News
Joyanto Mukherjee, Founder CEO, Tutored And Trained, speaks on bridging the student-teacher chasm in the virtual world
We are cool teachers. We have our certificates proving we are good educators. But even in today’s time, we are losing kids to a world which somewhere is not explanatory to us. Let’s not run away… because it’s about to get worse.
Joyanto Mukherjee, Founder CEO, Tutored And Trained, and youngest dean at 25, on bridging the student-teacher chasm in the virtual world
Rude awakening
The distance between teachers and students is increasing in a very different way, not in the classroom but in the virtual space. How many of us have heard of this unfortunate phenomenon known as Saraha? Some of us have downloaded it, it’s a good ego boost for us, for kids to tell us, ‘Oh Ma’am you are so good… You teach so well in class…’ We tell our friends how amazing it is. But there’s another side to it. And that’s the side that I want to talk about, because I thought that being a young educator would make me a cool educator. I have trophies from my students in my classes, in my colleges, calling me the Coolest Dean, the Best Friend Ever. And on March 27 this year, you would have heard a very tragic story of a kid committing suicide on Facebook Live. He was my student.
We always feel that we are connected to our students, we always feel that there are some things we are doing well for our students. But as professors, as teachers, how many times do we actually look at their virtual life; the real life which they are leading? They have a different world of their own. I remember this particular student of mine had called me up on March 17, to wish me for my birthday. We spoke. I asked him how he was doing; he had been off the radar for four months. He said, ‘Sir, I’m just sorting things out, don’t worry. And things will be perfect in some time’. March 27, we know what happened.
Social media – their life
As teachers, as professionals, we are on social media but how many times are we reading students’ timelines? Do we see their status messages on G-Talk, on Twitter? Are we making a concerted effort to understand that part of it? And unfortunately Saraha happened in between. Students are getting pressurised today to be on Saraha, because they want that single compliment from an anonymous space. And on top of that the student says, ‘Thank you for the compliment. Can I know who this is?’ This is where the students are today. They are trying to connect in the virtual world, still wanting that love, and we are overlooking this. Can you jot down the last five things that your students put up on Facebook? Do you remember any of their status messages, their check-ins? It’s difficult, right? This is the only connect that we have with our students today. We look for counselling in school, have we ever sat with them to understand why they were socially inactive for the past 21 days? A kid who generally tweets 20 times a day, who constantly posts Facebook updates – by the way, 18-21 year-olds hate Facebook now because their parents are on it. So they have now shifted to Snapchat and Instagram – how many of us are looking at that? As knowledge-givers, we think that social media is distraction. For children, this is their life.
I know students who crib, ‘I put up a profile picture last week, why didn’t you like it?’ And there are fights over that! ‘Where were you last night? You told me you were at home but I saw you check in at a club with others’. As educators, I definitely feel that when this incident happened with me, I had let someone down. I thought I was it, because I tweet at least 50 times a day, I’m on all the social media spaces – except Saraha. If that day I had just switched on his live feed… I could have rushed there; my office is just 20 minutes away from his place. From that time on I’ve taken to platforms to speak to principals, to educators about the need for us to accept students’ social media life. Why are we dismissive of it?
Giving back
It is not the same as when we were in school or college. I was in college between 2003-2006; we were the original ‘Orkutyas’ if you remember Orkut at that time. At that time I could understand my teacher saying, ‘What is this?’ I could understand the deliberate attempt by them not to come on social media. Today it has become so important for us to be a part of our students’ social media life because that is where the connect is needed. Students tag us in photos, in statuses, on Teacher’s Day, thanking us and so on. We are so proud of it. Let’s give it back. Because this is the only breadcrumb trail we have to see where our student is going. Social media is what they use to communicate so many things, so many times.
Have you seen your students’ Snapchat trails? That’s investigative journalism. You see, via their trails, that they live a life. I happened to ask a student, why Snapchat? He said, ’24 hours mein sab kuch chala gaya. And my parent doesn’t know how to run Snapchat.’ This is escapism for them. And this is a dangerous time. Like Zuckerberg said, it would be hours being spent and not minutes. These are not times when students switch their phones off. Thanks to Mr. Ambani, everything is free today, and you are virtually walking in 4G.
It is scary for educators but the fact is we can’t shake this off; it’s high time we shook hands with it. Because when we talk about counselling, what are we talking about? Students don’t want to walk up to a counsellor. But, believe me, at 2 am, because they know that you are accessible on Whatsapp, someone pings me, ‘Sir are you awake?’ And I happen to say yes. Two and a half hours we ended up chatting. Will a counsellor be available at 2 in the morning, for someone to just open up?
Be an active player
The student-teacher relationship is going a very different way and the more we run away from it, the more the distance we are creating. It’s no longer a 10 am-6 pm for a student and a teacher today. They want access to you at 9 o’clock at night, just to clear a doubt – ‘Ma’am, tomorrow there is a test. Can we solve this, I have this doubt…’ When we were young, we were scared of our teachers because at that time tech wasn’t there to support us. I couldn’t pick up the landline and call my Maths teacher at 10 at night. We wouldn’t dare do that. But today things have changed. Why are we not adapting? Why can’t we have 24×7 counselling lines in schools only online? We have these active school and college Whatsapp groups; unfortunately they happen to be active only for two things – ‘Kal lecture hai?’ and ‘Main nahin aa raha hoon’. Or then the teacher says she isn’t taking the lecture. Can we utilise these groups better? Everyday there is someone in our circle, on our timeline, trying to express to you or to the world that things are not fine in his life. We can’t expect the 19-year-old friend to pick up that clue. The onus is on us, because the parents are generally out of the picture, wondering why their kids are always online. They call it the thumb game – I call it the thumb life.
I really encourage all educators to take social media more seriously. We need to understand it. And to understand it, we need to be an active player on it. We can’t have someone else running our own Whatsapp or Facebook accounts. Because all that student of yours wants is that when he tags you, you say thanks and, believe me, the best gift you can give in return is when you tag him or her and say, ‘Proud to be with you…Proud to have you as a kid’.
We are cool teachers. We have our certificates proving we are good educators. But even in today’s time, we are losing kids to a world which somewhere is not explanatory to us. Let’s not run away… because it’s about to get worse.
This story appeared in the September 2017 issue of ScooNews magazine.
The Central Board of Secondary Education (CBSE) has issued a directive requiring all affiliated schools to establish ‘Composite Skill Labs’ to strengthen skill-based education in line with the National Curriculum Framework for School Education (NCF-SE). These labs are intended to provide students with practical learning opportunities, better equipping them for various career paths and entrepreneurial ventures.
As per the directive, schools must set up either a single Composite Skill Lab of 600 sq ft for classes 6-12 or two separate labs of 400 sq ft each—one dedicated to classes 6-10 and the other to classes 11-12. This facility is now a compulsory requirement for schools seeking new CBSE affiliation or renewing their existing affiliation. Schools that are already affiliated with CBSE must comply with this mandate and establish these labs within three years.
The NCF-SE underscores the importance of offering students hands-on learning experiences and projects that align with their chosen skills. The development of well-equipped skill labs and vocational training centres is crucial to fostering an environment that supports practical learning and the development of essential skills.
Image Source- www.cbse.gov.in
CBSE’s initiative reflects a broader commitment to enhancing the quality of education and ensuring that students are well-prepared for the diverse opportunities that lie ahead. The establishment of these Composite Skill Labs is expected to play a pivotal role in achieving these educational goals.
The University of Southampton has been granted a licence by the Indian government to establish a comprehensive campus in India, marking a significant milestone in the internationalisation of education. The University Grants Commission (UGC) has approved the university’s plans to offer high-quality education, research, knowledge exchange, and enterprise within the country.
This forthcoming campus aims to produce world-class, work-ready graduates equipped with both specialised and transferable skills. It will engage in research and knowledge exchange in collaboration with local universities, industries, and government bodies, applying these insights to generate tangible social and economic benefits. The university’s focus is on fostering an entrepreneurial and innovative spirit in India, as highlighted in their official press release.
Mark E. Smith, President and Vice-Chancellor of the University of Southampton, commented, “In the 21st century, no university can truly be global without engaging with India. Our goal is to establish a campus that contributes to both India and the University of Southampton by merging our world-class expertise in education, research, and knowledge exchange with the immense talent of this rising global superpower.”
Professor Andrew Atherton, Vice-President International and Engagement, added, “University of Southampton Delhi NCR will be the first comprehensive international campus in India. It will promote academic collaboration and introduce an international perspective to the Indian higher education system, offering students the opportunity to earn a top 100 global degree within the country.”
Lindy Cameron, British High Commissioner to India, expressed her enthusiasm, stating, “The new University of Southampton campus will be a hub of world-class education and innovation. This collaboration will not only enhance educational excellence but also allow more British students to experience living and studying in India, further strengthening the unique bond between our two nations.”
Alison Barrett MBE, Director India at the British Council, remarked, “The University of Southampton’s decision to establish a campus in India reflects the strong educational partnership between India and the UK. This development aligns with the goals of the National Education Policy 2020 and underscores the power of education in building cross-cultural understanding and a brighter future for young people.”
Odisha has launched the Pradhan Mantri Uchchatar Shiksha Abhiyan (PM-USHA), a significant initiative aimed at elevating the state’s higher education sector. The programme was formalised through a Memorandum of Understanding (MoU) signed between the state and the Union Education Ministry, in the presence of Union Education Minister Dharmendra Pradhan, Odisha Chief Minister Mohan Charan, and state Higher Education Minister Suryabanshi Suraj.
This initiative will see the central government contribute Rs 500 crore towards the development and infrastructure of higher education institutions across Odisha. Minister Pradhan hailed August 31 as a momentous day for Odisha’s educational landscape, underscoring the programme’s alignment with the vision set forth by Prime Minister Narendra Modi in the National Education Policy, 2020.
Key Aspects of PM-USHA
PM-USHA is designed to ensure access, equity, and excellence in higher education throughout Odisha. The Centre will provide 60 percent of the grants, with the remaining 40 percent covered by the state. This transformative initiative aims to enhance Odisha’s state universities into world-class institutions, equipped with the tools to impart 21st-century skills.
Chief Minister Charan emphasised the programme’s goal of upskilling one crore students and making Odisha a beacon of knowledge. Plans to grant autonomy to state universities were also announced, focusing on curriculum improvements, teacher training, and infrastructure development.
In light of the recent reports about sex-related crimes, it’s natural to ask, “How much worse can it get?” But, “How can we make it better?” is perhaps a better question. This article explores solutions that schools, educators, society, and we as individuals can implement. Ultimately, we have a choice: either remain trapped in a vicious cycle that fosters sex offenders or teach lessons of equality, empathy, and equity to shape a safer future for our country.
Rapists are not born, they are made. They emerge when seemingly normal actions subtly elevate men above the basic principles of humanity. For example, when boys are asked to sit with girls in schools as a “punishment,” when boys are not encouraged to form healthy friendships with girls, or when girls are told to dress a certain way, concealing their individuality and their skin, these experiences serve the dual purpose of making girls feel inferior and leading boys to believe that everything wrong with society is somehow related to women. If such harmful beliefs can be taught, then lessons of empathy, respect, and equality should be even easier to instil. Proper sex education, paired with eradicating the long-standing practice of asking only girls to adapt, can help dismantle these erroneous beliefs by promoting gender equality and mutual respect.
Gender-based stereotypes that focus on what a student ‘should’ do rather than what they ‘can’ do also create an implicit obligation to follow a set path, whether towards family, profession, or society. The human mind is a pattern recogniser—we see things and assume them to be the rule. Thus, when children see their parents taking responsibility for certain tasks at home, they assume this is what happens in every household, in every place. Parents need to constantly challenge gender stereotypes to prevent their children from learning them. By dividing kitchen duties, having both parents buy essentials, both making payments, and both participating in home repairs, parents can demonstrate that duties or jobs are not assigned by gender, thereby teaching gender equality.
Sex education is also seen as a crucial solution. We’ve discussed its importance, read about its significance, and debated its benefits. Yet, we’ve failed to give it the academic and societal attention it truly deserves. With children now having unprecedented access to technology, and experiencing both the wonders and horrors of the world, addressing this issue has become even more crucial.
While efforts have been made to make sex education a mandatory course for adolescents, many states have opposed the idea, altering the course content to suit their preferences. Some schools have even gone to the extent of substituting the word “sex” with “adolescent” in the curriculum. The lack of proper sex education only exacerbates unhealthy attitudes towards sex, allowing non-consensual encounters and gender-based violence to persist. A study conducted on American students found a 56% reduction in the likelihood of sexual assault among those who received comprehensive sex education compared to those who did not. (This study, along with many others, published in the Journal of Adolescent Health, highlights the benefits of sex education, including a better understanding of consent, a decrease in unwanted pregnancies and STIs, and a reduction in sexual violence and marital rape.)
We have always waited for the government, society, and the elites to recognise problems and take action, but we often fail to realise that we are the ones who shape the government, society, and elites. When we unlearn these problematic ideologies, we create a society that doesn’t victim blame, takes serious action against heinous crimes, and welcomes people into workplaces based on their talents and merit, not on the sex they were assigned at birth. Education can either build or break the future citizens of a country. When we make these changes on our own level, we shape the future law-makers, law enforcers, and law-abiding citizens. The future is indeed in our hands.
This article is authored by Sanvi Agarwal, a Law Aspirant, passionate about women rights, gender equality, and social justice
Education
Ministry of Education Celebrates 4th Anniversary of NEP 2020 with “Shiksha Saptah” Campaign
The Ministry of Education is commemorating the 4th anniversary of the National Education Policy 2020 with a week-long campaign titled “Shiksha Saptah.” On the final day, schools nationwide are focusing on enhancing community involvement in education through the Vidyanjali and Tithi Bhojan initiatives.
Vidyanjali: Strengthening Schools through Community Involvement
Vidyanjali, a school volunteer management program run by the Department of School Education & Literacy, was launched by Prime Minister Narendra Modi on 7th September 2021. This initiative aims to improve the quality of education by involving the community, corporate social responsibility (CSR), and the private sector.
As part of the Shiksha Saptah campaign, the Department of School Education & Literacy has suggested various activities for schools. These include onboarding schools to the Vidyanjali portal and identifying local volunteers. Schools will feature active volunteers on a “Wall of Fame” and encourage principals, teachers, and students to write letters of gratitude to these volunteers.
Community awareness activities such as rallies, street plays, poster-making, and chart-making about volunteer activities are being organised. State- and district-level officials are actively participating to ensure the campaign’s success. These efforts align with the NEP 2020’s goal of increasing community participation in education.
The activities aim to build a strong support system for students and teachers, creating a better learning environment by bringing together schools, volunteers, and the community through the Vidyanjali portal (https://vidyanjali.education.gov.in/).
Education
Youth Ideathon 2024: CBSE Launches India’s Biggest Entrepreneurship Competition for School Students
ThinkStartup, India’s leading entrepreneurship education platform, in association with the Management Entrepreneurship Professional Skills Council (MEPSC) under the Ministry of Skill Development and Entrepreneurship, and the Central Board for Secondary Education (CBSE), announced the launch of the 4th edition of Youth Ideathon (YI24). This prestigious Innovation and Entrepreneurship festival aims to harness the creativity and entrepreneurial spirit of young minds across India.
The theme for this year’s Youth Ideathon is “iStartup a Good Thing for India.” The competition will be held in five stages, initially online, and is open to all school students in India, divided into Junior (Class 4 to Class 8) and Senior (Class 9 to Class 12) categories. Students will compete in teams of 3 to 5 members from the same school. The grand finale is set for October 6, 2024. Last year, the Ideathon attracted over 1.5 lakh students from more than 8,000 schools, and this year aims to see participation from over 2 lakh students across 10,000 schools.
Dr Biswajit Saha, Director (Skill Education & Training), CBSE, remarked, “Entrepreneurship is an essential pillar of the New Education Policy 2020, and the Youth Ideathon platform allows students to think bravely and showcase their talents.”
Mamta Kumari, Deputy General Manager, SIDBI, added, “Initiatives like Youth Ideathon 2024 nurture the entrepreneurial spirit among young minds, creating over 200 internships for school students in fields such as technology and digital marketing.”
Shivani Singh-Kapoor, Co-founder of ThinkStartup, emphasised the importance of nurturing young talent, stating, “Youth Ideathon empowers the next generation by nurturing high-potential student ideas with incubation support.”
The competition is supported by industry leaders such as Esri India and MediaTek. Agendra Kumar, Managing Director of Esri India, noted, “Youth Ideathon channels the creativity of young minds towards addressing pressing social, environmental, and economic challenges.”
Anku Jain, Managing Director of MediaTek India, echoed this sentiment, saying, “By supporting platforms like Youth Ideathon, we aim to generate more startups, create jobs, and cultivate groundbreaking ideas.”
Sanjeeva Shivesh, Program Director of Youth Ideathon, highlighted the new frugal startup challenge, offering Rs. 1000 cash to the top 500 teams to build a prototype or small venture.
Youth Ideathon 2024 also receives support from SheAtWork and BRICS CCI WE. Ruby Sinha, Founder of SheAtWork, stated, “Youth Ideathon addresses both SDG 4 and SDG 5 goals of quality education and gender equality.”
Participants will receive certificates, with top teams competing for incubation grants up to Rs. 100,000. Special recognition will be given to teachers, mentors, and schools with high participation rates.
Education
Internships in Top 500 Companies, Rs 5k Stipend for Youth: Key Highlights from the Education Budget 2024
Finance Minister Nirmala Sitharaman presented the Budget 2024 yesterday, marking the first budget of the BJP-led NDA after Prime Minister Narendra Modi began his third term. The budget introduced significant allocations aimed at bolstering education, employment, and skilling, with a notable allocation of Rs 1.48 lakh crore for these sectors.
Education Budget 2024: Rs 1.48 Lakh Crore Allocated
A new scheme offering internship opportunities at 500 top companies for 1 crore students over the next five years was one of the major highlights. Each student will receive a monthly stipend of Rs 5,000 and a one-time assistance payment of Rs 6,000. This initiative is designed to bridge the gap between academia and industry, providing practical experience to young learners.
“The government’s initiative to provide financial support for higher education loans up to Rs 10 lakh is commendable. This move will enhance accessibility to quality education,” said Dilip Gangaramani, Founder Director & CEO of Target Publications Pvt. Ltd. “The allocation of Rs 2 lakh crore for employment and skilling initiatives is also a positive step towards addressing youth unemployment.”
Major Employment and Skilling Schemes
The Finance Minister announced a substantial PM Package consisting of five programmes aimed at boosting employment and skilling, with a total allocation of Rs 2 lakh crore. Among these, Rs 1.48 lakh crore has been specifically allocated for education, employment, and skilling. The initiatives will skill 20 lakh youth over a five-year period, significantly contributing to the nation’s workforce by equipping young individuals with necessary skills to thrive in various industries.
25,000 Students to Avail Loan Benefits Every Year
The budget also introduced model skill loans. “Skilling loans – model skill loans schemes for up to 7 lakh rupees will benefit 25,000 students every year,” stated Finance Minister Sitharaman. This initiative aims to support students financially in acquiring necessary skills, thus enhancing their employability and career prospects.
“This year’s budget strikes a fine balance between fiscal discipline and drivers of economic and social growth. Enhanced initiatives on women empowerment and education underscore the focus on welfare schemes,” noted Dr Rakesh K Singh, Professor and Associate Dean – Academics at IMT Ghaziabad. “Structural reforms propose new policies to foster innovation and skill development in emerging areas such as AI and renewable energy.”
Comparison with Previous Budget
In the Union Budget 2023, the central government’s allocation for the education sector was Rs 1,12,898.97 crore, the highest allocation granted to the Ministry of Education at the time. The Union Budget 2024 reflects a strong focus on education, employment, and skilling, with significant investments aimed at creating a more skilled and educated workforce. The announced programmes and allocations are expected to drive improvements in educational infrastructure, job creation, and skill development across the nation.
“The government will also offer internships in 500 of India’s top companies. The companies can employ these interns through their CSR funds. As a support to employers, reimbursement of up to Rs 3,000 per month for two years towards their EPFO contribution for each additional employee will be provided,” stated Balkishan Sharma, Chairman & Founder at FVEG. “These new schemes aim to create new jobs and provide employment to well-educated youth.”
A Step Towards a Skilled Workforce
“The proposed comprehensive internship programme for one crore youth is a commendable initiative,” added Gangaramani. “These measures, if implemented effectively, can significantly boost India’s human capital development and contribute to a more skilled and employable workforce.”
The Budget 2024, with its focus on education, employment, and skilling, aligns with the nation’s developmental goals and is a welcome step forward in building a robust and future-ready workforce.
The higher education sector in India has seen a substantial increase in enrolment and rising equity over the past eight years, as revealed by the All India Survey on Higher Education (AISHE) 2021-22. The Economic Survey 2023-24, tabled in Parliament by Union Finance and Corporate Affairs Minister, Smt Nirmala Sitharaman, highlighted that total enrolment in higher education surged to nearly 4.33 crore in FY22, up from 4.14 crore in FY21 and 3.42 crore in FY15—a remarkable 26.5% increase since FY15.
This growth has been driven significantly by underprivileged sections, including SC, ST, and OBC communities, with a notable increase in female enrolment across these groups. Female enrolment in higher education jumped to 2.07 crore in FY22 from 1.57 crore in FY15, reflecting a 31.6% rise. This growing equity in higher education is expected to translate into better employment opportunities for previously disadvantaged sections of society.
India’s educational landscape is vast, with 26.52 crore students in schools, 4.33 crore in higher education, and over 11 crore learners in skilling institutions. The National Credit Framework (NCrF), announced under the National Education Policy 2020 in April 2023, serves as the foundation of a regulatory structure that promotes lifelong learning.
The Economic Survey underscores the importance of mission-mode and cost-effective implementation of educational programmes, especially at the primary level. Effective public spending on education should focus on pedagogy and governance, including monitoring teaching quality, recognising teacher performance, and employing local volunteers to ensure students are taught at the appropriate level.
India is making significant strides in research and development. The number of patents granted in FY24 nearly quadrupled from FY20, reaching almost 1,00,000. According to the World Intellectual Property Organization (WIPO), India had the highest growth in patent filings in 2022 at 31.6%. The country has improved its rank in the Global Innovation Index from 81st in 2015 to 40th in 2023.
Ph.D. enrolment has also surged, with an 81.2% increase from FY15 to FY22. Gross Expenditure on R&D (GERD) has more than doubled since FY11. The newly established National Research Foundation, ‘Anusandhan’, aims to bolster India’s R&D ecosystem with a significant financial commitment from the government.
India’s ascent in high-quality research is marked by its rise to 9th place in the Nature Index 2023, surpassing Australia and Switzerland. The government’s commitment to research and innovation is encapsulated in the interim budget of FY25, which includes a Rs. 1 lakh crore corpus for research, adopting the slogan “Jai Jawan, Jai Kisan, Jai Vigyan, Jai Anusandhan”.
The recent UNESCO report, “SDG 4 Scorecard Progress Report on National Benchmarks: Focus on Teachers,” reveals that while India is excelling in primary education, the upper secondary education sector requires significant improvements. The report, published by UNESCO, shows that India’s primary education completion rate is at an impressive 94%, nearing its 2025 benchmark of 99%. However, the upper secondary completion rate lags at 51%, against the 2025 benchmark of 84%.
India’s performance in pre-primary participation is also notable, scoring 91%, close to its target of 95%. Conversely, the country struggles with out-of-school rates and lacks sufficient data to assess minimum learning proficiency accurately.
In terms of school internet connectivity, India is making average progress across all educational levels, indicating room for enhancement. The country performs well in the pre-primary teacher training sector, meeting its 2025 benchmark of 95%.
Overall, while India’s primary education sector is performing well, the secondary education sector, especially the upper secondary level, needs focused attention to meet the set benchmarks. The report highlights that 79% of countries have submitted national targets for SDG 4 indicators, with India making strides in some areas but still requiring significant efforts in others.
Education
Workshop on Writing Textbooks in Bharatiya Bhasha for Higher Education Inaugurated by Dr. Sukanta Majumdar
The Minister of State for Education, Dr. Sukanta Majumdar has inaugurated a workshop for Vice Chancellors on the writing of textbooks in Bharatiya Bhasha for higher education in New Delhi. Organised by the University Grants Commission (UGC) and Bharatiya Bhasha Samiti (BBS), the event saw the presence of eminent academicians, including Shri K. Sanjay Murthy, Prof. Chamu Krishna Shastry, and Prof. M. Jagadesh Kumar.
Dr. Majumdar emphasized the importance of developing study materials in Indian languages to reflect the country’s linguistic diversity and ensure accessible education. He highlighted the National Education Policy (NEP) 2020’s role in inspiring youth and expressed gratitude to Prime Minister Narendra Modi and Education Minister Dharmendra Pradhan for their visionary leadership.
Prof. Chamu Krishna Shastry and Prof. M. Jagadesh Kumar shared insights on developing a Bharatiya Bhasha Ecosystem. During the valedictory session, Shri K. Sanjay Murthy launched three projects: ASMITA, Bahubhasha Shabdkosh, and Real-time Translation Architecture. These initiatives aim to produce 22,000 books in 22 scheduled languages, create a grand repository of multilingual dictionaries, and enhance real-time translation capabilities.
Over 150 Vice Chancellors participated in the workshop, organized into 12 groups to plan and develop textbooks in 12 regional languages. The discussions focused on creating new textbooks, establishing standard vocabularies, and improving current textbooks with an emphasis on Indian Knowledge Systems (IKS). The event concluded with a Q&A session addressing queries from participants.
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