My struggle for establishment of DM Community College and DDU-KAUSHAL Kendra– Part 1

Dr Raheijuddin Sheikh (Shamu)
Let me open with two photographs from my previous compendium ‘Man with Machine’ (2018), an Information Bulletin of Dhanamanjuri Community College. On the left, I’m holding my certificate from the Australian TAFE-Director on completion of the Vocational Education Leadership Training (VELT, 2017–18) Programme; to its right, I stand beside then Education Minister of Manipur, being recognized at the State Teachers’ Day Celebration 2014 for my efforts in pioneering community colleges in the State. These honours, among many others, stand as testaments to years of relentless dedication—spearheading the establishment of Community College (2014) and the Deen Dayal Upadhyaya Centre for KAUSHAL (Knowledge Acquisition and Upgradation of Skilled Human Abilities and Livelihood) at DM College of Science, Imphal (2015).  Its vision was simple yet revolutionary: blend 40% general education with 60% hands-on skill training to create truly industry-ready graduates. For Manipur’s youth, this meant more than a certificate—it meant empowerment, employability, and a brighter future.
Today, the success of our graduates across diverse industries speaks louder than any accolade. What began as an educational experiment has grown into a regional model for skill development. This journey reaffirmed my belief that education must serve both the individual and the community—equipping students with tools for prosperity while strengthening the local economy and preserving our cultural fabric.
The transformation of DM Community College from offering just two diploma programs under the UGC Community College Scheme in 2014 to providing Bachelor’s (B Voc) and Master’s (M Voc) degrees across eight specialized disciplines by 2018 under the Scheme of the DDU Centre for KAUSHAL in 2015 and subsequent approvals under the new scheme of the NSQF (National Skills Qua-lification Framework) in 2018 was an extraordinary journey marked by relentless determination and perseverance.
By 2015, it expanded into Television & Media Production and secured the prestigious Deen Dayal Upadhyay Kaushal Kendra (DDU-KK) grant—one of only 49 in India—introducing B Voc/M Voc programs in Radio Imaging and Digital Multimedia Technology. In 2016, the DDU-KK was upgraded to a Centre for Research & Development, integrating vocational degrees with industry needs. After the initial funding ended in 2018, new UGC-NSQF schemes were applied for, leading to the addition of four more disciplines (Pharmaceuticals, Operating Theatre Technology, Digital Journalism, and Food Processing). With eight specialized fields, DDU-KK at DCC became one of India’s largest skill education hubs, offering courses up to B. Voc./M. Voc. levels.
Furthermore, four departments viz Radio Imaging, Medical Lab, Fruits & Vegetables and Digital Multi- media are further strengthened under the Star College Scheme of the Department of Biotechnology from 2018-19 onwards. This rapid growth—from a community college in 2014 to a leading skill and research centre in 2016 and further strengthened under Star College Scheme in 2018—showcases Mani-pur’s success in industry- aligned, employment-focused education.
Looking back, every late night spent refining proposals, every discussion with industry partners, and every approval secured was worth the effort. What began as a modest initiative blossomed into a comprehensive skill development hub, changing countless lives and setting new standards for vocational education in Northeast India. The journey was indeed tough, but the victory—for our students, our community, and the future of skill development—made every challenge worthwhile.
Conducted by expert trainers from Australia’s renowned TAFE (Technical and Further Education) system, this intensive program provided invaluable insights into global best practices in vocational education and skills training. Completing the entire curriculum equipped me with advanced leadership strategies and innovative pedagogical approaches that I later implemented at our DDU- KAUSHAL Kendra. Exposure to Australia’s world- class vocational education model helped me refine our competency-based training methodologies and streng-then linkages between education and employment. Key learnings included student-centred learning approaches, workplace- integrated training models, and effective governance structures—all of which contributed significantly to enhancing the quality and relevance of our vocational programs.The knowledge gained played a pivotal role in scaling our operations from diploma programs to full-fledged degree courses, while maintaining international standards of exce- llence in skill development.
From Vision to Reality
The year 2014 marked a pivotal chapter in my professional life—the establish- ment of Dhanamanjuri Community College at DM College of Science, Imphal. What began as a modest Government initiative to introduce diploma programs soon evolved into something far more significant. By 2015, with the support of the University Grants Commission, our institution was reborn as the prestigious DDU-KAUSHAL Centre, offering full-fledged vocational degree programs. Our growth continued as we secured competitive funding through the Department of Biotechnology’s Star College Scheme in 2018-19, further strengthening our academic offerings.
Yet, these achievements were not handed to us—they were earned through relentless effort and determination. In the world of Government-funded education, opportunities are scarce and fiercely contested. Hundreds of institutions vie for approval, but only a select few succeed. The deciding factor ? A nerve-wracking 15-minute presentation before a panel of experts—a moment where clarity, confidence, and quick thinking could determine whether years of preparation would culminate in success or disappointment.
This is the story of how we defied the odds. But beyond that, it is the story of how my most unexpected experiences—writing radio dramas, anchoring television shows, and navigating live broadcasts—unwittingly prepared me for these high-stakes challenges. What had once been mere creative pursuits became indispensable professional tools, and what appeared as ordinary obstacles transformed into stepping stones for building something extraordinary for our students and community.
These critical presentations demanded more than just well-researched proposals—they required the ability to articulate complex ideas with precision, respond to probing questions with confidence, interpret subtle cues from committee members, and defend our vision under intense scrutiny. Remarkably, I discovered that my years in media had already honed these very skills. Every television episode I anchored, every radio script I crafted, every live broadcast I navigated—each had been an unplanned rehearsal for this defining moment. Without realizing it, I had been training for these challenges all along.
What began as a passion for storytelling became the foundation for advocating educational innovation. The same techniques that once engaged audiences now helped me persuade expert committees. The adaptability I developed in live broadcasts allowed me to think on my feet during rigorous Q&A sessions. And the emotional intelligence I gained from reading viewer reactions enabled me to connect with evaluators on a deeper level. This journey—from media professional to academic advocate—proves that no experience is ever wasted. Sometimes, the most unconventional paths lead us exactly where we need to be.
My Unlikely Training Ground
My journey to becoming an effective communicator and presenter did not begin in academic halls or boardrooms, but in the dynamic world of media. Long before I stood before expert committees defending proposals, I was honing my skills in television studios and radio booths—unconventional classrooms that shaped my ability to articulate ideas with clarity, confidence, and conviction.
The Camera as My First Expert Committee
Hosting live television shows became my earliest training in handling scrutiny. The unblinking eye of the camera demanded authenticity—there was no room for hesitation or artificiality. Every word, every pause, every expression was captured in real time, teaching me to communicate naturally while under constant observation. This relentless exposure conditioned me to maintain composure, a skill that later proved invaluable when facing the probing questions of academic evaluators.
Scriptwriting as Proposal Drafting
Crafting engaging scripts for radio and television taught me the art of structuring ideas compellingly. In media, capturing attention within the first 30 seconds was non-negotiable—a principle that seamlessly translated into my academic presentations. I learned to distil complex concepts into clear, persuasive narratives, ensuring that even the most intricate proposals were accessible and engaging. The discipline of writing for an audience trained me to anticipate questions, refine my messaging, and hold attention—skills that later became my foundation for drafting successful project proposals.
The Studio as My Practice Room
Years of live broadcasting erased any fear of public speaking. The unpredictability of live television—technical glitches, unexpected interruptions, last-minute changes—taught me to adapt smoothly under pressure. Whether a microphone failed or a segment ran short, I learned to think on my feet, adjust seamlessly, and keep the show moving. This ability to remain unshaken when plans faltered became my greatest asset in high-stakes presentations, where committee feedback or sudden objections required quick, confident responses.
The Audience as My First Reviewers
Reading viewer reactions—letters, calls, and live feedback—sharpened my emotional intelligence. I learned to gauge responses, adjust tone, and refine delivery based on subtle cues. This sensitivity to audience reception later helped me read the room in expert committee meetings, interpreting non-verbal signals to tailor my explanations in real time. The same instinct that told me when a TV segment needed more energy now guided me in sensing when a committee needed deeper clarification or a more concise response.
When I finally stood before those expert panels, I realized I was not just an academic defending a proposal—I was a communicator shaped by decades of media discipline. The techniques I once used to simplify complex science for television audiences now helped me build compelling cases for our projects.
(To be contd)