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Preparing kids for success and failure
The panel encouraged educators to team up with their students to find answers to questions. They motivated them to try out new things to change the ecosystem; an ecosystem that is safe and less threatening to the learner.
A panel discussion moderated by Ratnesh Kumar Jha including eminent educationists – Lata Vaidyanathan, Dr Madhav Deo Saraswat and Dr Swati Popat Vats – dwelled upon a most important premise – Preparing kids for success: Teaching them how to fail.
Ratnesh Kumar Jha, Managing Director, Cambridge University Press, South Asia opened the discussion by addressing an important point, “We all do something wrong in our life. Then, why don’t we ask our children – ‘What did you learn?’ after any failure or even after a regular day. When we ask them this question, they start realising the importance of it.”
Taking the discussion forward, Lata Vaidyanathan maintained, “With learning comes the measurement for learning but we need to question this cycle. When we measure learning, we talk about it in tangible terms and then, equity becomes an issue and that’s why we have these high cut-offs for university admissions. Learning systematically becomes a downward extension of our education. The ecosystems of learning need to be addressed and we don’t need any big data to realise the number of suicides happening every year. It is said that every child with or without a right mind is important for this country and we need to look at that a little more seriously.”
Speaking on how the system can be evolved, Madhav Deo Saraswat said, “I’ve been a fortunate teacher for the last 30 years and a part of a boarding school. I’ve realised that parents often forget that learning is a collaborative exercise; it is an exercise between a learner and the teacher. However, society expects these kids to be taught; leading to learning taking the back seat with teaching taking the front seat. Parents approach you as customers and not as parents.”
He further added, “We need to maintain a balance in education. In boarding schools, children are taught that learning, exams and life go hand in hand. They need to understand real-life experiences as well as accept that they don’t have compartments for rest, celebrations or for exams in life. Children might understand this but for parents, it is their distress. Children are only worried about upsetting their parents with low grades. Thus, we need to counsel both children and parents to make them understand that it is sustained perseverance which will take them towards healthy success and not their performance on a test. We track students not only as a learner but also as a person. In the beginning, the child is asked to make a goal sheet for himself which includes goals for academics, the number of books he’d like to read, sports he’d like to play, projects he’d like to do while avoiding repetition. The teacher tracks the student’s progress according to his or her own projection and if there’s a huge variation, we make the student and the teacher sit together to work towards a common target.”
While discussing the constraints in the education ecosystem such as the number of children in a class or the time given for syllabus, Dr. Swati Popat Vats shared her insight on the topic, “If I were to think as an educator, I’d say none of these are constraints because if population were a constraint, we would’ve stopped populating this country by now. I think it is only a mind block. I train Anganwadi and Balwadi teachers who have 80 children in their class and when I told them that they might have an issue with observing each child, their response was ‘Why won’t we be able to do it? If I observe five students in a day, then how will I not be able to do it?’ This is called the attitude of an educator where numbers don’t matter in a class. However, it disappoints me when a private school teacher says that he or she won’t get the time to observe children.”
Dr Swati also spoke about accepting our failures with pride. She averred, “Instead of talking about our education qualifications in our introduction, we need to talk about the times we’ve failed in school and yet, have reached here. It’s not the failure, it’s the perspective that we have to change. Let’s start celebrating failure. It’s not something to be ashamed of or hidden.”
Agreeing with Dr Swati, Vaidyanathan added, “There’s nothing wrong with our system, we’re good products of the system. Why do we believe that change takes a long time? As educators, we need to become agents of change. Lilies have a habit of doubling every night; I think every educator can be a lily. Similarly, marks have nothing to do with the success rates of people. And if all of this is true, then why can’t we make play central to the entire process of pedagogical excellence and transaction? We should not focus on educational qualifications. We need to change the discourse as well as the narratives around the definition of success.”
Dr Swati Popat Vats further enlightened the audience, “Educators and parents should know about the contribution of our education philosophers; one of them is Gijubhai Badheka, who was called ‘mooch wali maa’. He had the courage to teach his teachers to move with the times and motivated educators to teach through stories. How many people know about Panchatantra and what was it about? It was about a king who had five unruly sons and he didn’t know how to teach them. So, he sent them to Visnusarman, who teaches them through stories and these stories became the Panchatantra. This teaches us that we don’t know how to sell ourselves; we are constantly downgrading and criticising ourselves. In national as well as international conferences, we should talk about the good things we’ve done and how we can improve. We need to clap for ourselves because, in spite of the innumerable challenges, we’re delivering. We need to remind ourselves of the rich culture we’ve always had; we’re a civilization that gave the number zero to the world. It’s time that India blew its own trumpet and that responsibility is on all of us.”
The panel encouraged educators to team up with their students to find answers to questions. They motivated them to try out new things to change the ecosystem; an ecosystem that is safe and less threatening to the learner.
Concluding the discussion, Dr Swati asked educators to make the transition from pre-primary to primary and then to secondary, a smoother one. “Let’s not butcher education. Let it be one body and not three different parts.”
The Union Minister for Education and Skill Development & Entrepreneurship, Mr. Dharmendra Pradhan, bestowed the National Award for Innovations and Good Practices in Educational Administration (2020-21 & 2021-22) upon 65 exemplary district and block education officers nationwide. The ceremony took place in New Delhi and was attended by various dignitaries, including the Chancellor of the National Institute of Educational Planning and Administration (NIEPA), Mr. Mahesh Chandra Pant; Secretary of the Department of School Education and Literacy, Ministry of Education, Mr. Sanjay Kumar; Vice Chancellor of NIEPA, Prof. Shashikala Wanjari; and other officials from the Ministry of Education.
During the event, Prof. Kumar Suresh, Director (Planning and Development) and Head of the Department of Educational Administration at NIEPA provided a concise overview of the program.
In his address, Mr. Pradhan extended congratulations to all the awardees, commending their dedication to enhancing students’ lives and their innovative efforts to make school learning more dynamic. He lauded NIEPA for establishing a platform to share and recognize innovative educational initiatives and best practices nationwide. The Minister expressed confidence in NIEPA’s commitment to expedite the implementation of the National Education Policy (NEP) at the grassroots level and enhance the capabilities of school administrators.
Aligning with the essence of NEP 2020, Mr. Pradhan encouraged everyone to collaborate with a sense of mission and purpose to transform the current generation into global citizens and achieve the vision of a developed India by 2047.
Highlighting the vast scale of the Indian education system, encompassing 10 million teachers and 260 million students, Mr. Pradhan underscored the need for leadership, innovation, and the introduction of good practices in the system. He emphasized the crucial role of education administrators, responsible for managing human resources and imposing a code of conduct on themselves for the successful implementation of innovative practices.
NIEPA initiated the National Award for Innovations & Good Practices in Educational Administration for district- and block-level education officers in 2014. The scheme aims to inspire innovations and good practices in educational administration at the grassroots level to enhance the public education system’s efficiency. The overarching goal is to foster a culture and ecosystem of innovations and good practices in educational administration at the field level.
The objectives of the awards include documenting and disseminating innovations and good practices in educational administration at district and block levels. Selected officers receive awards or certificates of appreciation during the national award presentation function, coinciding with a two-day national conference on innovations and good practices in educational administration organized by NIEPA in New Delhi.
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New Early Childhood Education Report Explores Opportunities for Improving Curriculum and Classroom Resources
Central Square Foundation (CSF), a leading non-profit in India’s primary and pre-primary education sector released a report titled Building Strong Foundations: Examining Early Childhood Education in India. The report stems from an in-depth Situational Analysis Study conducted across 200 Early Childhood Education (ECE) classrooms in India aimed at validating existing research data and identifying opportunities for enhancing ECE programs, shedding light on crucial aspects that call for urgent and immediate action.
Key Highlights:
* Study conducted across 200 ECE Classrooms in seven States in India
* The Report examines causes behind low learning outcomes in the 3-6 years age group of children
* The low priority given to ECE is reflected in the budgetary proposal and outlays
* Report highlights lack of consistent on-ground support to deliver quality ECE across the country
* The limited utilization of play-based materials and workbooks impacts student learning opportunities Recognising the imperative need for research on programmatic factors affecting the quality of ECE, CSF delved into the intricacies of the ECE ecosystem across select States. The primary and secondary research looked at aspects of ECE delivery including curriculum design, teaching-learning time, effectiveness of learning, teacher training, monitoring quality, and parental perception.
The report advocates for prompt remedial actions to address these gaps and ensure a robust learning foundation for young students. It further aims to understand the current models of public provisioning of ECE in India, study different aspects of delivery that affect learning in the classrooms, and outline the way forward for other stakeholders within the ECE ecosystem. For this study, CSF reached out to a mix of Anganwadis, co-located Anganwadis, and pre-primary sections in government primary schools (either as 1-year or 2-year pre-primary program) between March-May, 2023, across seven states – Andhra Pradesh, Assam, Madhya Pradesh, Maharashtra, Punjab, Telangana & Uttar Pradesh. The survey analysis was partly supported by the Key Education Foundation, a non-profit working in the space of early childhood education, which researched classroom curriculum analysis on pedagogy, ease of use, and teaching-learning resources.
The report recognizes the global outlook and progressive nature of India’s ECE policies while at the same time, it observes that the country’s early learning outcomes are sub-par. The Report recognises the need for “Play-based learning” as a fundamental curriculum for children to learn faster & effectively. The report also reveals the need for classroom resources to be more user-friendly to promote their usage among children.
Among the key “classroom-based observations”, it was found that time spent on ECE activities was low. Zero ECE activities were observed in 23% of the ECE classrooms that were sampled. In classrooms where an ECE activity took place, it was found that these activities accounted for only an average of 35 minutes out of a two-hour observation period. There was also very little time for hands-on activities and practice by children. Only 14% of the observed ECE activities followed the recommended approach of carrying out age-appropriate and student-led small-group interactions. Interviews with monitoring stakeholders and teachers suggest that officials face competing priorities and don’t have access to reliable ECE data. Strengthening monitoring protocols for ECE is crucial, as few officials observe teachers, indicating a need for enhanced ECE-specific feedback.
The report recognizes that the onus of delivering preschool education rests with two government ministries (the Ministry of Education and the Ministry of Women and Child Development) which has led to diffused responsibility, ownership, accountability, collaboration, and support in the sector. This approach has often resulted in duplicated efforts that have proven counterproductive, adversely affecting ECE quality and learning outcomes.
It also underlines the low priority given to ECE, reflected in the budgetary proposals and outlays by both ministries. This is also evident in the availability of dedicated teachers for ECE classrooms, especially in government primary schools. Further, the utilization of the funds also remains low.
Speaking at the release of the report, Shaveta Sharma-Kukreja, CEO and MD of CSF, emphasized, “The future of ECE in India hinges on addressing systemic challenges and operational hurdles to effectively implement well-crafted policies. Despite their forward-looking nature, these policies struggle to translate into optimal student learning outcomes and school readiness. Elevating the status of ECE and allocating increased financial resources are critical steps in that direction. Enhanced policy implementation aligns with Sustainable Development Goals and the NIPUN Bharat Mission, ensuring improved learning outcomes for all children.”
Key recommendations from the Report:
1. Synergy between Ministries: To achieve ECE-specific goals in the country, collaboration between the Ministry of Education and the Ministry of Women and Child Development is vital.
2. Increase Funding: There is a need to increase ECE-specific funding with clear priorities for yearly expenses and incentivize states to meet their ECE goals.
3. Strengthen data systems and build a robust monitoring framework to get reliable data on critical ECE indicators for Anganwadis and Balvatikas/ pre-primary classrooms in government schools.
4. Promote parental awareness and encourage them to actively champion quality education. Equip parents with essential tools, resources, and guidance to actively engage in at-home learning activities.
The International Baccalaureate (IB), a global educational foundation headquartered in Switzerland, reports substantial growth over the past five years in India. The surge, amounting to a 31% increase in authorized IB World Schools, reflects the growing preference for IB programs among schools nationwide. According to Haif Bannayan, the Global Director of Business Development at IB, the organization offers four comprehensive programs for students aged 3-19: the Primary Years Programme (PYP), Middle Years Programme (MYP), Diploma Programme (DP), and Career-Related Programme (CP).
As of 2023, there are now 226 authorized IB World Schools across India, collectively delivering 378 authorized IB programs. This breakdown includes 138 schools offering PYP, 59 schools providing MYP, 155 schools delivering DP, and 26 schools offering CP. However, the current distribution of IB World Schools remains concentrated in metropolitan areas like New Delhi, Gurugram, Mumbai, Kolkata, Bengaluru, and Chennai.
To address this imbalance and make IB education more accessible and affordable nationwide, the Delhi Board of Secondary Education (DBSE) collaborated with IB as part of Delhi’s educational reforms under Arvind Kejriwal. In August 2021, they signed a Memorandum of Understanding to introduce IB programs in 30 government schools in Delhi. This initiative aims to encourage more schools to adopt the IB curriculum in the future.
Recognizing the evolving educational landscape in India, IB is actively collaborating with Indian institutions and educational authorities to extend its framework to students from diverse backgrounds and regions. Haif Bannayan expressed eagerness for ongoing dialogues with leaders to facilitate the delivery of high-quality, globally-oriented education to an even greater number of students.
The Diploma Programme (DP) offered by IB stands out globally, consistently aligning with or surpassing international standards, as indicated by the DP Country Alignment Study 2023. The study emphasizes the adaptability of DP courses to diverse national contexts, showcasing their seamless integration. Furthermore, it underscores the meticulous crafting of DP curricula to facilitate substantial depth and breadth of learning, illustrating their rigor and comprehensive educational value.
Bannayan highlighted the IB’s acclaim for its emphasis on languages and global principles, coupled with a consideration of students’ cultural backgrounds. This approach fosters a profound comprehension of the world, shaping graduates into multilingual thinkers poised to make a positive impact on a global scale.
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).
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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.
Education Minister Honors 65 Officers with National Educational Innovation Award
New Early Childhood Education Report Explores Opportunities for Improving Curriculum and Classroom Resources
A Former Monk And His Abode of Love: Jhamtse Gatsal
5 Computer Exercises You Can Teach Your Students in School for Better Computer Literacy
International Baccalaureate Experiences 31% Surge in Authorized IB World Schools Across India
WORLD AIDS DAY- Ending The Stigma Around HIV/AIDS through Sex Education in Schools
Indian Debating League 2023 Concludes After 6000 Debates Across 450 Schools, at IIT Delhi
ACCA Forges Transformative Partnership with IIM–Kozhikode to Elevate Accounting Education
Last Date To Submit Applications Under National Means Cum Merit Scholarship Scheme Extended Up To 31 December
Unlocking Excellence: Top Reasons Why Study Abroad Aspirants Prefer the UK
India’s Data Science Education Market to Reach $1.39 BN by 2028: Report
Ministry of Education launches Third Phase of Yuva Sangam
Kerala HC Emphasises Constitutional Right to Education for All Students
The Future of K-12 Education in Low-Income Countries: A Digital Learning Perspective
Students Clearing 10+2 Without Biology Still Eligible to Appear for NEET
President Murmu Launches New Education for New India Campaign in Sambalpur
The Indian National Education Policy: Embracing Multidisciplinarity in Higher Education
Ramayana Mahabharata Should be Included in Social Sciences Curriculum: NCERT Panel
Irony of the Idiot Box: How Television made Education Smarter?
Education Ministry sets apart Rs 100cr to introduce Vedas in curriculum
Educational Renaissance: Narayana Murthy’s Visionary Call for a $1 Billion Investment in Teacher Training
Transforming Young Minds: The Imperative of STEM Education in Today’s World
Lighthouse Learning & York College of Pennsylvania announce partnership to expand horizons in education
Shri Dharmendra Pradhan launches 37 PM SHRI Kendriya Vidyalayas and 26 PM SHRI Jawahar Navodaya Vidyalayas in Odisha
UGC Announces Regulations Allowing Foreign Universities to Establish Campuses in India
India’s Elite Trio: The British, Doon, and Woodstock Schools Shine in 2023 Global School Index
World Teachers’ Day 2023: Rising Above the Teacher Shortage Crisis
Carfax Education launches the 2023 Schools Index
Tensions Rise Between India and Canada: Implications for Students and Education Sector
The Significance of Student Wellbeing for Professional Success
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