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Countries that invest in education, build strong consumer economies, have democratic institutions to deal with social change will benefit: Vice President
The Vice President of India, Shri M. Hamid Ansari has said that the countries that have invested in educating their populations, built strong consumer economies, and have democratic institutions that can deal with social change will benefit.
The Vice President of India, Shri M. Hamid Ansari has said that the countries that have invested in educating their populations, built strong consumer economies, and have democratic institutions that can deal with social change will benefit. He was delivering the Lecture at the Yerevan State University, Yerevan, Armenia today. The Minister of Education and Science, Armenia, Mr. Levon Mkrtchyan, the Vice-Rector of Yerevan State University, Mr. Gegham Gevorgyan and other dignitaries were present on the occasion.
The Vice President said that some of the newer technologies that would impact on human progress relate to energy, cyber technology, robotics, artificial intelligence, quantum mechanics, gene-editing and space exploration. All of these have geopolitical implications in the future, he added.
In recognition of his outstanding public and political achievements and his contribution to development of India-Armenia relations, the Vice President was awarded with a degree of Honorary Doctor of the Yerevan State University.
Following is the text of Vice President's Lecture:
" I am happy to be in this enchanting city and grateful to the Rector and the faculty of the Yerevan State University for inviting me today.
I have come to a land some distance from India but not far from the individual and collective memory of Indians. I myself was born in Calcutta (now Kolkata), and spent many years in the city. Amongst its historic features are Armenian churches and other signs of its Armenian inhabitants. Father Michael Chamich’s History of Armenia was translated and published in Calcutta in 1827. More recently, historians like Mesrovb Jacob Seth and George Bournoutian have recorded the Armenian contribution in India to trade and commerce as to various cultural and charitable activities.
Less known but nevertheless a part of spiritual history of my land is the personality of Armenian descent known in medieval chronicles as Sarmad, a mystic of who travelled from somewhere in this region to India, led an unconventional life and was executed for blasphemy in 1660 because he espoused a creed that distinguished between states of ‘negation and affirmation’. One of the leaders of our freedom movement and a close aide of Mahatma Gandhi, Abul Kalam Azad, was deeply influenced by Sarmad’s free thinking and humanitarianism.
It is thus evident that well before modern times; the flow of people, trade and ideas was not an unusual occurrence. My purpose today, however, is to talk about the future, not the past.
The older generation in this audience knows and the younger ones have been told that the 20th century was a period of organized insanity characterized by metamyths and megadeaths. These led an eminent historian to conclude that ‘our world risks both explosion and implosion;’ hence ‘it must change’.
The expectation that the changes in the last decade of the century would bring forth a more harmonious world in which international cooperation in solving international problems would be addressed by peaceful means in conformity with the principles of justice and international law did not materialize. On the contrary, older patterns of thought and practice persisted and, aided by newer technologies, resulted in explosions as well as implosions in different parts of our world. The promise of globalization also showed its limitations; the financial crisis of 2008 demonstrated, in the words of one analyst, a ‘systemic vulnerability to unregulated greed.’ Both, in the final analysis, exhibited failures of governance at national and global levels.
Nor was the crisis limited to matters strategic and financial. Climatic catastrophes and pandemics demonstrated the vulnerability of human existence to forces beyond its control despite the immensity of scientific advances.
The conclusion is unavoidable that individuals, societies, and the global community as a collective, need to re-think the parameters of their future. In this endeavour, the first step necessarily is to identify the likely challenges; the next is to assess the impact that scientific and technological advancement would have in resolving them; and the third would be to assess their impact on our lives and patterns of behavior. Our focus has to be on the possible and the probable; however, the possibility cannot be excluded of delving into the preferable and the undesirable.
I hasten to add that there is nothing unique about such speculative ventures. All through recorded history, the human mind has sought to visualize both utopias and doomsday scenarios. I am nevertheless emboldened to venture down this path today in the presence of a youthful audience eager to dream of a better world.
A general categorization of challenges to our world of today is premised on a normal desire to live, live well, live in peace, live without human or natural threats. The devil, as always, is in details. The right to live, universally conceded as a basic human right, implies the right to breathe, to food and water, to health. These, together, necessitate sustainable development and the need to address the totality of challenges of climate change. Alongside are the problems of population, disease, energy and resources.
Supplementary to these, but inseparable from them, are all the requirements that humankind, by virtue of being both social and political creatures, need for living in society, be it local, national or global and the growing realization that these challenges transcend national boundaries and can only be addressed through global cooperation in which burden sharing is equitable. Consequently, the old doctrines and dogmas of national decision-making, and state sovereignty stand abridged in good measure.
These emerging imperatives have two-fold implications: technological and socio-political.
Today, more than ever before, there is a general realization in all societies that solutions have to be sought through science and technology. The prospects are fascinating in some respects, disturbing in others.
Some of the newer technologies that would impact on human progress relate to energy, cyber technology, robotics, artificial intelligence, quantum mechanics, gene-editing and space exploration. All of these have geopolitical implications in the future.
Allow me to dilate on the implications of some of these.
Human civilization, as it has developed, is energy-centric and newer technologies would increase our demands of energy. The 20th century was the century of hydrocarbons. Towards the end of the century it was realized that hydrocarbon resources were finite and this had political implications in terms of global tussles.
The big shock to the energy industry came with ‘fracking’, a new set of techniques and technologies for extracting more hydrocarbons from the ground. Though there are concerns about environmental damage, these increased the outputs of oil and gas, caused the usurpation of old-line coal-fired power plants, and dramatically reduced dependence of some countries on foreign oil.
Scientists also came forth with other sources, principally nuclear. It has its benefits and challenges.
The demand for clean energy is growing. Solar and wind are now advancing on an exponential curves. Every two years, for example, solar installation rates are doubling, and photovoltaic-module costs are falling by about 20 percent. Even without the subsidies that governments are phasing out, present costs of solar installations will, by 2022, halve, reducing returns on investments, to less than four years. By 2030, solar power will be able to provide 100 percent of today’s energy needs; by 2035, it will seem almost free — just as cell-phone calls are today.
A tantalizing prospect emerged when men of science looked beyond the planet Earth. Many years ago Soviet astronomer Nokolai Kardashev propounded the theory of stages of civilization in terms of sources of energy and categorized the present, based on fossil sources, as sub-zero type, to be followed by Type I that would harness power of an entire planet, Type II from a star and Type III from a galaxy.
As futurist Ray Kurzweil says, when an exponential technology is at one percent, you are halfway to 100 percent, and that is where solar and wind energies are now. Another surge of growth would spell the imminent extinction of the fossil-fuel industry, and with it the geo-strategic significance that hydrocarbon rich states have enjoyed. This will have a cascading impact on the regional security architectures in many parts of the world as well as pan-global ramifications.
Cyber technology has overwhelmed us and its impact on every level of human organization is evident. It is not threatening in itself but most societies are already beginning to cope with threats emanating from it. The very benefits of its use in social, financial, industrial and military sectors have, as one strategic thinker has observed, ‘revolutionized vulnerabilities.’
Robotics and digital manufacturing are no longer on distant horizon and have implications for countries and economies. The outsourced world manufacturing to Asia, which fuelled the economic revival in Asia and created massive demands for energy and other material resources, will likely diminish as robotic factories and other disruptive manufacturing techniques like 3-D printing become cheaper and widely available. Foxconn has already announced that it would replace most of its workers with robots. A newer generation of robots such as ABB’s Yumi and Rethink Robotics’ Sawyer are dexterous enough to thread a needle and cost as much as a car does. Robots are also uniformly productive irrespective of geography. As manufacturing centres will shift closer to consumption centres, the geostrategic significance of trade routes and demand for transportation will also diminish.
These changes can create long term downward wage pressure on the present day manufacturing led economies. It will also drive down commodity and energy prices, and could result in destabilization of some economies. This can have a cascading effect, as strong, global deflationary force will impact all economies. Some governments may attempt to impose reactionary Protectionism. They may increase human wages which in the end may just increase the rate at which cheaper machines permanently replace human workers.
Technological developments will have a deep impact on the socio-economic structure of society. Greater automation can free a larger number of people from the drudgery of repetitive tasks, providing more leisure. Introduction of measures like universal basic income and taxation of machines may demand a very different fiscal mechanism from that what we have today. On a positive note, greater leisure time can open the possibility of a larger number of people taking to creative pursuits, searching for new knowledge and to the deepening of our understanding of the universe. On the other hand, more leisure can also lead to greater hedonism and pursuit of more selfish goals. To ensure that humanity treads the path of positive, we may require a universal set of values and belief system.
The geopolitical implications of these changes are far reaching. The US economy will reinvent itself just as does every 30-40 years; it is, after all, leading the technology boom. Yet, others are not far behind. The Economist magazine indicated last month that in the field of quantum computing and quantum cryptography, the list of patent pending applications is headed by China, not the United Sates. Economic historians have also drawn attention to the fact that in the span of world history, the distinction between industrialized and developing countries, or rich and poor countries, is relatively recent. It is not a constant and has been changing in recent decades.
Technology and its applications is one aspect of the matter; the human response to it is another. This galloping new world has already demonstrated that traditional frontiers of thought and action are no longer sacrosanct. At the same time, it is evident that the impact of new techniques and technologies would not be uniform in all societies since they are at different levels of development and do not have equal capacities of absorption.
How then do these societies and their state structures respond to them?
It is evident that countries that have invested in educating their populations, built strong consumer economies, and have democratic institutions that can deal with social change will benefit — because their people will have had their basic needs met and can figure out how to take advantage of the advances in technology.
At the same time, domestic correctives would be most productive if they are accompanied by a genuinely reformed world that is global, structural and juridical, an order that transcends the perspective and requirements of any one region or nation. Only then would actions of countries be harmonized in the attainment of common ends.
It is a distant horizon towards which we must continue to walk. As young people, you have the will and capacity to do so, for your own good and for humanity at large.
Thank You."
Khan Academy, the global nonprofit dedicated to providing free, world-class education, has launched its AI-powered tool, Khanmigo, free for all teachers in India. Starting this Children’s Day, educators can access this innovative teaching assistant at no cost, in both English and Hindi, through Khan Academy’s platform.
Khanmigo, designed to enhance both teacher productivity and student engagement, functions as an AI-powered teaching assistant and student tutor. By streamlining tasks like lesson preparation, generating curriculum-aligned assessments, and creating concise chapter summaries, Khanmigo allows teachers to focus on personalised learning experiences for their students.
Highlighting the importance of this initiative, Swati Vasudevan, Managing Director of Khan Academy India, shared:
“On this special occasion of Children’s Day, we’re thrilled to make Khanmigo available to all teachers across India at no cost. At Khan Academy, we believe teachers are the key to unlocking each child’s potential. By providing Khanmigo, we’re empowering educators to create impactful and tailored learning experiences. Our aim is to break down barriers to technology access, enabling teachers to inspire and support India’s children in achieving their full potential.”
Supported by Microsoft’s investment, Khanmigo is part of Khan Academy’s global rollout, now available in over 40 countries. Indian teachers can create an account on the Khan Academy platform to access this resource and benefit from its features, including interactive student tutoring and classroom management tools.
Khan Academy also emphasises that the implementation of Khanmigo remains a work in progress. Teachers and students are encouraged to engage with the tool thoughtfully, fostering digital literacy, critical thinking, and responsible AI use.
This launch marks a significant milestone in Khan Academy’s mission to expand educational opportunities through technology, making quality resources accessible to educators and students across India.
The Guthli Ad Fest 2024 launched in spectacular fashion at the iconic St. Xavier’s College, Mumbai. Day 1 was filled with high-energy sessions, insightful discussions, and inspiring interactions. Kicking off the day, Pratish Nair introduced the vision behind Miles and Miles SoBA (School of Branding & Advertising), explaining how their collaborative approach blends creativity with empathy. Nair emphasised that their unique curriculum, which includes scuba diving and Himalayan trekking, aims to equip students with life skills that go beyond the traditional classroom, fostering resilience, teamwork, and self-awareness.
The event began with a warm welcome and inauguration, followed by a captivating tribute and a fireside chat featuring advertising legends Piyush Pandey, KV Sridhar, and Prasoon Pandey, moderated by Devaiah Bopanna. Their discussion shed light on their journeys, offering a rare glimpse into the minds behind India’s most iconic campaigns.
The day continued with Cyrus Broacha, the 90’s poster child of Indian advertising, delivering a light-hearted yet insightful session, followed by Tanya Nambiar’s presentation on how emotional bonds can be forged using the power of voice.
The afternoon saw Shirsha Thakurta delve into the art of visual storytelling, followed by a hands-on workshop led by Dr Prateesh R Nair, who demonstrated how advertising can be used as an engaging tool in classrooms. A panel discussion with Miles SoBA students and a thought-provoking session by Josy Paul on creativity in classrooms wrapped up the day.
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Day 2 promises even more excitement, with an Ad Acapella, fashion shows, excellence awards, and a lot of fun activities to look forward to. Stay tuned for more!
Starting from the 2025-26 academic year, the Council for the Indian School Certificate Examinations (CISCE), which oversees the ICSE and ISC board exams, will introduce substantial changes to its academic framework. These reforms align with the National Education Policy (NEP) 2020 and aim to impact over three million students across India, as reported by The Times of India.
Robotics and AI in Curriculum
A significant aspect of the reforms is the inclusion of robotics and artificial intelligence (AI) in the curriculum for Classes XI and XII. For younger students, elements of AI and coding will be integrated into their computer science courses, ensuring these technologies are taught in a simplified and engaging manner. The objective is to familiarise students with emerging technologies from an early age, equipping them with skills for the future.
Introduction of Competency-Based Exams
The CISCE will also introduce a ‘holistic progress card’, a 360-degree evaluation system to assess students’ development across academic and non-academic domains. This approach will provide a comprehensive view of student achievements beyond traditional metrics.
Changes in the board exam structure are also on the horizon. From 2025, 25% of exam questions will be competency-based, focusing on critical thinking and core skills rather than rote memorisation. This percentage will increase to 40% in 2026 and 50% by 2027, promoting deeper understanding among students.
Digital Assessments and School Improvement
To enhance educational standards, the council will roll out digital assessments for students in Classes III, V, and VIII from 2025-26. These assessments aim to identify students who need additional support or those excelling beyond their grade level. Additionally, a school improvement plan will be introduced, encouraging high-performing schools to partner with state governments to enhance the quality of education in government institutions.
The overarching goal of these reforms is to foster a balanced, skills-oriented learning environment that prepares students for real-world challenges and opportunities.
Education
Aditya Birla World Academy Hosts ‘The Happy Place’ an Interschool Festival to Drive Awareness on Mental Health
In a collaborative effort between Aditya Birla World Academy (ABWA) and Mpower, an initiative of Aditya Birla Education Trust the Happy Place Interschool Festival was successfully held to raise awareness about mental health, with this year’s theme being The Mindful Megabyte – Digital Wellness. The event saw participation from over 200 students across various schools in Mumbai across boards, engaging in a variety of creative and expressive competitions, including Solo/Duet Singing, Art, Photography, AD-Film Making, Drama, Slam Poetry, and Dance. Each event centered around the theme of digital wellness, focusing on the impact of technology on mental health and well-being.
The Happy Place Interschool Festival, introduced by Aditya Birla World Academy (ABWA), is built on the belief that mental health awareness is a crucial aspect of a child’s holistic development. At ABWA, students benefit from a robust mental health and emotional well-being curriculum that supports resilience alongside academic excellence. Under the leadership of Mrs. Neerja Birla, Founder and Chairperson of Aditya Birla World Academy and the Aditya Birla Education Trust, this vision has flourished. A passionate mental health advocate, Mrs. Birla firmly believes that mental health awareness and support should be accessible to all students, empowering them with the tools they need to thrive.
As an extension of this vision, the Mindsmatter program has reached 25 schools and over 40,000 students across India in the past year, with 318 teachers trained and 67 mentoring sessions conducted. The program has positively impacted behavior, self-esteem, and academic performance, with 83% of participants reporting improved communication skills and 61% noting reduced stigma around mental health.
For the last 6 years, The Happy Place Interschool Festival has expanded beyond ABWA, engaging students from schools across Mumbai to raise awareness on mental health through creative activities. This festival sustains the conversation on mental health, offering students a thoughtfully curated platform to explore these critical themes, express themselves creatively, and build empathy. Through themes like Digital Wellness, participants reflect on their emotional health, fostering a balanced and mindful approach to life.
Mrs. Radhika Sinha, Principal of Aditya Birla World Academy (ABWA), “highlighted the importance of such initiatives, stating, “The Happy Place interschool festival is not just a competition, but a mindful space for students to engage in conversations about mental health while expressing their creativity. The focus here is not only on winning but also on creating an environment where students can explore topics like Digital Wellness that are highly relevant to the challenges the youth face today. These activities help drive awareness, fostering a sense of empathy and mindfulness amongst our students.”
The competition’s theme, Digital Wellness, reflects the growing influence of technology in the lives of young people. While digital platforms provide numerous opportunities for connection, learning, and creativity, they also come with risks such as overuse, social media addiction, cyberbullying, and sleep deprivation. Striking a balance between the positive and negative impacts of digital media is crucial for the well-being of today’s youth.
Parveen Shaikh, VP Operations at Mpower, highlighted the urgent need for digital wellbeing support amidst the growing mental health crisis: “In today’s digital age, the constant use of technology is significantly impacting mental health, particularly among young people. Studies reveal that 1 in 5 individuals experience symptoms of mental health conditions, with excessive screen time and online pressures contributing to this rise. Alarmingly, 50% of mental health issues begin by the age of 14, and 75% by age 24. By focusing on digital wellbeing and creating awareness around healthy tech habits, we aim to provide timely interventions that encourage young people to seek help and maintain a balanced, mentally healthy lifestyle.
Research on digital wellness suggests that excessive use of digital devices can negatively affect mental health, particularly among students. Studies show that prolonged exposure to screens can lead to anxiety, depression, and social isolation. Initiatives like The Happy Place Interschool Festival play a significant role in bringing these critical discussions to the forefront, encouraging students to reflect on their digital habits and make informed choices.
As this year’s competition concludes, the collaboration between ABWA and Mpower continues to raise awareness on crucial mental health issues, ensuring that students are empowered to lead balanced, mindful lives.
Education
Department of School Education & Literacy Proposes October Activities to Honour Senior Citizens
In observance of the International Day of Older Persons, celebrated annually on 1st October, the Department of Social Justice and Empowerment, in collaboration with the Department of School Education & Literacy, has proposed a series of activities throughout October 2024. These initiatives aim to instil values of respect, care, and empathy towards senior citizens among students, fostering intergenerational bonding.
This month-long celebration focuses on connecting students with the elderly, emphasising the invaluable contributions, wisdom, and dignity of older generations. With life expectancy rising globally, and older persons expected to outnumber youth by 2030, the importance of fostering respect for senior citizens is more relevant than ever.
Educational institutions have been encouraged to observe Grandparents’ Day, featuring activities like storytelling and interactive games. Schools may also host pledge-taking ceremonies, where students and staff commit to respecting and supporting the elderly.
Morning assemblies or language classes will offer opportunities for students to recite poems and shlokas that emphasise respect for elders, drawing from India’s cultural heritage. Schools will also facilitate interactions between students and senior citizens, allowing for the sharing of stories, historical discussions, and the exploration of traditional crafts.
Students will be encouraged to engage in community service projects with senior citizens, strengthening intergenerational solidarity. Mentorship programs, where seniors share their expertise in arts, culture, and vocational skills, are also proposed, benefiting both generations.
These initiatives, rolled out across States/UTs and educational institutions, are designed to promote care and concern for senior citizens, creating a society built on mutual respect and understanding.
Education
Ministry of Education Hosts Two-Day STARS Workshop to Strengthen School-to-Work Transition and Assessment Systems
The Ministry of Education’s Department of School Education and Literacy (DoSE&L) organised a two-day knowledge-sharing workshop under the Strengthening Teaching-Learning and Results for States (STARS) project in Bhopal, Madhya Pradesh, from 30th September to 1st October 2024. The workshop aimed to foster a robust educational ecosystem that prepares students for the challenges of the future workforce, focusing on the school-to-work transition and strengthening assessment systems.
The workshop was inaugurated by Uday Pratap Singh, State Minister of Transport and School Education, who highlighted the importance of the National Education Policy (NEP) 2020 in shaping the overall development of children. He stressed the role of the STARS project in transforming the education system.
Day 1 featured key discussions led by Sanjay Kumar, Secretary of DoSE&L, who underscored the need to bridge the gap between education and employment. This was followed by panel discussions moderated by Vipin Kumar, Additional Secretary of DoSE&L, where speakers explored the integration of skill education into school curricula and the promotion of multidisciplinary learning, internships, and apprenticeships under NEP and the National Credit Framework (NCrF).
Further, Dinesh Prasad Saklani, Director of NCERT, emphasised the importance of collaboration between departments and aligning the curriculum with industry demands. Usha Titus, Managing Director of the Additional Skill Acquisition Programme in Kerala, led a session on the role of psychometric assessments and career counselling in preparing students for the workforce.
On Day 2, Vipin Kumar discussed the need to improve current assessment models, followed by presentations on psychometric analysis and innovative assessment practices by educational leaders, including Smt. Idzes Angmo Kundan and Jonas Bertling.
The workshop concluded with key takeaways from Vipin Kumar, who highlighted strategies for enhancing assessment systems and improving school-to-work transitions to ensure a better future for students.
(With inputs from ANI)
Education
53% of Students, 40% of Colleges, and 57% of Corporates Prefer 4-6 Month Internships: HirePro Report
Bengaluru, 1st October 2024: The landscape of internships in India is evolving, with students, colleges, and corporates showing a growing preference for internships lasting 4 to 6 months, according to a recent report by HirePro, an AI-powered recruitment automation firm. The report, titled ‘The New Reality in College Hiring,’ surveyed over 20,000 students, 350 educational institutions, and 200 corporate entities, along with insights from 100+ campus recruitment experts.
The findings reveal that 53% of students, 40% of colleges, and 57% of corporates prefer internships that span one semester (4-6 months). This duration is seen as ideal, offering students enough time to gain practical exposure while allowing corporates to closely assess a candidate’s adaptability and learning capabilities. However, 37% of colleges advocate for longer internships lasting 10-12 months, while 40% of students favour shorter internships of 2-3 months.
Flexibility emerged as a key priority for students, with 68% willing to relocate for the right opportunity and 79% open to remote internships. In contrast, 71% of corporates are hesitant about remote work, citing concerns over effective supervision. Interestingly, 67% of colleges support remote internship models, recognising the digital shift in the job market. There is also a notable interest in part-time internships, with 86% of students keen on this option, though 55% of corporates are opposed.
According to Mr. S Pasupathi, COO of HirePro, “Internships have increasingly become a preferred mode of candidate selection for many corporates,” highlighting the growing importance of internships as a pathway to employment.
Internships: The New Classrooms
Internships have emerged as the new classrooms where students learn real-world skills that traditional education often overlooks. The industry is never confined to textbooks or the four walls of a classroom; it’s dynamic, ever-changing, and requires hands-on experience. Engaging in internships allows students to bridge the gap between theoretical knowledge and practical application, preparing them for the realities of the working world.
In order to embed Indian Knowledge Systems (IKS) into the higher education landscape, the University Grants Commission (UGC) has announced plans to train over 10,000 faculty members from universities and colleges across the country in different phases between November 2024 and March 2025. This initiative aligns with the National Education Policy (NEP) 2020, which envisions an education system deeply rooted in Indian ethos and values.
The IKS, or Bharatiya Jnana Parampara, is increasingly being introduced as a subject in various academic disciplines, including engineering and management institutes. The UGC, the regulatory authority for higher education, has called on universities and colleges to apply for the six-day basic training programme by October 2, which will be organised in 75 institutions nationwide. Alongside faculty, around 1,000 registered research scholars will also participate in the training.
In a recent letter, the UGC emphasised the NEP’s focus on incorporating IKS into Indian education, stating, “The training programme equips faculty members with the tools to seamlessly integrate Indian Knowledge Systems into their teaching practices.” This initiative will ensure that the educational ecosystem in India reflects and promotes the rich heritage of the nation.
What the Training Programme Entails
The IKS training module offers a comprehensive introduction to fundamental concepts such as the Panch Maha Bhutas (five elements), the concept of a Sutra, and non-translatable terms like Dharma, Punya, Aatma, Karna, Yagna, Shakti, Varn, Jati, Moksha, and Puraana. Faculty members will be equipped to understand the importance of using accurate terminology in teaching IKS.
Participants will also be introduced to the philosophical foundations of IKS, including key concepts from Samkhya, Vaisheshika, and Nyaya philosophies. The module includes case studies on topics like the mathematics of Madhava, Aryabhata’s astronomical models, Ayurveda’s foundational aspects, Ashtanga Yoga, and insights from the Sangeet and Natya Shastra.
An official involved in the course design highlighted, “The courses are broad-based and not limited to a faculty member’s specific discipline. They include introductory material on all aspects, enabling exploration of fundamental IKS principles.” Discipline-specific courses will delve deeper into subjects such as chemistry, metallurgy, mathematics, and literature, allowing participants to engage with ancient texts and concepts within their areas of expertise. For instance, mathematics in the Vedas and Sulva Sutras will be studied, as well as the life and contributions of scholars like Aryabhata, Pingala, and Panini.
The Journey So Far
The first phase of this faculty training initiative began in July 2023, with the establishment of an IKS cell under the Union Ministry of Education (MoE). The cell was created to foster interdisciplinary research, preserve the vast knowledge of IKS, and ensure its dissemination for societal applications. The training sessions are conducted through various agencies, including the Human Resource Development Centres (HRDCs) and the Pandit Madan Mohan Malviya National Mission on Teachers Training (PMMMNMTT).
The NEP 2020’s emphasis on the Indian Knowledge System underscores the need for an education system that is not only globally competitive but also rooted in India’s rich intellectual traditions. By integrating IKS into higher education, the initiative aims to provide students with an opportunity to connect with their heritage and draw insights from centuries of accumulated wisdom.
(With inputs from News 18)
India has announced a major initiative to provide 50 Quad scholarships, worth Rs. 4.17 crore ($500,000), to students from the Indo-Pacific region. This scholarship programme will enable selected students to pursue a four-year undergraduate engineering degree at a Government of India-funded technical institution, emphasising the country’s commitment to strengthening ties with the Indo-Pacific region. The announcement was made as part of the Wilmington Declaration Joint Statement by the leaders of Australia, India, Japan, and the United States.
In the joint statement, the leaders of the Quad highlighted their dedication to building a network of future science, technology, and policy leaders, stating, “The Quad is committed to strengthening the deep and enduring ties between our people, and among our partners. Through the Quad Fellowship, we are building a network of the next generation of science, technology, and policy leaders.” The implementation of the Quad Fellowship will be overseen by the Institute of International Education (IIE) with support from private sector partners such as Google, the Pratt Foundation, and Western Digital.
Prime Minister Narendra Modi, who participated in the Quad Summit in Wilmington, Delaware, alongside US President Joe Biden, Australian Prime Minister Anthony Albanese, and Japanese Prime Minister Fumio Kishida, emphasised India’s role in the initiative: “India is pleased to announce a new initiative to award fifty Quad scholarships, worth $500,000, to students from the Indo-Pacific to pursue a 4-year undergraduate engineering programme at a Government of India-funded technical institution.”
About the Quad Fellowship
Commencing in 2024, the Quad Fellowship extends to master’s and doctoral students in science, technology, engineering, and mathematics (STEM) fields across the United States. Administered by the IIE, the programme aims to cultivate collaboration and innovation in private, public, and academic sectors among the Quad countries. As stated on the official website, “The fellowship develops a network of science and technology experts committed to advancing innovation and collaboration in the private, public, and academic sectors, in their own nations and among Quad countries.”
Eligibility Criteria and Application Process
The Quad Fellowship is open to candidates from the four Quad nations—Australia, India, Japan, and the United States—as well as 10 Southeast Asian countries, including Indonesia, Malaysia, and Vietnam. Selected candidates must demonstrate academic excellence and a commitment to using their skills for the greater good. Each fellow receives a financial grant of $40,000 (Rs. 33.39 lakh) to cover academic expenses.
The eligibility criteria for the 50 undergraduate engineering scholarships in India will be announced soon. However, for the graduate fellowship, candidates must:
- Be at least 18 years old at the time of application.
- Be citizens or legal permanent residents of one of the Quad countries or the 10 Southeast Asian countries (Brunei, Cambodia, Indonesia, Laos, Malaysia, Myanmar, Philippines, Singapore, Thailand, or Vietnam).
- Hold a bachelor’s degree or equivalent in a STEM field by August 2024.
- Have a record of superior academic achievement at the undergraduate level.
For prospective graduate students, they must have applied to an eligible STEM graduate programme at a US-based university for the 2024-2025 academic year. Current graduate students enrolled in a Master’s or PhD programme in the US must be enrolled full-time in an eligible STEM course for the full 2024-2025 academic year. Programmes in clinical healthcare, such as medicine or nursing, are not eligible.
Though applications for this year are closed, prospective candidates can stay updated by visiting the official Quad Fellowship website: Quad Fellowship.
(Source- PTI)
Addressing the worrying rise in student suicides linked to malpractice incidents, the Karnataka government has taken a significant step towards safeguarding young lives. The state has decided to establish a committee tasked with drafting Standard Operating Procedures (SOPs) that will guide higher education institutions on how to handle cases of alleged malpractice during examinations. This decision follows the tragic death of 19-year-old Aditya Prabhu, a B Tech student from PES University, who allegedly took his own life after being accused of malpractice during a semester examination in July 2023.
Prabhu’s death, which sent shockwaves across the state, highlighted the immense pressure students face in academic environments. His parents have since accused the university of subjecting their son to mental harassment, which they believe led to his untimely death. This heartbreaking incident has shone a spotlight on the need for compassionate handling of students during such sensitive times.
Dr. MC Sudhakar, Karnataka’s Minister for Higher Education, announced the formation of the committee, which will include psychologists and vice-chancellors. The SOPs, once drafted, will be applicable across all higher education institutions in the state, including private institutions and deemed-to-be universities. Dr. Sudhakar emphasised that the SOPs will be grounded in humanity and will provide clear guidelines on how to deal with students suspected of malpractice, ensuring that no unnecessary pressure is placed on them.
“The SOPs will instil confidence in students, ensuring they do not feel threatened or cornered. The focus will be on creating a sense of ease and support during investigations into alleged malpractice,” said Dr. Sudhakar.
This decisive action follows a report by an 11-member expert committee, led by Bangalore University Vice-Chancellor Dr. Jayakar SM, which was convened in the wake of Prabhu’s death. The committee’s recommendations, including measures to improve mental health and prevent suicides among students, have been incorporated into the state’s approach.
(As reported by The Indian Express)
A National Blueprint for Suicide Prevention
Karnataka’s initiative sets a precedent that other states should seriously consider. With student suicides on the rise across the country, this move addresses a critical need for systemic changes in how academic institutions deal with student well-being, particularly in high-pressure environments like exams. The establishment of SOPs offers a structured approach that can help prevent situations where students feel so overwhelmed that they resort to extreme measures.
While this step is undoubtedly a positive one on paper, its success will hinge on effective implementation. Simply drafting SOPs is not enough; institutions must ensure they are followed rigorously. Mental health professionals need to be actively involved in handling such cases, and the management of universities must be held accountable for fostering a supportive and non-threatening atmosphere. Students should feel reassured that any investigation will be conducted fairly and without undue pressure.
Furthermore, there must be consistent monitoring and evaluation of these procedures to assess their effectiveness and make necessary adjustments. Other states should take note of Karnataka’s forward-thinking approach and adopt similar measures to protect their student populations. However, the real challenge lies in translating this policy into practice, ensuring that the execution of these SOPs genuinely benefits students.
In addition to addressing malpractice, the issue of mental health among students must be given the prominence it deserves. Providing access to counselling, reducing academic pressure, and creating open channels of communication between students and faculty are essential components of any comprehensive solution.
Karnataka has made an admirable start, but the journey towards safeguarding student mental health requires ongoing commitment and vigilance from both the government and educational institutions. With the right framework in place and proper execution, this model could serve as a national blueprint for preventing suicides in educational settings.
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