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Public education in India has to jump many hoops
Successive governments have taken out the constitutional obligation towards education out of the educational policies. This takes out the fundamental right of universal education out of the equation thus giving rise to inequalities in the system.
That the New Education Policy has created waves much before it has officially become a policy is amply clear by the media coverage that it has generated, some for the big strides it aims to take while some negative coverage for the way the policy is being handled. The latest is the war of words between Human Resource Development Minister Smriti Irani and former Cabinet Secretary T.S.R. Subramanian over the report of the New Education Policy (NEP) committee headed by him. While Subramanian is threatening to make his report public; Smriti Irani counters by saying that this can only be considered after the States have sent in their responses to it. In fact, this tug of war is symptomatic of the manner in which the entire exercise of drafting the NEP has been carried out.
Smriti Irani claimed that the Narendra Modi government’s NEP was going to be the result of a collective effort of more than 2.6 lakh consultations around 13 themes earmarked for school education at gram panchayat, block, district, State, groups of States and national levels. These consultations took place through a list of questions supplied by the HRD Ministry to elicit recommendations which would serve as inputs for each of the themes for the Draft NEP document.
Now, the questionnaire couldn’t have been drafted by experts, which explains the surprising composition of the committee itself. Headed by a former Cabinet Secretary, it includes 3 retired government Secretaries and a former Director of the National Council of Educational Research and Training (NCERT), J.S. Rajput, whose credentials are questionable since his participation in the “saffronisation” of textbooks during Murli Manohar Joshi’s tenure as HRD Minister in the previous National Democratic Alliance (NDA) government.
Available information, most of which is hearsay as the Ministry has refused to divulge any details, point out that no such scheduled meetings took place. Even if higher level meets did happen, they were orchestrated to legitimatise claims that recommendations represented “the voice of the people”, and that officials and education officers dominated proceedings at meetings where school principals, teachers, government invitees and some school management committee members were herded together. In this scenario, it is not surprising that the HRD Ministry has failed to make the content of the “people’s” recommendations publicly available. A similar lack of transparency shrouds the national and regional debates held by the University Grants Commission (UGC), the National University of Educational Planning and Administration (NUEPA), the NCERT and other national-level institutions.
This methodology shrouded in secrecy by the HRD Ministry is disturbing and problematic. Take for example the total lack of analysis of previous policies and no overview of the consequences of implementing the changes introduced by the National Policy on Education (NPE) 1986, its companion Programme of Action, and their modified versions (1992). Before the NPE, democratic goals and the guiding principles of equality and social justice articulated during the freedom struggle informed policies, although it soon became evident that successive governments failed to meet their constitutional obligations. It is no coincidence that the changes introduced by the NPE coincided with the adoption of the economic reforms programme by the Narasimha Rao government in 1991.
Since the NPE was in line with the economic reforms, it focussed on supplying the economy with employable human capital. It was through implementation of a series of missions and abhiyans to impart market-oriented “skills”, the lowest one being “functional literacy”. It needed a conceptual and curricular delinking of cognitive and aesthetic aptitudes from acquisition of the practical skills which were deemed sufficient for making the mass of citizens employable.
Completely violating the constitutional obligation to ensure universal free and compulsory education of comparable quality, the NPE introduced a policy provision for low-cost, poor quality, non-formal education (NFE) which was to be treated as “equivalent to schooling” for those children who could not “be expected to attend a full day at school”. This excluded a vast majority of children in the relevant age group from the formal system of education. With one swift stroke the NPE discriminated a large swath of students under the guise of providing employable capital.
However, NFE only prepared the ground for a policy of multitrack, discriminatory streams of education. Matters were to become far worse, as under pressure from the World Bank, the 1994 District Primary Education Programme (DPEP) introduced “low-cost” infrastructural and recruitment practices into the government school system across the country. The concept of para-teachers and contract teachers were introduced to cut costs. After the Fifth Pay Commission (1996), recruitment of permanent trained teachers was badly affected in most States. Yet, trained teachers were required to be available for official duty during Census, elections, health campaigns such as polio eradication, and now even “disaster management”. In came the Non-governmental organisations (NGOs) for improving quality and all these things resulted in driving the entire system to the brink of collapse.
Limitations of the RTE
While we read glorifying tales of the impact of RTE in the media how it is empowering the under-privileged to get their space under the education sun, the truth is that RTE has a horrible underbelly. RTE became the legal form of discrimination at every level. It excluded pre-school Early Childhood Care and Education for 0-5-year-olds. It excluded secondary education for 15-18-year-olds. It excluded the “special” government schools which were proof that governments could run schools when they were required to. But like already pointed out it provided us a peep into the future. The much-lauded and equally utilised 25% admission for children from the Economically Weaker Sections (EWS) had a salutary effect by starting a public private partnership (PPP) model which today allows transfer of crores of rupees of public funds to high-fee charging and low-budget private schools alike.
The truth is that across the political spectrum this policy perspective has either been actively contributed to—if the United Progressive Alliance (UPA) governments brought in the NPE and the RTE, the NDA brought the 86th Amendment Bill which defined the limits of the RTE and the concept of knowledge as a “tradeable commodity”, and education as a “tradeable service”—or been accepted as the model of development by all governments in power. The Modi government’s Skill Development campaign not only rests on the foundation of the NPE 1986, but also requires the changes proposed to child labour laws allowing children less than 14 years of age to participate in hereditary trades.
Quick-fix solutions
Coming back to the approach used by the HRD Ministry. It is fundamentally flawed as even after “widespread” consultation has taken place, there is no vision, principle or logic on which one set of suggestions should have precedence over other alternatives. No strategy either underlies or could be formulated out this wasteful exercise, which flies in the face of government claims that there are no funds for education and has resulted in savage cuts made in budgetary allocations over the past 2 years.
However, miraculously this does not mean that an agenda is not being advanced. If on one hand, there is no vision for reviving the stagnant public education system, on the other hand, it has to be admitted that government “policy” is herding parents to the gates of commercialised private institutes. The NGO Pratham’s Annual Status of Education Report (ASER 2012) showed that in just 2 years after the implementation of the RTE Act, there was a 5.8% increase, up from 29.8% in 2010-11, in private school enrolment for primary (Classes I–V) students.
In State after State, governments are compelled to close or merge schools because students are deserting them. Rajasthan, Gujarat, Madhya Pradesh, Andhra Pradesh, Telangana, Karnataka, and even Himachal Pradesh and Kerala, once stellar examples of the success stories of the public education system, have stated that the policy is inevitable. Thousands of teachers are becoming redundant by the process of “rationalisation” because it saves public funds on paying their salaries. Holding on by a hairs length, people’s organisations in some States have been able to push back this dismantling of the state-funded and maintained school system for one more year.
Stark inequalities
Clearly, India’s education system is reproducing social inequalities and not removing them. Earlier the lack of political will to address caste, class and gender failed to universalise education, and today discriminatory policies are reinforcing inequality. Illiterate children are not a result of poverty but due to negative attitudes and misplaced priorities of policy (ASER 2015). Segregating the poor and the disadvantaged and educating them in institutions catering exclusively only to them will deny the fundamental right to education to a majority of children even as privilege masquerades as merit.
Regarding the medium of instruction, contrary to all egalitarian preferences for the mother tongue as the language of learning, fluency in English is driving even poor families to take on the crushing fee-burden of private “English medium” schools and is generating the self-defeating demand that government schools should shift from the vernacular to the English medium.
In this darkening scenario, a ray of light has been the recent landmark judgment of the Allahabad High Court (August 18, 2015) which emphasised the democratic and educational importance of shared schooling for children from all sections “. . . in changing society from grass-root level. The initial level mixing among all children will have different consequences.” It went on to say that the division of schools into “elite”, “semi-elite” and “common man’s schools” based on privilege and wealth have neither an educational basis nor social value in a democratic society.
“After more than 65 years of independence, these (common men’s) schools are still struggling to have basic amenities for children…. It is not difficult to understand why conditions of these schools have not improved. The reason is quite obvious and simple…. There is no real involvement of administration with these schools. Any person who has some capacity and adequate finances sends his child/children to elite and semi-elite primary schools. They do not even think of sending their wards for primary education to… third category schools, i.e. common men’s schools. The public administration therefore has no actual indulgence to see functioning and requirements of these schools.”
This enforced integration ordered by the court cannot be deemed a denial of “democratic choice” for the affluent elites because the judgment holds choice itself as the reason for the vast majority of India’s children being denied their fundamental right to education. The State government was thus directed to ensure that “the children/wards of government servants, semi-government servants, local bodies, representatives of people, judiciary and all such persons who receive any perk, benefit or salary, etc. from State exchequer or public fund, send their child/children/wards who are in age of receiving primary education, to primary schools run by Board… and ensure to make penal provisions for those who violate this condition”.
A resounding nod to the common school system
The judgment’s resounding endorsement of the Common School System in modern democratic societies is grounded in historical fact. No system of quality education has ever been universalised without the participation of the state. The judgment should not only be implemented forthwith in Uttar Pradesh. It should be extended to cover all States of India.
The other beacon of hope is the sustained struggle of students from numerous institutes of higher education to defend the democratic right to both knowledge and dissent.
So can we expect a radical change from the HRD Ministry? The “special touch” which the present regime has brought to the education system has more to do with bringing the system firmly under the official control of the Center with centrally sponsored Teachers’ Day events, Swachch Bharat campaigns, Sanskrit Week, compulsory sessions of the Prime Minister’s radio speeches, yoga days, and even decisions on which festivals children will be allowed to celebrate with their families.
In an underhanded style of working, historical and sociological facts are distorted to facilitate indoctrination through textbooks. Finally, Rashtriya Swayamsewak Sangh’s (RSS) student wing, the Akhil Bharatiya Vidyarthi Parishad (ABVP) being used to declare radical Ambedkarite, Marxist and even independent-minded university students and teachers as extremists and anti-nationals, initiating disciplinary action and even slapping charges of sedition against them are an undisguised threat to the future of the country’s educational institutions.
Clearly, the HRD Ministry has learnt nothing from its misadventures, and education and educational institutions will continue to be in turmoil.
This post is based on an article originally published here
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.
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.
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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 and Australia’s Collaboration to Enhance Research Partnerships in Education
Preparing High School Students for Tomorrow’s Thriving Job Market: Is the Education System Up to the Task?
Axis Bank and Institute of Rural Management Anand (IRMA) Partner for Financial Inclusion and Literacy 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
Maharashtra Launches ‘Adopt a School’ Scheme to Boost Education Quality
Mental Health and Well-Being in K-12: Strategies for Supporting Student Wellness
हिंदी दिवस 2023- भारत में हिंदी माध्यम की शिक्षा का महत्व: भाषाई विविधता और राष्ट्रीय पहचान के संरक्षण
FPSB India Collaborates with Leading B-Schools to Launch PG Programs in Financial Planning
Re-evaluating the Pedestal: Is Western Education Over-Glorified in India?
Sustainable Practices in Educational Institutions: World Environmental Health Day 2023
EuroKids unveils EUROTOTS, a toddler transition program to aid learning and development
Five ways for Indian students to have a successful study abroad experience
How Inadequate Lighting can Damage Students’ Eyes
International Literacy Day: Why Physical Books Still Matter?
Nipah Virus: Is Indian Education System Ready to Face Another Virus Outbreak?
Empowering Student Agency through the Workshop Model
Exelcon 2023 Shines as the Beacon of Educational Excellence
Tata Capital Invites Applications for Pankh Scholarship 2023-24
Lighthouse Learning Celebrates the 3rd edition of Educators’ Impact Awards honoring excellence in Education
UGC Announces Regulations Allowing Foreign Universities to Establish Campuses in India
School Students in Indirapuram Drive an Inspiring Plastic Collection Campaign
World Tourism Day 2023: The Career Prospects in the Field of Tourism
Ramayana as a Literary Masterpiece: Analyzing Its Profound Impact on Indian Literature and Curriculum
Super 30 Founder Anand Kumar Announces The Opening of a New School in Bihar
SGEF2023 | Special Address by Rama Datt, Trustee, Maharaja Sawai Man Singh II Trust, Jaipur
ScooNews | After Movie | ScooNews Global Educators Fest 2023
Aftermovie | NIES2 UP Chapter | 21 Jan 2023
WEBINAR | Gamification in Education: How Digital Badges Can Boost Student Motivation and Engagement
ScooNews | WEBINAR| Importance of Physical Activity for Children at School | Plaeto
SCOONEWS | WEBINAR | WHY DIGITIZING YOUR SCHOOL IS A MUST | TEACHMINT
Keynote Address | Lakshyaraj Singh Mewar
Anurag Tripathi, Secretary, CBSE at SGEF2022
How schools can nurture every student’s genius
Aftermovie | SGEF2022 | Jaipur
Li Andersson | Minister of Education | Finland
Anurag Tripathi, Secretary, Central Board of Secondary Education (CBSE) discusses NEP2020
ScooNews | Early Ed Asia 2019 | Aftermovie
#PodarECEconf : Pursuing quality ECE
#CBSE Class XII #Results #Highlights
The interesting story of India’s educational system | Adhitya Iyer
A young scientist’s quest for clean water
The Danger of Silence: Clint Smith
National Digital Library of India is an initiative by HRD Ministry
Remembering Kalpana Chawla on her birthday!
Message from Sadhguru for Students!
Message from Sadhguru for Students!
The Untapped Genius That Could Change Science for the Better
Eddy Zhong: How school makes kids less intelligent TEDxYouth@Beacon
#TEDxCanberra : What if every child had access to music education…
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News2 months agoIndia’s Elite Trio: The British, Doon, and Woodstock Schools Shine in 2023 Global School Index
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Education2 months agoWorld Teachers’ Day 2023: Rising Above the Teacher Shortage Crisis
-
Education2 months agoCarfax Education launches the 2023 Schools Index
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Education2 months agoTensions Rise Between India and Canada: Implications for Students and Education Sector
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Education2 months agoThe Significance of Student Wellbeing for Professional Success
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Education3 months agoMaharashtra Launches ‘Adopt a School’ Scheme to Boost Education Quality
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Opinion2 months agoMental Health and Well-Being in K-12: Strategies for Supporting Student Wellness
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Education3 months agoहिंदी दिवस 2023- भारत में हिंदी माध्यम की शिक्षा का महत्व: भाषाई विविधता और राष्ट्रीय पहचान के संरक्षण
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News2 months agoFPSB India Collaborates with Leading B-Schools to Launch PG Programs in Financial Planning
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Knowledge3 months agoRe-evaluating the Pedestal: Is Western Education Over-Glorified in India?