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Need of the hour: Special status for teachers
PARVATHY JAYAKRISHNAN examines the many valid reasons why teachers need to be given the respect, remuneration, safety and security they deserve
A teacher fills in as a parent in the formative years of a child, she/he guides and corrects a child when he make mistakes, encourages students to reach for the stars and applauds their achievements. All packed in one, a teacher’s role is not an easy one. A teacher sometimes takes on the role of a parent, a friend, a confidant and much more. A student spends so many years interacting with his/her teachers on a daily basis and the role of a teacher in a student’s life cannot be replaced by any other professional in society. And clearly, it is the teachers who are responsible for building good citizens. Hence, good teachers are truly what a country needs to move forward. The unfortunate reality is, despite all these responsibilities and roles resting on a country’s teachers, they not given the respect and special status they truly deserve.
An army man in uniform or a doctor is well-respected in our society. In some states, patients remove their footwear before entering a doctor’s chamber as a mark of respect – the kind of respect that you give God while entering a place of worship. We smile and sometimes even bow our heads as a mark of respect when we see an army man in uniform. However, the work and efforts of teachers are more often than not ignored in our society. Is it a kind of conditioning that we are brought up with?
We are very proud of our sacred guru-shishya parampara, which is a tradition of spiritual relationship and mentoring where learning is transmitted from a guru "teacher" to a shishya "disciple". Such knowledge, whether it be Vedic, agamic, architectural, musical or spiritual, is imparted through the developing relationship between the guru and the disciple. We talk ever so proudly about our Gurukul system of learning where the students live near the guru or in the same house as the guru and learn lessons of life from the guru. The guru does this without accepting any fees from the students because the relationship between a teacher and student is considered sacred.
Sonal Ahuja, Learning evangelist, founder, House of Learning explains that for thousands of years, the Indian subcontinent revered its teachers to the highest level. “Indian tradition dictated that teachers must be treated with respect that paralleled kings. The Mahabharata famously depicted the story of Eklavya, a gifted archer who cut off this thumb as Guru Dakshina to show his unconditional gratitude to his Guru, Drona.”
So, we cannot completely blame our conditioning because our traditions and values teach us to respect “the teacher” the same way that you respect God. Then where did we go wrong and why aren’t teachers today given the kind of respect they deserve?
Urvashi Warman, Principal, The Palace School, The City Palace, Jaipur believes that the government needs to step in and set high parameters for teacher selection. She says, “When we have such stringent standards set at the entry level for doctors and engineers, why are we so lax in raising the bar at the entry level to become a teacher … a teacher who actually helps to give good doctors and engineers to the society? The government should also set decent rates for monthly emoluments so the teacher is not forced to indulge in additional commercial activities to make two ends meet. This by far is diluting not only the standard of education being imparted but is also lowering the stature of a teacher as he gets relegated to the level of a commercial tutor rather than getting elevated to the pedestal of an Acharya or Guru.”
Shalini Dahiya, educator, Modern School – Barakhamba Road, New Delhi explains why teaching is underrated today.
“Occupational status depends on the public valuing of the competence, role and overall contribution of a particular occupation to individual and social welfare.
Teachers are struggling for a special status as firstly they are not considered as a temple of knowledge or a good character building instrument, with the surge of social media and too much of information available on the internet.”
Teachers in other countries
Japan
Japan is one of the countries in the world where the teaching profession is respected and valued. Here’s how they make sure that teachers are given the special status they deserve…
Teachers in Japan have traditionally been paid better than other civil servants. Japan’s average teacher salary for a lower secondary school teacher after 15 years of service is US$47,561, as compared to the OECD (Organisation for Economic Co-operation and Development) average of US$40,569. Following WWII, over concerns about teacher shortages, the Prime Minister decreed that teachers would be paid 30 percent more than other civil servants. Although this gap has decreased over the last 50 years, by law teachers remain relatively highly paid among civil servants. Also, teacher salaries do not vary much across the country because teachers are paid from both the national government and the prefecture government so they are relatively consistent regardless of an area’s income levels or property values.
In Japan, teachers are addressed with the honorific sensei, a term also used when addressing a doctor or member of Parliament. Teachers are held in such high regard that they are often contacted before parents by the police if a student is in trouble with the law.
The teaching profession in Japan is also highly selective which ensures that only the best and most committed teachers enter the profession. Those who do make the cut only do so after a rigorous set of school board exams and evaluations and teachers must hold a degree from an institution of higher education.
Finland
The Finland education system regularly tops the international Pisa performance rankings and the teachers need to take the credit for it. Finland’s teachers are different from the rest of the world because they believe that extensive training is the basis for giving teachers the autonomy to work the way they want. The result is a highly prized profession and good education system. This has even led to educational tourists coming in to learn the Finnish experience. The high-level training is the basis for giving young teachers a great deal of autonomy to choose what methods they use in the classroom – in contrast to most countries where teaching feels like a profession that oscillates between administration and giving tests to students. In Finland, teachers are largely free from external requirements such as inspection, standardised testing and government control – school inspections were scrapped in the 1990s. In Finland, teachers are given high-quality education so that they know how to use the freedom they are given in the classroom and they learn to solve problems in a research-based way.
China
The 2013 Varkey Foundation Global teacher status index report revealed that it is only in China that people think of teachers are being most closely compared to doctors. In the US, Brazil, France and Turkey, people thought teachers were most similar to librarians and in New Zealand people think the job of teaching is most similar to nursing. The report found that teachers in China have the highest level of public respect. Most foreign English teachers in China receive benefits like free or reimbursed airfare to and from their home country, and/or free furnished housing. Many teachers also receive health insurance and paid vacation. It is one of the few countries where parents were most likely to encourage their kids to become teachers.
Respect and remuneration
One important dimension of how an occupation is regarded, and which is inextricably linked to standing or social status, is pay. An individual’s standing in a culture depends on how much they are paid in absolute or relative terms.
The 7th Pay Commission, launched in September 2015 ensured that the teachers in primary schools, secondary and higher secondary schools, colleges and universities get a hiked net salary of 16 per cent. However, the yearly increment of 3 percent did not change.
Dr. Dheeraj Mehrotra, National Teacher Awardee 2005 & Academic Evangelist, Next Education India believes that “The imbalance from the teaching profession, highlights a great divide with narration of unethical practices of low salary and refund of said amount via account transfer as reverse payment. There must be a check on equal pay for all grades and at all levels.”
It is important that teachers are provided with a substantial yearly increment to prevent attrition and keep them motivated. Also, there is a huge gap between the salaries of a primary school teacher and a high school teacher. This gap needs to be addressed as primary school teachers are equally important and this has to be shown by ensuring their salaries are on par with the rest.
Urvashi Warman, Principal, The Palace School, The City Palace, Jaipur avers, “The teacher is by far a silent sentinel of a country's future and if this sentinel is not compensated adequately in terms of financial and social security, the country's future is sure to be doomed. This doom is inevitable because the poorly compensated teacher, who is a role model for his students,is sure to indulge in acts which totally demean his stature and thus sets a poor example for his students to emulate.”
According to Dr Jagpreet Singh, Headmaster, The Punjab Public School, Nabha, “The primary reason we all work is for money – so teachers should get their due financial recognition which will definitely bring young, intellectual people into this noble profession. Proper management of funds by the school authorities should be done and teachers should be given regular incentives and bonuses on the basis of their performance. ”
Measures to ensure teachers’ financial stability
Teaching is a profession which requires going beyond the call of duty to deliver great results. Financial stability is a must for teachers and the government must bring in special allowances and privileges for teachers so that they can sustain themselves well without having to find secondary jobs to make ends meet. The remuneration you receive is also a sign of your value to the school and an underpaid teacher will always feel unimportant.
Teachers can be granted allowances based on the number of years of service or excellence in their work. It is worth a thought whether the salaries of teachers need to be taxed at all or even if they are taxed, there needs to be a separate slab which will ensure minimal taxation.
Every school can also ensure that a teacher’s child learns for free or is given a subsidized fee.
Lavita Kacker, Head of Department- Social Sciences, Sacred Heart School, Kalyan suggests that “Financial stability measures for teachers may include provision of housing allowances, reduction in taxation on income, attractive investment schemes, medical reimbursement, concession on public transport and better pension facilities.”
Shraddha Bhatnagar, Headmistress (Head of Cambridge Section), Seedling World School, Udaipur wishes that the government checks the imbalance between salaries of teachers in private and government-run schools.
Proper remuneration is important to boost a teacher’s self-confidence and make her/him feel secure in the job. Yearly increments and bonuses are also required for the same reason. A job which does not do that will, at some point, end up being taxing.
“The pay commissions are restricted to government aided, affiliated and government run schools. There is no start up point for early childhood sector and private schools where teachers are exploited with low pay scales. A respectful minimum pay scale should be mandatory for schools to pay to their teachers. There should be levels of training with specialisations in teaching as in the medical field and accordingly a pay scale armed with good gratuity, pension, and life covers for financial stability,” says Smriti Agarwal, Sr. Headmistress, Podar Jumbo Kids Powai, Mumbai.
Kavitha Vyas, Director, Crystal Kids Pre-School, Vadodara mentions that job security is absolutely necessary to ensure a teacher’s financial stability. They can be trained further for higher grades and regular promotions to improve their pay scale. More social security and medical benefits for their family are also required, she maintains.
Safety for teachers in schools
It is not uncommon today to hear the news of a teacher being stabbed by a student or attacked by an adult or a mob in the school premises. So tricky is the state of affairs today that teachers are often scared of even punishing a child for doing wrong for fear of his/her own safety. Safety of students in schools is always talked about as a priority that is pursued by parents. However, a school should also provide safety and support to its teachers so that they can function normally and without fear. Merely providing compensation to the family of the deceased is not a solution to the problem. Teachers need to feel safe to do their job faithfully and without fear. School authorities need to ensure this happens. Parents also need to teach their children the importance of teachers in their lives.
According to Dr Jagpreet Singh, Headmaster, The Punjab Public School, Nabha, “A school should be as safe for a teacher as it is for a student. Rather than enforcing restrictive discipline among children, the parents should take equal responsibility of bringing up their children and instil strong moral values and ethics.”
Speaking about the need for an emergency response system,Yasin Khatri, Sacred Heart School, Kalyan explains that teachers must be trained to handle any crisis that takes place around them. The feasibility of the emergency response system must be checked through frequent mock drills at school. “Students must be sensitised and teachers should be trained to identify such cases within the classroom or around. Immediate psychological help must be provided to pupils who need it.”
Priyanka Singh, ICT Educator, The HDFC School, Gurgaon emphasises that schools should have a security check system at the entrance so that people cannot enter a school premise with weapons. She also suggests schools have a police booth in its vicinity so that help can be immediately sought in case of any mishaps.
“The Government must have good health care and on-call medical facilities in every school across the country. Metal detectors and CCTV cameras should be installed within the school. EQ and IQ evaluation of students should be conducted to identify problems amongst students. Uniform level of safety and security measures for all schools should be ensured,” says Lavita Kacker, Head of Department – Social Sciences, Sacred Heart School, Kalyan.
Suggesting that self-defence for teachers can be part of the teacher training programme, Smriti Agarwal, Sr. Headmistress, Podar Jumbo Kids Powai, Mumbai also advocates instant justice and firm law in cases where teachers are physically, emotionally or sexually harassed, so that it creates a sense of fear in any individual towards the consequences of such an act.
Urvashi Warman, Principal, The Palace School, The City Palace, Jaipur has a different opinion on how to tackle the safety issue of teachers in schools. She says, “The solution to violence in schools does not lie in turning the school or any educational institute into a fortress. The solution lies in empowering the teaching faculty with proper life skills which they need to impart to students from a very young age. When the student community is sensitised and learns how to deal with issues like rejection, failures, grief, disappointment and general strengthening of the emotional quotient, the problem of increase in violence is sure to dissipate very soon.”
What we can do to ensure teachers are respected
The role of teachers is paramount in shaping the future of the country. The government should include teachers while reforming educational policies. With the digitisation of education happening at a rapid pace, the role of teachers is also changing drastically. Today, teachers are taking on roles of being advisors, friends and disciplinarians to students rather than the conventional role of a teacher who only explains what is there in the textbook. However, the role of a teacher is indispensable in a student’s life and it is imperative that the student understands it and respects the teacher accordingly.
Suman Sood, Territory Head, Kolkata Chapter, Early Childhood Association explains the importance of giving grants to teachers so that they can better themselves. She says “Involved and passionate teachers are always wanting to do things differently so that they may enhance learning of their students. Innovative teaching is important, but it can be expensive. The US model of giving grants to teachers for enhancing their skills and using funds for buying teaching aids can be followed for our teachers. Some of the grants given may be Professional Development Grants for Teachers, Funds for Classroom Enrichment/Student Achievement, STEM Grants, and Humanities Grants.”
Shraddha Bhatnagar, Headmistress (Head of Cambridge Section), Seedling World School, Udaipur suggests, “Government can think of rewarding/awarding teachers annually for their outstanding contributions. One of these rewards can be the official use of the upaadhi ‘Guruji’ or ‘Gurudev’ with their names.”
Summary
Verbally, we talk highly of teachers, praise their work and value them. But mere lip service is not enough. We need to show it by giving them the special status they truly deserve; by showing them that they are indeed doing a selfless job in raising citizens of this nation. We can take a leaf out of the books of some of the nations who treat their teachers on par with other noble professions and provide them with special rights. We need to make our teachers feel safe, secure and wanted.
To make sure that teachers continue in the same profession, we need to ensure that they are guaranteed financial stability and substantial yearly increments. A change in the mindset of parents is also very much required. It is very common to see parents wanting to see their children become doctors or engineers; we need to encourage our children to become teachers as well as ensure that the teaching profession is on par with any other profession. To facilitate this better, the salaries in the teaching profession need to be on par with those of other professions. Let us bring back the glory of the teaching profession from the days of Dronacharya or Ved Vyas and ensure that teachers today are treated with love and respect. We need to make a strong effort for this but together, we can.
What teachers want…
“Financial security being the top priority, recognition for their selfless service in the upbringing of others’ children which goes unnoticed. Teachers posted in remote areas should get extra allowances. Quality time to spend with family will work as an incentive in improving their output. Also, monitoring through CCTVs should be focused on students’ actions rather than teachers.”
Dr Jagpreet Singh, Headmaster, The Punjab Public School, Nabha
“Matching teachers’ salary to the best salary in the market is a must. Sponsorship of teachers to visit schools across the world to learn the best practices is important. Collaboration among Indian teachers and creating a forum of teachers to share best practices is also necessary. Teacher education courses should be enhanced and the process for it should be eased.”
Mohammed Azhar, Principal, Knowledge Academy School, Chennai
“Teacher (Tr.) Title should be given to teachers and Sr. Tr. to teachers who have been into the teaching profession with a minimum of 15 years. A requisite of a Teachers’ Club in every city with provisions for teachers' welfare and community should be there. To teach is to preach; teaching is no doubt the most trusted profession in the world. Let teachers be recognised and saluted for their commitment towards enriching young minds and igniting them towards becoming prosperous nation builders of tomorrow.”
Dr Dheeraj Mehrotra, National Teacher Awardee 2005 & Academic Evangelist, Next Education India
“Funding needs to be provided for innovative teacher education, for programmes that target minority teacher recruitment, and for increased collaboration between universities and schools in preparation of teachers so that more participation and encouragement is provided to teachers coming from rural areas. Private sector teachers should also get benefits similar to the government set up. There should be provisions for continuous professional development, trips and excursions as a team building activity.”
Priyanka Singh, ICT Educator, The HDFC School, Gurgaon
“The Government of India should give teachers a professional designation and respect like those given to army personnel because the same way that the army defends the nation, teachers too defend the citizens from illiteracy, poverty, ignorance, unemployment, superstitions, mental and social evils. Their privileges could include subsidised accommodation, annual medical checkups and medical aid, standardised salaries, transport allowance, opportunities for professional development, work from home, financial incentives, better pension and retirement plans.”
Lavita Kacker, Head of Department – Social Sciences, Sacred Heart School, Kalyan.
“The government can do a lot to change this scenario and create an atmosphere of great respect for teachers throughout the nation. This can be done by reiterating through various government campaigns and highlighting achievements of exceptional teachers. Following can be some privileges that can be given to teachers:
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Special considerations in all government-related jobs such as making passports, getting medical assistance, legal proceedings etc.
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Teachers to get special privileges like subsidised passes in railways, airlines and bus services.
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Subsidies on electricity and water bills.”
Shraddha Bhatnagar, Headmistress (Head of Cambridge Section), Seedling World School, Sapetiya, Udaipur
“Our government needs to attach value to teacher training and the profession with the same benefits and royal respect that the Indian Army gets. Like a civilian salutes a man in uniform when they come across him, there should be a bow to a teacher. The Government of India has not formed universities for teachers, regulations and government-accredited qualifications and national awards for teachers, which are prevalent in some countries. The most pertinent sector of early childhood education is the most neglected and sidelined. Let’s start from the roots, right from the very beginning and reap the fruits. Teachers need to be given an identity before discussing about privileges. Teaching is treated as a part time job for women. Doctors, engineers, IAS, IPS officers and defence personnel and other government officials are given the benefits of accommodation, respect and a standing in the society. The same attitude is lacking for teachers. Before special privileges, let’s make the basic amenities like resources, toilets, clean environment and good school buildings for teachers to give them a better workplace.”
Smriti Agarwal, Sr. Headmistress , Podar Jumbo Kids Powai, Mumbai
“The same way that a doctor can add his degree as a prefix to his name, a respectable term should also be given to the teacher. Also, government advertisements promote and encourage citizens to join the defence system of the country. There need to be advertisements to promote teaching as well.”
Sonal Chawla, Head of Department – Mathematics, Sacred Heart School, Kalyan
“The student-teacher ratio must be brought down. A higher ratio makes the job even tougher for teachers. Proper and timely payment of wages is a must. But the fact is that appreciation in form of financial incentive is not a very popular culture across our country. Delayed salaries and delay in implementation of the pay commission is a very common scene. Teachers, particularly in government aided schools, are compelled to do clerical jobs. This must completely stop.”
Yasin Khatri, Sacred Heart School, Kalyan
In a thrilling, high-energy competition, the Indian Debating League (IDL) 3.0, which brought together 450 schools across 25 States and Union Territories across the country, successfully concluded its highly anticipated Finale at IIT Delhi today. Team Maharashtra won the coveted title of Indian Debating League in the Middle school category (IDL) 2023- 3rd Edition while Team Haryana stood first in the Junior & Senior school category. This event has not only showcased the remarkable talent of our nation’s young debaters but also underscored the importance of exploring our cultural roots across the Eras and reclaiming our heritage. The event promised a dynamic exchange of ideas, with a distinguished panel of Judges from IIT DebSoc. Global Language learning leader, Burlington English and Indian Debating League (IDL) hosted the finals of the Indian Debating League at IIT Delhi.
This year’s edition attracted participation from schools from all corners of India, including Vasant Valley, New Delhi; Step by Step, Noida; Strawberry Fields High School, Chandigarh; Dhirubhai Ambani International School, Mumbai; Learning Paths School, Punjab; Jammu Sanskriti School; Kanha Makhan Public School, Vrindavan; Billabong High International, Jabalpur; American International School, Chennai; Woodstock School, Mussoorie; NASR School, Hyderabad and Jayshree Periwal International School, Jaipur.
Amit Baveja, MD, Burlington English India said, “As we conclude the exhilarating journey of the Indian Debating League 3.0 Finals, Burlington English is proud to stand alongside IDL and IIT Delhi in fostering a culture of eloquence, critical thinking, and collaborative learning. As an extension to our commitment towards the New Education Policy 2023 that strongly emphasizes developing oral, written, and digital communication skills, to enable effective expression of ideas and collaboration among students, we align seamlessly with the spirit of this competition. We believe that through platforms like IDL, we are not just shaping skilled debaters but contributing to the development of articulate leaders for tomorrow.”
Renowned and celebrated for fostering 21st-century skills in a gamified, engaging format, the Indian Debating League is a unique format modeled on the IPL. Having partnered with Debate Coaches from the top 10 countries on the WSDC Leaderboard, they are keen to put Indian Student Talent on top, tangibility ensuring recognition.
Commending the IDL 3.0 Finale, Rajnish Kumar, co-author of “The Power and Curiosity” and COO, of National e-Governance Division, Digital India Corporation said “Curiosity and the art of debate are two powerful forces that drive intellectual exploration and foster a deeper understanding of the world around us. These interconnected aspects of learning not only stimulate critical thinking but also ignite a passion for knowledge and discovery. When combined with the art of debate, curiosity becomes even more potent. Debates like this can empower individuals to become lifelong learners, critical thinkers, and active participants in shaping a more informed and inclusive society.
Kamal Kashyap, Founder, and CTO of, Indian Debating League said, “In a month the Olympics of Debating will happen at WUDC Vietnam, setting the trend for the hiring of University Coaches at Harvard, Stanford, and Oxford, as well as National Debate Coaches and Judging Paradigm for contemporary themes around the world. Our national Debating Leagues like IDL 3.0, Republic Day Forensics, Frankenstein Sustainability, as well as mentoring the 350+ Adjudicator Landscape for India is the foundation upon which we look forward to leapfrog in building future skills.”
The final Event at IIT Delhi was an electrifying display of oratory skills by contestants from 3rd to 12th grades, engaging with the theme The Odyssey of India- Ancient India to AI Led India, rethinking culture and reclaiming our heritage.
The Association of Chartered Certified Accountants (ACCA) is thrilled to announce the signing of a groundbreaking memorandum of understanding (MoU) with the esteemed Indian Institute of Management Kozhikode (IIMK). This collaboration marks a significant leap forward in advancing academic and professional growth within the realms of accounting, finance, and management. The MoU was formalized between the representatives of the two leading institutions – Md. Sajid Khan, Director – India, ACCA, and Lt Col MKK Mohan (Retd), Consultant General Administration, IIM Kozhikode, in the presence of senior officials from ACCA and IIMK.
The strategic alliance between ACCA, a globally recognized professional accountancy body providing qualifications and advancing standards in accountancy worldwide, and IIMK, renowned for its unwavering commitment to academic excellence, establishes a robust framework for mutual cooperation. This collaboration is poised to enhance educational offerings, skills development, and career opportunities for students pursuing disciplines related to accounting, finance, and management.
Under this transformative partnership, students at IIMK will gain exclusive access to a comprehensive suite of resources, including specialized training programs, workshops, and certifications offered by ACCA.
Furthermore, this collaboration extends to the esteemed faculty members of the Finance, Accounting & Control department at IIMK, who will benefit from collaborative research opportunities, professional development activities, and access to ACCA’s extensive network of industry experts. This exchange of knowledge and expertise promises to elevate the academic environment, ensuring that the curriculum remains at the forefront of industry trends and best practices in accounting, finance, and management.
Md. Sajid Khan, Director-India, ACCA said: “We’re delighted to be collaborating with IIMK. Our organizations share a commitment to excellence in their respective fields, and this is a win-win situation for both organizations. ACCA, with its global presence and unparalleled network, is well poised to play its part in supporting and furthering IIMK’s motto and agenda of ‘Globalising Indian Thought.”
Prof. Debashis Chatterjee, Director IIM Kozhikode added, “Collaborations such as these bring the best of business education and technical know-how and are fundamental to promoting research, training, academics, and financial expertise to overcome the global skill gap. IIM Kozhikode, along with ACCA, is privileged to play its part in nation-building and training the best of the best to take on emerging global market challenges head-on.”
The signing of this MoU between ACCA and IIMK underscores a shared vision to bridge the gap between academia and industry, creating a seamless pathway for students to transition into the workforce. This partnership reaffirms the commitment of both entities to excellence in accounting education and the advancement of the accounting profession.
IIM Kozhikode faculty members present for the signing of the MoU included – Prof. Rajesh Upadhyayula (Dean – Programmes), Prof. Sudershan Kuntluru, Prof. Ramprasath L, Prof. Rachappa Shette, Prof. VG Sridharan, and Prof. Qambar Abidi. Other members present from ACCA were: Ms. Naina VG – Head – Employer Relationships – India, Mr. Sivakumar Vijayavelu – Manager of Employer relationships – India, and Mr. Christopher S Dhas – Lead of education Partner Relationships (South India).
News
Last Date To Submit Applications Under National Means Cum Merit Scholarship Scheme Extended Up To 31 December
The last date for submission of applications for NMMSS for the year 2023-24 is 31st December 2023. Under the ‘National Means-cum-Merit Scholarship Scheme’ scholarships are awarded to meritorious students of economically weaker sections to arrest their drop out at class VIII and encourage them to continue their education at the secondary stage. One lakh fresh scholarships are awarded to selected students from class IX every year and their continuation/renewal in classes X to XII for students studying in State Government, Government-aided, and local body schools. The amount of the scholarship is Rs. 12000/- per annum.
The National Means cum Merit Scholarship Scheme (NMMSS) is boarded on the National Scholarship Portal (NSP) – a one-stop platform for scholarship schemes given to students. NMMSS scholarships are disbursed directly into the bank accounts of selected students by electronic transfer through the Public Financial Management System (PFMS) following the DBT mode. This is a Central Sector Scheme.
Students whose parental income from all sources is not more than Rs. 3,50,000/- per annum are eligible to avail of the scholarships. The students must have a minimum of 55% marks or equivalent grade in the Class VII examination to appear in the selection test for the award of a scholarship (relaxable by 5% for SC/ST students).
There are two levels of verification, L1 is the Institute Nodal Officer (INO) Level and L2 is the District Nodal Officer (DNO) Level. The last date for INO level (L1) verification is 15th January 2024 and for DNO level (L2) verification is 30th January 2024.
Imarticus Learning, a leading Indian ed-tech platform, recently released the “Data Science Education Report 2023,” forecasting a significant surge in the global data science education sector. According to the report, the sector is poised to reach an impressive $378.7 billion by 2030, with India’s data science education market expected to reach $1.391 billion by 2028—a remarkable leap from $204.23 million in 2023, exhibiting a compound annual growth rate (CAGR) of 57.52%.
This substantial growth is attributed to a paradigm shift toward data-driven decision-making across diverse industries. Simultaneously, the online education sector is predicted to experience remarkable expansion, escalating from $76.20 million to $533.69 million.
In the realm of job market and recruitment trends, the report identifies data scientists, data analysts, business analysts, and big data engineers as the most in-demand roles. Presently, there are 215,793 open positions in the big data and analytics job market, with projections indicating a surge to over 338,000 by 2028. Key players such as Amazon, AWS, Bain and Company, Deloitte, Ernst & Young, and Google are actively seeking data science professionals, offering competitive annual remuneration packages ranging from Rs 6.5 lakh to Rs 35.1 lakh.
India is solidifying its position as a global powerhouse for big data analytics with an estimated 30.1% CAGR. The industry is set to grow from $5.7 billion in 2022 to a substantial $30.7 billion by 2027. During this period, India is expected to capture 32% of the global analytics market, creating significant educational and employment opportunities.
The report identifies key roles driving the expansion of the data science sector, with Data Scientists (10.9%), data analysts (10.7%), and business analysts (10%) leading the pack. Financial analysts (5.3%), big data engineers (4.2%), data specialists (1.2%), business intelligence analysts (1.2%), and data science managers (0.9%) are also in high demand. Furthermore, the report highlights a growing demand for professionals with expertise in natural language processing (NLP) and computer vision, technologies fueling innovation in AI applications across various industries.
Imarticus Learning recommends sustained investments in AI research and development as crucial areas for educational institutes to align with industry demands. Nikhil Barshikar, Founder and CEO of Imarticus Learning, emphasizes the importance of nurturing the data scientists of tomorrow, stating, “The Data Science Education Report 2023 reflects India’s growing interest in data science education. It’s more than simply education; it’s a journey into the future, one data scientist at a time.”
The Ministry of Education has launched the third phase of Yuva Sangam, a program designed under the ‘Ek Bharat Shreshtha Bharat’ initiative. In this phase, a delegation of 50 students from diverse parts of Madhya Pradesh is embarking on a cultural-cum-educational tour to West Bengal.
The primary objective of Yuva Sangam is to promote experiential learning and acquaint youth with the rich diversity of India. This program offers an immersive experience covering various facets of life, developmental landmarks, architectural and engineering marvels, industrial progress, and recent achievements in the host state. Emphasizing people-to-people connections, the Ministry of Education stated that exposure tours will be conducted throughout November and December 2023 as part of the ongoing phase.
The participants, mainly students from Higher Educational Institutions (HEIs) and individuals aged 18-30 from across the nation, will be traveling to their paired states. The exposure tours will focus on five broad areas: Paryatan (Tourism), Parampara (Traditions), Pragati (Development), Prodyogik (Technology), and Paraspar Sampark (People-to-people connect) in the host states.
Yuva Sangam Phase-III encompasses the involvement of 22 States and Union Territories, with Higher Education Institutions paired for exposure tours, such as Central Tribal University of Andhra Pradesh-IIT Delhi, IIT Dharwad-IIT Ropar, SPPU Pune-IIT Guwahati, IIT Hyderabad-BHU Varanasi, IIM Trichy-IIIT Kota, IIM Sambalpur-NIT Calicut, IIITDM Jabalpur-IIT Kharagpur, IIIT Ranchi-NIT Kurukshetra, NIT Goa-IIT Bhilai, and IIM Bodhgaya-IIIT Surat.
Building upon the success of the first two phases, which engaged over 2000 participants, the third phase is expected to generate considerable enthusiasm and vigor. This initiative aligns with the ‘Ek Bharat Shreshtha Bharat’ vision of the Government of India, aiming to expand the intellectual horizons of young individuals and sensitize them to India’s diversity, fostering a more connected, empathetic, and technologically robust future.
Affirming the constitutional right to education for all students, irrespective of their backgrounds, the Kerala High Court issued a noteworthy interim order on Thursday. The court emphasized that educational authorities should prioritize safeguarding this fundamental right over endorsing non-educational activities.
The order was issued in response to the state educational authorities’ plan to send school students to the Nava Kerala Sadas, an event organized in the state under the leadership of Chief Minister Pinarayi Vijayan and his cabinet.
Justice Devan Ramachandran, in the interim order, warned headmasters and principals of schools not to subject any students to activities outside the educational curriculum on the instructions of the official respondents in this case. The court highlighted that the right to education is constitutionally protected for every student, regardless of their class, creed, or status. It asserted that the duty of educational authorities is to safeguard this right rather than encourage students to participate in non-educational activities.
During the court hearing, the government assured that no child would be compelled or encouraged to participate in any event across the districts of Kerala. Despite considering closing the writ petition based on this assurance, Justice Ramachandran stated that it is crucial to ensure that authorities do not abuse their powers in the future.
Students who have successfully completed their 10+2 education without including biology in their curriculum are now deemed eligible to participate in the National Eligibility cum Entrance Test (Undergraduate) or NEET (UG), as per the latest guidelines issued by the National Medical Commission (NMC).
The updated regulations, effective from June 2, 2023, bring about a significant change in the eligibility criteria. According to Regulation 11(b), candidates who have passed 10+2 with physics, chemistry, biology/biotechnology, and English from any recognized board are now eligible to appear for NEET-UG. This marks a departure from the previous requirement, which mandated the inclusion of biology or biotechnology as a core subject.
This revision comes in response to a series of queries and legal challenges related to eligibility criteria in medical education. Previously, under the Regulations on Graduate Medical Education, 1997, candidates pursuing MBBS had to complete two years of continuous study in physics, chemistry, biology/biotechnology, and English during their 11th and 12th grades. The Delhi High Court nullified these provisions in 2018, affecting candidates seeking admission to foreign medical institutions.
In an effort to address these issues, the NMC introduced the Graduate Medical Education Regulations, 2023. The new regulations not only make candidates without biology eligible for NEET-UG but also apply retrospectively, providing relief to those whose applications for eligibility certificates were previously rejected.
In a meeting held on June 14, 2023, the NMC, taking into account the flexibility offered by the New Education Policy, decided to revisit its earlier stance. Candidates can now study the required subjects as additional subjects after completing Class 12th from recognized boards and still remain eligible for NEET-UG and the Eligibility Certificate.
This decision has broader implications as it not only resolves pending court cases but also allows candidates who have become eligible post this announcement to participate in NEET-UG 2024. Additionally, court cases filed by the Medical Council of India (MCI)/NMC will be withdrawn, and the updated position will be presented in ongoing litigations filed by candidates against the MCI/NMC for a more expeditious resolution.
President Droupadi Murmu marked the culmination of her Odisha visit by inaugurating the ‘New Education for New India’ campaign, orchestrated by the Brahma Kumaris in Sambalpur. This initiative, designed to instill values and elevate the consciousness of students, is poised to contribute to the creation of a more enlightened and ethical society.
During her address at the launch, President Murmu underscored the pivotal role of education in societal transformation. She emphasized that foundational to our culture are moral and human values such as service, equality, and sympathy. The President urged the youth to familiarize themselves with these ideals, stressing the importance of caring for elderly parents and marginalized sections of society to foster positive societal development.
President Murmu articulated that moral education is a catalyst for personal and societal growth, bringing about positive transformations. By instilling life values of compassion, kindness, friendship, and fraternity, moral education cultivates an awareness that can lead to constructive changes within individuals and, consequently, contribute to the betterment of society.
Expressing her satisfaction, President Murmu commended Prajapita Brahma Kumaris Ishwariya Vishwa Vidyalaya for its commitment to paving the way to happiness, peace, and joy. Through character-building, self-realization, and divine experiences, the organization is actively contributing to the positive development of individuals and the community.
The ‘New Education for New India’ campaign, inaugurated by President Murmu, serves as a significant step towards fostering a values-driven educational landscape for the youth in Sambalpur and beyond.
A high-level panel led by C I Issac has recommended the inclusion of epics such as the Ramayana and the Mahabharata in social sciences textbooks, as well as inscribing the Preamble of the Constitution on classroom walls. The seven-member committee, formed last year, has put forth various suggestions for the final position paper on social sciences, a pivotal document guiding the development of new textbooks by the National Council for Educational Research and Training (NCERT).
The NCERT has not yet made a decision on these recommendations. C I Issac, the committee chairperson, highlighted the importance of teaching epics like the Ramayana and Mahabharata in the social sciences syllabus, asserting that it fosters self-esteem, patriotism, and pride in the nation among students in their teenage years. Issac expressed concern about a lack of patriotism leading to many students seeking citizenship in other countries and stressed the need for a deeper understanding of one’s roots and culture.
Emphasizing the significance of incorporating these epics into the curriculum, Issac acknowledged that while some boards already cover them, a more comprehensive approach is necessary. Additionally, the panel suggested replacing the term ‘India’ with ‘Bharat’ in textbooks, introducing ‘Classical History’ in lieu of ancient History, and highlighting “Hindu victories” in textbooks for classes 3 to 12.
Issac underscored the nobility of the Preamble, which values social ideals like democracy and secularism. As a result, the panel recommended displaying the Preamble on classroom walls to enhance understanding and learning. The NCERT is currently revising the school curriculum in alignment with the National Education Policy (NEP) 2020, with the anticipation that the new textbooks will be ready for the next academic session.
The recommendations made by the panel will be considered by the 19-member National Syllabus and Teaching Learning Material Committee (NSTC), established in July, tasked with finalizing the curriculum, textbooks, and learning materials for these classes.
In a recent announcement, the Union Education Minister, Dharmendra Pradhan, revealed that the Central Government has allocated Rs 100 crore for initiatives aimed at incorporating Vedas and Indian languages into the educational curriculum.
As part of this initiative, students who successfully pass the Veda Bhushan examination at the Class X level and the Veda Vibhushan examination at the Class XII level, conducted by Vedic boards, will now have the opportunity to pursue higher education in any college, including those offering courses in medicine and engineering.
This significant decision follows the approval of Vedic education recognition by a government-appointed body, the Association of Indian Universities (AIU)
The decision will benefit the students from Vedic boards – Bharatiya Siksha Board (BSB), Maharshi Sandipani Rashtriya Veda Sanskrit Shiksha Board (MSRVSSB) and Maharshi Sandipani Rashtriya Ved Vidya Pratisthan (MSRVVP) – who will not need not have to sit for another exam held by National Open Schooling Examination.
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