll pertaining to their locality in which his place of residence in India as mentioned in his passport is located. Overseas electors are required to apply in the requisite form alongwith copies of all the documents mentioned in the said form to the concerned registration officer directly or send the application to him by post.

            The Rules allow self-attestation of documents by the applicants.

Overseas Workers Resource Centre

            To educate the intending  emigrants about the risks involved in irregular migration and the precautions to be taken while seeking overseas employment and to provide need based information to overseas emigrants an Overseas Workers Resource Centre (OWRC) – a toll free 24×7 helpline has been set up.  The helpline provides information within India at 100 11 1900.  It is also accessible for information seekers from UAE at             8000911913      .  The helpline can also be reached from anywhere in the world at             91-11-40503090      .

Indian Council Of Overseas Employment

            Indian Council of Overseas Employment is initiating a number of projects in collaboration with IOM.  One such mega project is skill development initiative for potential migrants from the North-East States of India.  The project will be implemented by the IOM under the existing agreement with the Government in Assam, Arunachal Pradesh,Meghalaya, Manipur, Mizoram, Nagaland, Sikkim and Tripura.

Indian Community Welfare Fund                                                                   Indian Community Welfare Fund which was originally for all ICE countries has been extended to 48 countries.  Since this scheme is found to be very useful by the Indian Missions in mitigating the suffering of Overseas Indian community, particularly workers and women, it has been decided to extend this fund to all the Missions around the world.

Overseas Indian Facilitation Centre

            The OIFC, an institution established by the Ministry of Overseas Indian Affairs has compiled ‘Homeward Bound – a regulatory & investment handbook for Overseas Indians’, which was released by the  Prime Minister of India, during the 9^th Pravasi Bharatiya Divas, held from 7^th to 9^th January, 2011 in New Delhi.  This document would further facilitate Overseas Indian’s economic engagements with India.

The Centre, in its endeavour to strengthen the Diaspora’s economic inter linkages with India, continues to seek to encourage the Overseas Indians to make use of its platform to connect with India.

Indian Development Foundation Of Overseas Indians

            Indian Development Foundation of Overseas Indians is a not-for-profit trust registered to provide a credible window for Overseas Indian Philanthropy in India’s social development.  The foundation is managed by an eminent Board of Trustees.  The mandate of the foundation is to lead Overseas Indians philanthropic capital into Indian’s social sector by forging partnerships between donors and credible non-Government and non-profit voluntary organisations working in the social sector in India.

Global Indian Network Of Knowledge

            The enlargement of the Global Indian Network of Knowledge called Global-INK.  This electronic platform will enable us to draw upon the reservoir of knowledge, expertise and skills that the Overseas Indian community possesses to catalyze the social development effort in India.

Prime Minister’s Global Advisory Council Of Overseas Indians

            The Ministry has constituted the Prime Minister’s Global Advisory Council of People of Indian Origin to draw upon the experience and knowledge of eminent people of Indian origin in diverse fields from across the world.

            The meeting of PM’s Global Advisory Council of Overseas Indians was held on 7^th January, 2011 at New Delhi.  14 eminent Overseas Indians, who are the member of the Council attended the meeting and made a wide range of suggestions in the area of education, health and development issues underlining the role of Overseas Indians.

E-Migrate Project

            The Ministry has proposed implementing a comprehensive e-governance project on migration to make the migration process simple, transparent and humane.  The ultimate benefit of the project would be greater convenience, effective protection and better welfare of the emigrant. The subsidiary benefits would include greater levels of efficiency, transparency and accountability in the functioning of the offices of the Protector General of Emigrants (PGE) and the Protectors of Emigrants (POE), real-time updation and quick access to reliable emigrant data, management information system to support decision making, computerized management of recruiting agent system, performance rating of protectors of emigrants, recruiting agents and employers, effective monitoring of emigration offences, interlinking of stakeholders and online validation of information across stakeholders. The project is expected to mitigate individual discretion, harassment of emigrants and corruption. It would also provide useful tools and data for policy functions, periodical publications and grievance redressal.

College Student's Guide to Going to School Outside of U.S.

Growing up is tough enough without the worries of your financial future, so Money101  is here for you. E-mail us your questions and let us take off some of the pressure.

For college-bound kids hoping to get a little bit farther away from home than a couple of states over, pursuing a degree in another country could be an option worth exploring.

Rather than studying abroad for only a semester or two, some Americans are choosing to attend school full time overseas.  In addition to the more than 260,000 students who study abroad each year for academic credit at a U.S. college or university, more than 40,000 American students enrolled in higher education institutions outside of the U.S. for full degree programs, according to a forthcoming report which will be issued by the Institute of International Education later this summer. 

“By choosing an international degree program, not only are you able to earn a degree, you have the opportunity to live and travel abroad as well,” says Ashley Mikal, who is working on her master’s in anthropology at the University of Edinburgh. “In this last year I have met so many incredible people, including my professors and classmates, and I’ve been able to travel around Europe, spending time at museums and historical landmarks that I otherwise would have only read about in books.”
Before students pack their bags and get their passports squared away, experts advise there are some factors that should be considered before crossing the pond to get an education.
Personal considerations
When deciding to go to school abroad, students should ask themselves the same questions as they would if they were looking at schools in the U.S., says Josh Irons, director of product marketing at StudyAbroad.com: do you want to study in an urban or rural environment? Do you want a large or small school? Is there any religious affiliation?
“As a student narrows down their choices they should look at the application process,” says Irons.  “In the UK for instance, AP [advanced placement] exams are a major entry requirement because they are more closely aligned with the types of entry exams a UK student must take.”
In some programs, students may be expected to learn on a more independent basis, says Mikal, and could receive a sizeable reading list, be expected to read everything, attend lectures  and write a paper at the end of the term that counts for the entire grade.
“Everything is done on your own,” says Mikal. “For some this works, for others it is a big adjustment.”
Do your research
“Students should always verify that a school is accredited regardless of the country they plan to study in,” says Irons. “A student should consider length of degree, cost, language of instruction and degree types offered.”
Students also have to do their due diligence in educating themselves about the countries and the cultures that they will encounter, says Allan Goodman, president of the Institute of International Education. He suggests students talk to alumni or people that you know who have completed a degree internationally. 
“That’s as important for an American student going to the London School of Economics or to the Sorbonne [in Paris] as it is at the Shanghai Jiao Tong University in China,” he says. “It really pays to talk to someone who’s done it or is there doing it so you know exactly what to expect because there is no one size fits all.”
After students determine what university to attend, they should verify that they’re going to have some level of support from the host institution to help navigate the move, advises Dr. Brian Whalen, president and CEO of the Forum of Education Abroad.
“The support services are very important and some universities actually have representatives here in the United States and they can meet with students to provide some support from here in the United States through their branch office,” says Whalen. “That can be very helpful for students and also for parents who might have questions and concerns and want somebody who’s located nearby whom they can call upon to help out.”
Cost
The majority of international degree programs take less time to complete than standard four-year American universities, which can be cost efficient in terms of tuition in the long run, according to Irons.
“Many countries’ average tuition is less than that of the US,” he says. “The caveat here is that the weakness of the U.S. dollar has made some places that were traditionally bargains not as cost effective as they used to be.”
While the currency exchange is definitely something to consider, as well as other amenities like room and board and travel expenses, Mikal found it less expensive to pursue a master’s degree abroad because she completed her program in one year instead of two.
“While there are few scholarships available for U.S. students, because of the difference in tuition, it still ends up being an affordable decision,” says Mikal. “Additionally, you receive free healthcare and there are many student run events and free opportunities as well.”
As far as U.S. federal financial aid goes, there is a lot of debate concerning new financial aid regulations and how foreign institutions relate and accept the processing of aid for American students going to school abroad, says Whalen.
“That is something for the student to ask about upfront, to understand the policies that the individual universities have and that may determine whether or not they apply and what kind of
financing they might be able to obtain,” says Whalen.
Differences in education
Attending a university in a foreign country can be a great learning experience for students, but it can also serve as a reality check of the differences between the American and foreign education systems. Goodman points out that American students tend not to be prepared to deal with other countries’ lack of grade inflation.
“There is a different grading standard--probably the hardest thing to understand about grading abroad is that very few people get ‘As’,” he says. “The average grade abroad is probably a ‘C’ and that’s perfectly fine. In a job interview, you may have to do some explaining about that.”
The experts suggest students find out if the field of study or degree that they are pursuing is transferrable to other parts of the world before committing to a degree program. Whalen suggests finding out what alumni who have completed the program are doing career wise and if that degree is widely accepted.
“They will have to weigh the cost benefit of that, whether being overseas and pursuing that degree for a period of time takes them out of the loop of the traditional way students proceed from graduation from getting perhaps an internship during the summers here, getting their first job and perhaps going on to graduate school,” says Whalen. “It will be a different path for sure, but the student needs to consider how they will proceed through that path themselves.”

The Government of Canada helps youth in Moose Jaw prepare for the job market

Local youth who face barriers to employment will get job preparation training and work experience through the Government of Canada’s support for an employment project. Mr. Ray Boughen, Member of Parliament for Palliser, made the announcement today on behalf of the Honourable Diane Finley, Minister of Human Resources and Skills Development.

“For many young Canadians, making the transition to the job market is a challenge, especially in today’s environment,” said Mr. Boughen. “That’s why our government is creating opportunities for youth to succeed through support for initiatives like the Transitions to Employment project.”

With assistance from the federal Skills Link program, the Five Hills Regional Health Authority will help 22 youth develop the skills and experience needed to find a job or the confidence to return to school.

The project participants will attend workshops to learn employability and life skills and develop employment action plans. The workshops will focus on topics such as teamwork and résumé writing, while the action plans will help the participants find employment tailored to their specific needs and interests.

Skills Link helps youth facing barriers to employment, such as single parents, Aboriginal youth, youth with disabilities, recent immigrants, youth living in rural and remote areas, and youth who have dropped out of high school.

The Five Hills Regional Health Authority will receive over $95,000 in federal Skills Link funding to support its Transitions to Employment project.

For further information (media only):

Alyson Queen
Press Secretary
Office of Minister Finley
819-994-2482

Media Relations Office
Human Resources and Skills Development Canada
819-994-5559

Montreal Students Raise Funds for School In India

Four MBA students at the HEC Montréal, the business school of Université de Montréal, raised more than $5,700 and about $150 of in-kind donations from the HEC bookstore for a school in Bangalore, India, working to educate children who might otherwise not have had the opportunity to attend school. They presented the money to the school's director during a visit to Bangalore in June.
Stephanie Chang, Sonia Czarski, Nermein Gamal and Jennifer Rubin, accompanied by professors, were among a group of HEC students participating in the school's Campus Abroad program in India.
The goal of the trip was to visit businesses and network with Indian professionals, but the four also wished to contribute to the local community "and help make a difference as responsible, global citizens," Czarski wrote to Applause.
They decided to partner with a local organization to support the education of underprivileged children and were drawn by the mission statement of the Raza Educational and Social Welfare Society in Bangalore: to help the families and communities of poor and deprived children to overcome their poverty through education and to secure lasting improvement in the quality of their living.
The school, which has about 500 students, comes under the umbrella of the foundation of a large IT outsourcing company in India, Tech Mahindra. The four students intentionally chose a smaller school, one that would have less access to funding than larger schools, Czarski explained.
The students did everything from sell samosas and knock on doors to raise the funds, which will go to buy computers, software and a television for the school's digital library.
The Raza school offers academic and vocational training and focuses on teaching its students English - the most widely spoken business language in India - and on the use of computers and programs. The four HEC students met Benazeer Baig, the school's founder and principal, and spent a day volunteering there. Here are some of their impressions:
"After two weeks of visiting large corporations and meeting with Indian executives, our visit to the Raza school provided another perspective on the growing potential of the country," Chang wrote. "We were moved and overwhelmed by the number of smiling faces and excited greetings we received from the hundreds of students who crowded the humble, narrow school building. We were equally inspired by the passion and energy of the founder of Raza, the teachers and volunteers, who help carry the hope of improving the lives of their students and their families."
Czarski wrote: "The Raza Society's objective is to provide children with knowledge and skills that will allow them to either pursue their education or obtain better jobs. It was one thing to speak to people about our campaign and the noble cause, and it was something else entirely to see all these children ... . When I entered the first classroom, filled with bright, intelligent eyes and beaming smiles, I was overwhelmed."
Despite having the deck of life stacked against them, "these children come to school every day instead of generating meagre sums to support their families, sit in sweltering classrooms and receive what will most probably be their saving grace, an education ....

"Moreover, it is quite remarkable that the school is also recruiting and enlisting mothers and providing them with workshops that teach them skills such as embroidery, sewing and basic computer skills. The school then contacts various enterprises, such as respectable clothing factories or department stores, and places them at decent wages."
Nermein Gamal observed of the children: "I was touched that a simple visit from us could bring them such joy. We looked in on different classrooms where the children were being taught a wide variety of subjects, including math and science, and one group that was drawing their impressions of water and air pollution."
Gamal was impressed by the passion the founder, teachers and volunteers at the school showed for what they were doing, she wrote.
Jessica Rubin wrote of the enthusiasm the children, teachers and volunteers showed for the projects on which they were working. Of the fact that the children are learning about the environment, she observed: "It was amazing to see that the children in India are learning about the environment similar to the way we learn about it in Canada and that they understand ways in which they can make a difference. Obviously, the country still
has a long way to go, but seeing this type of education is a reassuring sign that India is moving in the right direction."
For more on the foundation, go to www.benazeer.org
Cyclists Beth Stutman and Mark Weinberg organized a ride that raised more than $20,000 for the Coast to Coast Against Cancer Foundation. The organization is almost exclusively volunteer-based; every dollar raised goes directly to help children through the 17 pediatric oncology units in Canada's hospitals.
Their small, but mighty, team of cyclists included Stutman's husband, Peter and her cousin Brahm Seitz, a cancer survivor. Weinberg's wife, Sara, drove the support vehicle that accompanied the cyclists.
The group left the Hospital for Sick Children in Toronto on July 23 and arrived at the Montreal Children's Hospital on July 27 at 4 p.m.
"We rode through thunder and lightning and even hail, 100-degree temperatures and other such extremes for a total distance of 621 kilometres," Stutman wrote to Applause.
Ben Reiter, an experienced long-distance cyclist, travelled from Montreal and "hopped on a wheel" in Cornwall to join the group for the final leg of the ride.
"Emotions ran high," Stutman wrote, "as all cyclists arrived together to a warm welcome from friends and relatives."
In 2009, Stutman and Weinberg cycled across Canada as part of the Sears National Kids Cancer Ride and raised $64,000 for the 17 pediatric oncology units.
For more about the ride, www.coasttocoastagainst cancer.org.
Éric Senécal, corporate controller at Quebec Blue Cross and the new president of the Collège Jean-de-Brébeuf Alumni Association, presented a $125,000 cheque on July 25 to the foundation of the Centre Hospitalier Universitaire Sainte-Justine.
The money was raised through the Juste pour les enfants event, organized by Brébeuf alumni, and in particular Senécal, during the Just for Laughs festival.
Following a cocktail reception at Club Charlot, the Just for Laughs VIP tent, about 200 guests attended the Soirée New York Videotron at Place des Arts, hosted by the multitalented Gregory Charles.
Charles is also a Brébeuf alumni, as is Quebec media celebrity Herby Moreau, honorary president of the event.
It was the first fundraiser organized by Senécal as president of the Brébeuf alumni association: the event raised $62,500 - and the amount was matched by CN's Miracle Match program.