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The Board of Students’ Development (BSD) of SPPU provides the directions and guidelines that are followed by the Student Development Cell of ACBCS in order to carry out its tasks. Students at the university and any linked colleges are subject to BSD’s oversight to ensure their rights are protected and that they are participating in appropriate development activities. BSD encourages and helps to coordinate the many various events that students participate in to improve corporate life. BSD engages students in a variety of activities designed to foster their mental, physical, and cultural development. The goals of these endeavours are to promote the students’ total personality development and to make them civilised Indian citizens capable of competing in a globalised world.
In addition to the typical progress, pupils make academically, the Student Development Programme places an emphasis on the students’ overall skill development.
It intends to increase levels of comprehension of the ideas involved, as well as their capacity for research, in addition to the application of their knowledge in the real world.
It would assist in the overall growth of the pupils, helping them become thinkers in the process.
Student Development
According to Rodgers (1990), the term “student development” refers to “the ways in which a student grows, progresses, or increases his or her developmental skills as a result of participation in an institution of higher education.” Student development theory seeks to support the “well-rounded development of the whole person” by taking into account the “cultural nature of learning, including the social, emotional, motivational, cognitive, developmental, biological, and temporal contexts in which learning occurs.” This is done in order to achieve the goal of “taking into account the social, emotional, motivational, cognitive, developmental, and temporal contexts in which learning occurs” (National Academies of Science, 2018; Walker, 2008).
Student development takes place within the historically and predominantly white, male, Christian, able-bodied, and upper-class context of higher education, despite the fact that student development theory strives to attend to the needs of diverse students within the context of the learning environment. It is essential for the study of student development to get an understanding of the implications of privilege and oppression within the context of higher education, particularly for students who have identities that have historically been underrepresented in academic settings (Hurtado and Ruiz Alvarado, 2015).
Cross-border partnerships
Projects that span international borders should be beneficial in terms of resolving key issues or meeting the challenges that will be presented by the community that resides in borderlands. The majority of these projects, which are funded by money from the European Union, are solely focused on short-term relationships, despite the fact that they should be tied to sustainable cross-border collaboration. It means that projects that span international borders should be the first step toward the development of flexible, profitable, and prospective cooperation between partners and their environment. This should ultimately lead to the evaluation of bilateral agreements in network cooperation across international frontiers. There are a few partnership conditions that indicate whether or not the cooperation lives up to the expectations of the partners, the border society, and any other stakeholders. As a result, the purpose of this study is to define the primary factors that will determine the success of long-term collaboration in the context of a cross-border environment. The author makes use of representative research carried out on Polish territory that abuts Czech territory, Slovak territory, and German territory respectively. The findings and some of the recommendations that have been developed as a result of this issue can be of assistance to the partners who are working on cross-border projects as well as other organisations that are interested in the growth of the borderlands.
Research between Canada and India
Canada and India have had bilateral contact for a very long time. These relations are built on common democratic and pluralistic traditions as well as strong human relationships. Around 4 percent of Canadians have Indian ancestry, making Canada home to one of the largest communities of people with Indian ancestry worldwide (1.4 million people).
The official dialogues, agreements, memorandums of understanding, and working groups that are part of the expanding network between Canada and India are helping to reinforce the extensive cultural and political ties that already exist between the two countries. The Canadian High Commission in New Delhi serves as the country’s official representative in India. In addition, Canada has a general consulate in Bengaluru, a consulate in Chandigarh, and a consulate in Mumbai. Furthermore, Canada has trade offices in Ahmedabad, Chennai, Hyderabad, and Kolkata. In addition, the Immigration, Refugees, and Citizenship Canada (IRCC) agency has` a sizable presence in India. The Canadian High Commission in New Delhi is the location of the country’s largest visa office located outside of Canada.
In Canada, India is represented through a High Commission in the capital city of Ottawa as well as consulates in the cities of Toronto and Vancouver.
In 2021, India was Canada’s 14th largest export market and the country’s 13th largest trading partner overall. This ranking places India as a priority market for Canada. As part of Canada’s new, all-encompassing strategy for the Indo-Pacific region, India will serve as a critical partner in the country’s efforts to deepen its economic ties to the region. Canada and India are in the process of negotiating a Comprehensive Economic Partnership Agreement as well as a Foreign Investment Promotion and Protection Agreement (FIPA). Additionally, Canada and India have reaffirmed their commitment to hold regular Ministerial Dialogues on Trade and Investment in order to investigate additional means by which their business ties can be strengthened.
The commercial priorities of Canada in India are centred on the country’s policy goals and the industries in which Canada possesses a competitive advantage. These top priorities are as follows:
Expanded exports of renewable energy and clean technology, with a focus on bioenergy, wind, hydro, and solar, as well as water and sewage treatment; Supporting India’s energy security and environmental aspirations through increased exports of renewable energy and clean technology
assisting India in meeting its significant requirements for urban and transportation infrastructure, including those for roads, rail, airports, ports, dams, and service sectors, by supplying financing, equipment, technology, and engineering services
fostering commercial research and development, as well as collaborative efforts, with the goal of accelerating innovation in areas such as information and communications technologies, science, technology, and innovation, digital industries, artificial intelligence, deep technology, machine learning, and the internet of things (IoT)
boosting exports of food items and fertilisers as a means of meeting India’s need for increased food safety, with a particular emphasis on value-added products and competence in food distribution and cold chain management
concentrating on the prospects for partnerships between Canadian companies operating as suppliers in the life sciences business in order to bolster India’s position as the industry leader in the pharmaceutical sector
incorporating Canadian businesses into the supply networks of the Indian automotive industry
Conclusion
The meaning of the phrase “student development” is defined as “the manner in which a student grows, improves, or increases his or her developmental skills as a result of engagement in an institution of higher education.” Student development theory seeks to support the “well-rounded development of the whole person” by taking into account the “cultural nature of learning,” which takes into account the social, emotional, motivational, cognitive, developmental, biological, and temporal contexts in which learning occurs. Ultimately, the goal of this theory is to promote the “well-rounded development of the whole person.”
