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Year End Review 2019 – Department of School Education
In pursuance Prime Minister’s vision for ‘Transforming India’, Ministry of Human Resource Development took a leap forward in transforming education sector with the motto of “सबकोशिक्षा, अच्छीशिक्षा ”(Education for All, Quality Education).
In pursuance Prime Minister's vision for ‘Transforming India’, Ministry of Human Resource Development took a leap forward in transforming education sector with the motto of “सबकोशिक्षा, अच्छीशिक्षा ”(Education for All, Quality Education).
In the year of 2019 Dr K. Kasturirangan Committee submitted the Draft National Education Policy to Union HRD Minister Shri Ramesh Pokhriyal ‘Nishank’. The Government of India had initiated the process of formulating a New Education Policy to meet the changing dynamics of the requirements of the population with regard to quality education, innovation and research, aiming to make India a knowledge superpower by equipping its students with the necessary skills and knowledge and to eliminate the shortage of manpower in science, technology, academics and industry. MHRD has launched Pradhan Mantri Innovative Learning Program (DHRUV) to identify and encourage talented children to enrich their skills and knowledge and also launched NISHTHA – National Initiative for School Heads’ and Teachers’ Holistic Advancement to improve learning outcomes at the elementary level through an Integrated Teacher Training Programme. Beside this, MHRD launched several new schemes in Higher Education Department to boost research & Innovation culture in the country. Department of Higher Education of HRD Ministry has finalized and released a five-year vision plan named Education Quality Upgradation and Inclusion Programme (EQUIP). SWAYAM 2.0, Deeksharambh andPARAMARSHare other major schemes of Department of Higher Education launched in 2019.
In the year of 2019, Ministry of HRD has actively participated in various nationwide campaigns like Ek Bharat Shreshtha Bharat (EBSB), Fit India Campaign, 70th anniversary of Constitution Day, 150th Birth Anniversary of Mahatma Gandhi among others. In order to preserve environment some campaigns have been initiated by MHRD. Save water and One Student One Tree are major successful campaigns of MHRD.
Major Achievements of Department of School Education & Literacy :
NISHTHA – National Initiative for School Heads’ and Teachers’ Holistic Advancement :
A National Mission to improve learning outcomes at the elementary level through an Integrated Teacher Training Programme called NISHTHA – National Initiative for School Heads’ and Teachers’ Holistic Advancement has been launched on 21st August, 2019. This integrated programme aims to build the capacities of around 42 lakh teachers and Heads of Schools, faculty members of SCERTs and DIETs and Block Resource Coordinators and Cluster Resource Coordinators.
This training programme has been included as one of the two transformative ideas from Department for the 100 days programme of the Government. The initiative is first of its kind wherein standardized training modules are developed at national level for all States and UTs. However, States and UTs can contextualize the training modules and use their own material and resource persons also, keeping in view the core topics and expected outcomes of NISHTHA.
The Vice President of India, Shri M. Venkaiah Naidu gave the DHRUV batches to all the 60 students selected under DHRUV programmehave been broadly chosen from classes 9 to 12, from all schools including government and private.
The students will both shine through their achievements and light a path for others to follow.
Union HRD Minister launches Integrated Online junction for School Education ‘Shagun’ :
Union Human Resource Development Minister Shri Ramesh Pokhriyal ‘Nishank’ launched one of world’s largest Integrated Online Junction for – School Education ‘Shagun’ in New Delhi on 28th August 2019. School Education Shagun (URL: htpp://shagun.govt.in/) is an over-arching initiative to improve school education system by creating a junction for all online portals and websites relating to various activities of the Department of School Education and Literacy in the Government of India and all States and Union Territories.
1200 KendriyaVidyalayas, 600 NavodayaVidyalayas, 18000 other CBSE affiliated schools, 30 SCERTs, 19000 organisations affiliated with NTCE among others are integrated with Shagun. Report cards of 15 lakh schools all over the country will be available on the newly created junction. The portal seeks to connect approximately 92 lakh teachers and 26 crore students.The website provides a very robust feedback mechanism. Common people can directly give their feedback about schools which will further increase the public participation and will ensure accountability and transparency.
President presents National Awards to 46 teachers from across the country for their exceptional contribution :
The purpose of National Awards to Teachers is to celebrate the unique contribution of some of the finest teachers in the country and to honor those teachers who through their commitment and industry have not only improved the quality of school education but also enriched the lives of their students.
This year the online self nomination process followed by 3 tier selection process at District, State and National level has been completed. The Independent National Jury recommended name of 46 teachers. The award carries a Silver Medal, Certificate and Rs. 50,000/- as award money.
PM interacts with students, teachers and parents at “Pariksha Pe Charcha 2.0” :
The Prime Minister, Shri Narendra Modi, interacted with students, teachers and parents, as part of Pariksha Pe Charcha 2.0 at Talkatora Stadium, New Delhi on 29th January 2019. The interaction, which lasted for over ninety minutes, saw students, teachers and parents relax, laugh, and repeatedly applaud the Prime Minister’s observations, which included a touch of humour and wit.Students from across the country, and also Indian students residing abroad, participated in the event.
National Workshop of HRD Ministry on Social Media Outreach & Communication :
Union Human Resource Development Minister Shri Ramesh Pokhriyal ‘Nishank’ inaugurated the 'Social Media Outreach & Communication: National Workshop on Management and Best Practices'organised by Ministry of HRD for various educational institutions and organisations in New Delhi on 27th December.Nearly 200 Social Media Champions from various Centrally funded educational institutions participated in the workshop. The purpose of the workshop is to bring the social media communication and outreach of various institutions under one umbrella and to open a channel for day to day communication and dialogue with these institutions.
Unified District Information System for Education Plus (UDISE+) :
To ensure quality, credibility and timely availability of information from all the schools in the country, the revamped UDISE + has been launched by the Department. The GIS based mapping portal gives information about location of more than 15 lakh schools in the country along with some salient highlights. The Data Analytics portal gives percent information about the aggregate position of the school.
Digital Infrastructure for Knowledge Sharing (DIKSHA) 2.0 :
Diksha Portal was launched in 2017 for providing digital platform to teachers giving them an opportunity to learn and train themselves and connect with teacher community. This initiative has been taken forward to enhance coverage and improve the quality of e-content for teachers…All States and UTs and also KVs and NVs have been asked to involve proactively in curating contents for DIKSHA. NCERT, CBSE are also actively involved in taking the DIKSHA initiative forward. Till date, more than 67000 of content pieces have been hosted on DIKSHA and more than 10.5 crore scans have been affected.
Performance Grading Index (PGI) :
To objectively evaluate the performance of the school education system in the States/UTs, MHRD has designed a 70 indicators based matrix called Performance Grading Index (PGI) to grade the States and UTs.
Operation Digital Board (ODB) :
The aim is to provide by March 2023, two smart classrooms for every Secondary/Senior Secondary schools in1,01,967 Government and 42,917 Aided schools in all States/UTs and 1704 KVs and NVs making a total of 1,46,588 schools. One-time amount of Rs.2.40 lakhs will be required to procure hardware, including accessories and a recurring cost of Rs.3.00 lakhs (for 5 years) for electricity charges, internet connection etc. The total budgetary requirement will be Rs. 8782.55 crore (Rs. 5671.50 crore required by the DoSEL, MHRD and rest Rs. 3111.05 crore by States) spread over a period from April 2020-21 to March 2026-27. Broad features of this project have been finalized and draft EFC note will soon be uploaded as per prescribed procedure (after ‘in principal’ approval of D/o Expenditure).
Scheme for Financial Assistance for Appointment of Language Teachers (ALT) :
The Centrally Sponsored restructured scheme of ‘Appointment of Language Teachers (ALT) Scheme’ has been launched for the remaining period of current FY 2019-20 i.e. from October, 2019 to March, 2020 for appointment and training of Hindi teachers in North Eastern States and the Urdu Teachers in States/UTs. A proposal is being prepared to extend this scheme.
Mid-Day Meal (MDM) :
The National Programme of Mid-Day Meal in Schools, popularly known as the Mid-Day Meal Scheme, is an on-going Centrally-Sponsored Scheme which covers all school children studying in Classes I-VIII of Government, Government-Aided, Special Training Centres including Madarsas and Maqtabs supported under Samagra Shiksha. During 2018-19, 11.98 crore children studying in 11.34 lakh institutions have been enrolled under the Scheme. A total of 24.95 lakh cook-cum-helpers have been engaged by the States/UTs under Mid-Day Meal Scheme and more than 90% are women. Out of 24.95 lakh cooks, 21% SCs, 15% STs, 42% OBCs and 7% are from Minorities.
** Releases as on date i.e. 23.12.2019
School Nutrition Gardens (SNG) :
A guideline on School Nutrition Gardens has been issued to all states and UTs. It is a place where herbs, fruits and vegetables are grown in the school premises for use in preparation of Mid-Day Meal.
Samagra Shiksha :
First time introduction of Library Grant and promotion of reading :
- The Central Government has launched the Integrated scheme for school education named as SamagraShikshaw.e.f 2018-19. Under the Samagra Shiksha, for the first time, Library grant at school level has been introduced.
- States/UTs have also been advised to set up Readers’ Club in schools in a phased manner with the help of National Centre for Children’s Literature (NCCL), is a wing of National Book Trust (NBT) to promote the habit of reading.
- In the year 2019-20, an outlay of Rs. 71164.78 lakh has been approved under library grant for 1009357 schools of different categories.
Sports and Physical Education :
- In the year 2019-20, an outlay of Rs. 800.40 crore has been approved under sports grant for 1002558 government schools of different categories.
- The fresh guidelines for sports and physical education are being prepared.
- NCERT organized Yoga Olympiad across the country at various levels, schools from states and UTs, Kendriya Vidyalaya Sangathan (KVS), Navodaya Vidyalaya Samiti (NVS) and Central Board of Secondary Education (CBSE) schools participated in the Yoga Olympiad, culminating in the National Yoga Olympiad on 18th to 20th June, 2019 at NCERT, New Delhi.
- Central Board of Secondary Education (CBSE) has made Health and Physical Education compulsory in all classes from I-XII. It has been advised to schools that Health and Physical Education includes three areas i.e. Health Education, Physical Education and Yoga and all three areas are essential to achieve holistic health (physical, mental, intellectual, emotional, social and spiritual).
Kasturba Gandhi BalikaVidyalaya :
- There are Four Types of KGBVs under Samagra Shiksha which are as under:
- Type-I: Existing KGBVs for classes VI to VIII.
- Type-II: KGBVs for classes VI to X.
- Type-III: KGBVs for classes VI to XII.
- Type-IV: Existing Girls’Hostel for IX to XII.
- Under Samagra Shiksha, total 5930 KGBVs have been sanctioned in the country out of which 4881 KGBVs are operational enrolling 6.18 lakh girls as on 30.09.2019.
- In the year 2019-20, Rs. 424750.05 lakh has been sanctioned for all KGBVs in the country.
Safety and Security of School Children :
- The Department of School Education and Literacy has issued a letter on 18.10.2019 to all States and UTs for display of ‘School Safety Pledge’ on a board or painted on wall at prominent places in all Schools. Under Samagra Shiksha, a provision of Rs. 500/- per school has been made in this regard. This Department is framing the guidelines for safety and security of school children. In this regard, consultations have been held with various stakeholders including students, teachers, Counsellors, Principals and School Managements.
Self Defence Training for Girls :
- Self defence training is being imparted to girls of class VI to XII belonging to Government Schools under Samagra Shiksha. Fund for this purpose is provided for three months @ Rs. 3000/- per school per month.
- Self defence training is also being given in Kasturba Gandhi BalikaVidyalayas.
- Under Samagra Shiksha, an amount of Rs. 15346.257 lakh has been estimated for 180160 Elementary Schools and Rs. 6656.358 lakh has been estimated for 81800 Secondary Schools for self defence training for the year 2019-20.
Equity :
- Bridging gender and social category gaps at all levels of school education is one of the major objectives of Samagra Shiksha. The Scheme attempts to reach out to girls, and children belonging to SC, ST, Minority communities and transgender.
- State specific interventions: Special state specific projects for varied interventions under equity are emphasized for enhancing access, retention and quality by promoting enrolment drives, retention and motivation camps, gender sensitization modules etc.
- State specific projects for varied interventions are sanctioned by the Project Approval Board as per the Annual Work Plans proposed by the State/UT concerned. A total of Rs. 21486.35 lakh at elementary level and Rs. 16083.22869 lakh at secondary level have been approved for various State specific projects for the year 2019-20.
National Means-cum-Merit Scholarship Scheme (NMMSS) :
- Scholarship to the 34493 students involving an amount of Rs. 40.71 crore has been sanctioned.
- Approx 1,33,460 successful application have been received on NSP.
National Scheme of Incentive to Girls for Secondary Education (NSIGSE) :
- Incentive amount of Rs. 8.56 crore to the 28547 beneficiaries girls have been sanctioned.
PARTICIPATION IN NATIONWIDE INITIATIVES :
1. Ek Bharat Shreshtha Bharat (EBSB) :
- HRD Ministry is the nodal ministry for this flagship campaign of Government of India.An illustrative list of suggested activities has been drawn up by the Department of School Education & Literacy. The Department has shared detailed guidelines including calendar of activities with all the States and UTs and concerned organizations for carrying out all the activities in all the schools.
- These activities include Ek Bharat Shreshtha Bharat Utsav, Talking Hour in morning assembly for news and information on partnering State, Student’s State Project Notebook, learning of alphabets and of folk songs, translation of proverbs and 100 sentences of partnering State, inclusion of few pages in course book in the language of partnering State, Know your Partnering State, Ek Bharat Shreshtha Bharat School Report, Themed Display Board and Wall Magazine, State Day celebration of partnering States, Cultural Competition on partnering State, Essay competition, Drama (on culture, history & tradition), Optional Classes on language of partnering State, Literary Fest, Pledge on Important National Campaigns in the language of partnering State and Ek Bharat Shreshtha Bharat annual report.
- The schools are to organize these activities as per the calendar shared by the Department or in coordination with partnering States/UTs, keeping in view the academic calendar. The schools are required to maintain a report on activities conducted under “Ek Bharat Shreshtha Bharat” in the form of quarterly and annual school report. The State/UTs have been requested to upload/send action taken report, videos and photographs of the activities at [email protected].
2. Fit India Campaign :
- The Fit India Movement was launched by the Prime Minister on 29th August, 2019 at Indira Gandhi Indoor Stadium, New Delhi.
- Department of School Education and Literacy in co-ordination with Department of Sports, organised the Fitness Pledge on 29th August, 2019 in States and UTs, KendriyaVidyalayaSangathan (KVS), NavodayaVidyalayas Samiti (NVS), Central Board of Secondary Education. Nearly, thirteen lakh schools and eleven crore students all over the country took the fitness pledge.
- Further, guidelines on Fit India Plogging Run prepared by Department of Sports were issued by Department of School Education and Literacy to States, UTs, KVS, NVS and CBSE to organize Fit India Plogging Run on 2nd October, 2019. Awareness on ‘No to Single Use Plastic’ and Collection of plastic garbage from homes, streets and open spaces was the main focus of the event.
- Department of Sports has prepared a ranking system of Fit India Schools to make Fit India a people’s movement. This department has written to all Principal Secretaries/Secretaries, School Education Department of States/UTs regarding “Fit India Movement-Fit India School” and to attain Fit India 3 or 5 Star.
- Following the recommendations of the reviewing Committee of Fit India Movement , the school education department has advised the States and UTs to organise daily fitness classes in all schools and all sports facilities available in States and UTs should be made available to the school students.
3. Constitution Day :
- Celebration of Constitution Day on 26th November, 2019 and yearlong activities are to be organised in all schools up to the 26th November, 2020. Accordingly, a calendar of activities was prepared and States and UTs were advised to carry out the following activities:
- Pledge taking ceremony to mark the occasion by reading of the Preamble to the constitution in a special assembly in the school
- Debates, essay competitions, cultural programs, quiz competitions, seminars and lectures etc. may be held at State, District and school levels.
- State level essay, debate and quiz competitions on fundamental duties and themes related to constitution may be organized across the State, the winners at State level may be suitably rewarded.
- Reading of Preamble and Fundamental Duties.
- Organizing Mock Parliament.
- Public messages on Fundamental Duties for dissemination among students and staff during the celebrations. Brochures, pamphlets and e-posters on Fundamental Duties may be prepared in Hindi, English and regional languages and distributed in schools among students.
- Effective utilization of Government/Organisation websites and MyGov platform to encourage citizen centric activities on the prescribed theme. Students may be encouraged to participate in online quiz/ Olympiad competitions being organized by MyGov.
- Invite eminent personalities from different walks of life to disseminate the message of Fundamental Duties.
- Talks by eminent lawyers and legal scholars on Fundamental Duties and related themes may be organised in schools.
About 9.63 lakh schools and 10.96 crore students participated in the reading of Preamble and other activities across the country on 26th November, 2019.
4. 150th Birth Anniversary of Mahatma Gandhi :
- 150th Birth Anniversary of Mahatma Gandhi is being commemorated for a period of two years from 2nd October, 2018 to 2nd October, 2020 throughout the nation as well as at international level. The Department of School Education & Literacy is conducting nationwide activities for the same. The following activities have been completed by Dept. of School Education & Literacy:
- CBSE organised Expression Series on Mahatma Gandhi from 19th August to 3rd September, 2019. Approximately 4.5 lakh students participated across the country. 4314 shortlisted entries were uploaded by schools on CBSE Expression Series App out of which 18 selected as best entries. The Expression Series was based on the life, vision and philosophy of the father of the nation. The series was meant to provide a creative outlet to children and provide them with a platform to express themselves on various themes. The winners of the series were felicitated by HRM on 1st October, 2019 in the programme organized to commemorate 150th Birth Anniversary of Mahatma Gandhi.
- A large National Level Function was organised on lst October, 2019 at Dr. Ambedkar International Centre (DAIC), New Delhi
- Swachh Bharat Diwas (Shramdan: Plastic Waste Collection) was organized on 2nd October 2019 and 6,70,33,153 students of 7,73,050 schools participated in Shramdaan for Plastic Waste Collection on 2nd October 2019.
- Intensive programmes and activities on Mahatma Gandhi were organized in schools during the week from 23rd September, 2019 to 2nd October, 2019.
Kala Utsav :
- Kala Utsav is an initiative of the Department of School Education & Literacy to recognize the importance of aesthetics and artistic experiences for school students, which play a major role in creating awareness of India’s rich cultural heritage and its vibrant diversity. The National level Kala Utsav is scheduled to be held at Bhopal, Madhya Pradesh form 2nd -5th January, 2020. Competitions will be held in the four themes of Vocal Music, Instrumental Music, Dance and Painting at District and State levels and the winning teams thereafter will participate at the national level competition. The Students of Classes IX to XII of any Government, Government –aided and Private schools may participate in Kala Utsav. A total of 38 teams (36 State/UTs +KVS+NVS) are likely to participate at the National level.
Scheme for Providing Quality Education in Madrasas (SPQEMU :
- Project Approval Meeting of the SPQEM was held on 16th September,2019 wherein Rs. 8788.00 lakh for General States and UTs with Legislature has been approved. Whereas an amount of Rs. 950.00 lakh and 2.00 lakh were approved for NER states and UTs without Legislature respectively.
- Till date, Rs. 5912.808 lakh has been released to States under SPQEM. File of Rs.806.10 lakh has been processed/under submission.
Infrastructure Development of Private Aided/Unaided Minority Institutes (IDMI) :
- Project Approval Meeting of the IDMI was held on 27th November, 2019 wherein Rs. 2000.00 lakh for General States and Rs. 250 lakh for NER States have been approved.
- An amount of Rs. 303.63 lakh under IDMI scheme has been processed to release.
Snapshot of Coverage of Children with Special Needs -CwSN (2019-20) :
- More than 20 lakh CWSN enrolled in schools or receiving home based education.
- Rs. 136375.31 lakh estimated for various interventions of Inclusive Education for CWSN for the year 2019-20.
- Braille textbooks are being provided to 40,311 children with visual impairment at elementary level (class I to VIII) with an estimated outlay of Rs. 123.25 lakh.
- Large print books are being provided to 91,254 children with low vision at elementary level (class I to VIII) with an estimated outlay ofRs.289.00 lakh.
- Outlay of Rs. 619.09 lakh has been estimated for in-service training of 26,817 special educators.
- 5.96 lakh girls with special needs receiving stipend through Direct Benefit Transfer (DBT).
- More than 2.32 lakh CWSN using aids and appliances through scheme/s like ADIP etc.
- Total outlay of Rs. 1911.05 lakh has been estimated for conducting 17,734 sports events and exposure visits thus promoting social inclusion.
- Approximately 64.24% of schools at elementary level and 58.28% at secondary level are equipped with ramps with handrails and approximately 19.59% of schools at elementary level and 24.40% at secondary level have disabled friendly toilets (DFT) to enhance retention of CWSN in regular schools.
- An outlay of Rs. 1995.93 lakh has been estimated for 58,392 assistive devices, equipmentsand teaching learning materials (TLM).
- Engagement of 28,285 resource persons and special educators have been estimated to cater to the diverse & unique needs of CWSN from elementary to higher secondary level.
Initiatives by autonomous organizations for CwSN :
- Books in Accessible Format on e-Pathshala Portal for CwSN has been developed by NCERT, the ePathshala mobile app supports Text to Speech to help children with visual impairment.
- Audio books have been developed by NCERT, in which textbooks are presented in audio form, to help the visually challenged learners
- NCERT has developed Tactile Map Books with 25 maps and diagrams, with Braille and English text to encourage collaborative learning.
- CBSE’s provision for CwSN: Exemptions/ Concessions Rules Applicable for Both Class X & XII Board Exam Facility of Scribe and compensatory time: Candidates with disabilities as defined in The Rights of Persons with Disabilities Act 2016 are permitted to use a Scribe or allowed Compensatory time etc.
CONSTRUCTION OF JNV BUILDINGS :
- As per 100 days action plan, newly constructed building of 10 JNVs i.e. Kanshiram Nagar(UP), Malkangiri-II (Odisha), Sitapur-II (UP), Dang (Gujarat), Navsari (Gujarat), Puri (Odisha), Palwal (Haryana), Bhandara (Maharashtra), Jhabua-II (MP), Ahemdabad (Gujarat) were inaugurated.
- As a part of 100 days agenda foundation laying done in respect of 10 JNVs and construction work begun viz. SefaiJala (Tripura), South Tripura (Tripura), South West Khasi Hills (Meghalaya), Jalpaiguri (W.B.) Kalaburgi-I (Karnataka) & Kolar (Karnataka) Jhabua (MP) &Mahisagar (Gujarat).
- · Construction of additional dormitory has been completed in JNV Srikakulam, JNV Vishakhapatnam, JNV Vijayanagaram, JNV Kodagu & JNV Mandya.
- · Infrastructure for implementation of Rooftop grid connected Solar power has been completed on 176 sites. Generation of power has also been started on 12 sites. On other JNVs, net metering is awaited.
RECRUITMENT :
- Process for engagement of 01 male and 01 female counsellor in all functional JNVs has been completed. Recruitment for filling up 2370 posts advertised on 9th July, 2019 is at advance stage of completion.
- Offers of appointment to 218 PGTs have been issued. Joining status is awaited.
It eliminates the prevailing manual system of service processes followed in the organization & to improve access to real-time data for decision support and to enhance efficiency and transparency of school operations, development of “ShaalaDarpan” project is has been developed with the help of C-DAC, Ministry of Electronics and Information Technology.
ACADEMIC EXCELLENCE of NVS Students :
ADMISSION IN IITS, NITS AND MEDICAL COLLEGES OF NVS STUDENTS : 2019
|
JEE |
NEET |
|||
|
Appeared in JEE Main |
11733 |
Appeared in NEET |
16156 |
|
|
Qualified in JEE Main |
4451 |
Qualified in NEET |
12654 |
|
|
Qualified in JEE Advanced -First list |
966 |
|||
TREE PLANTATION :
All field units of NVS have been instructed to implement “One Student One Tree Campaign”. It aims at involving school students in raising plant nurseries to bring them closer to natural environment, help them understand the natural processes of germination and feel the joy of watching saplings grow. Students are involved in activities right from sowing the seed to transplanting, watering, weeding etc. so that students can learn the process also. More than 2.40 lakhs saplings were planted by the of students of JNVs in 2019-20.
SHAALA DARPAN :
ShaalaDarpan portal of NVS has been launched on 06.11.2019 at National Museum Auditorium, New Delhi by Shri Sanjay Dhotre, Minister of State for HRD.
Digital initiatives :
Process of application for the Class VI examination has been made online leading to better access for the rural population to the application process. Faceless admission process has resulted in more transparency and least corruption.
- Process of transfer has been made online which has resulted in increased transparency and timely completion of the process.
- Recruitment process has been made online and faceless till appointment. The appointment letters are also downloaded by candidates using their login password.
Achievements-2019
- Inauguration of new constructed school buildings: 17 newly constructed school buildings of KendriyaVidyalayas were inaugurated .
- Foundation Stone laying of school buildings : Minister of HRD has laid the foundation stone of 7 school buildings of KendriyaVidyalayas.
- Opening of New KendriyaVidyalayas : During last 6 months 25 KendriyaVidyalayas have been opened.
- Filling up of vacancies:The details of posting of staff in the last 6 months in various KendriyaVidyalyaas / Regional Offices / KVS (Hqrs.) are as under :
|
S.No. |
Name of Post |
Pay level |
No. of offer of appointment issued |
|
|
PRT |
06 |
3000 |
|
|
TGT (English, Hindi, Maths, Science, Social Studies, Sanskrit) |
07 |
3473 |
|
|
Assistant Section Officer |
06 |
31 |
|
|
Senior Secretariat Assistant |
04 |
218 |
|
|
Junior Secretariat Assistant |
02 |
684 |
|
|
Steno. Grade II |
04 |
37 |
|
Total |
7443 |
||
Click here for more details on KVS achievements.
CENTRAL BOARD OF SECONDARY EDUCATION (CBSE)
Achievement-2019
CBSE has taken up several initiatives like formation of Hubs of Learning programme, training school teaches, process of recruitment of teachers, a new Vidya-Daanprogramme, preparation of students for PISA 2021, celebration of 150 years of Mahatma Gandhi, AryabhatGanit Challenge , handbooks on Artificial Intelligence for school children, and participation in national Campaigns like Fit India, Swachchtha, EBSB among others.
Click here for details of activities of CBSE.
NATIONAL COUNCIL FOR TEACHER EDUCATION :
Integrated Teacher Education Programme (ITEP) :
NCTE has invited applications form the institutions seeking recognition for 4-year Integrated Teacher Education Programme (ITEP). The institutions have submitted online applications which will be processed as per the provisions stipulated in the relevant Regulations. Applications were invited between 03.06.2019 and 31.07.2019.
Launching of online Performance Appraisal Report system (PAR) :
One of the conditions of recognition by NCTE is to direct the filing of a Performance Appraisal Report annually, which includes annual statement of accounts duly audited by a Chartered Accountant
The Online Performance Appraisal Report (PAR) system was formally launched on 23rd September 2019 and all recognized TEIs are required to fill up data on various regulatory parameters.
Launching of Online Teacher-Pupil Registration Management System (OTPRMS) :
Some prospective employers prior to employing a person as a teacher require verification of recognition status from NCTE regarding degree/diploma/certificate in teacher education. In this regard, the NCTE has launched Online Teacher-Pupil Registration Management System (OTPRMS) to facilitate candidates who have passed out of teacher education programmes from NCTE recognized institution (s). This programme was launched on 26.07.2019.
Silver Jubilee Celebrations :
The NCTE in its Silver Jubilee year organized an International Conference with the theme “Journey of Teacher Education: Local to Global on 17th and 18th August, 2019. The Conference highlighted the achievements of the Indian education system and facilitated dissemination of quality global practices in teacher education.
The NCTE intends to engage its resources towards launching “Project Lighthouse” by identifying 700 institutions, approximately one in each district of the country in the first phase. The partner Teacher Education Institutions (TEIs) will be selected by NCTE through a transparent procedure and they shall be academically and administratively supported and mentored for running an emblematic 2-year B.Ed. programme from the academic session 2020-21 onwards. This programme is expected to prepare 70,000 exemplar teachers in the year 2020-22. The selection of the 700 TEIs shall be done for 5 consecutive years after which 3,500 model TEIs will be capacitated to prepare a total of 3,50,000 quality teachers trained at international levels of competence. The TEIs so selected will be supported with several specific interventions like a centralized entrance examination for admission of students, a revised and up-to-date curriculum, capacity building of the teacher educators, etc. It is also envisioned to arrange for international placement of some selected student-teachers of these TEIs.
- Instituting “Best Teacher Educator Award” to be given to 20 exemplary teacher-educators every year.
The NCTE has initiated a programme for awarding 20 meritorious teacher educators every year. The first instalment of awards will be given in 2020.
The Central Board of Secondary Education (CBSE) has called on its affiliated schools to assist with the conduct of the National Institute of Open Schooling (NIOS) public examinations scheduled for October–November 2025.
In a recent official communication addressed to principals and heads of schools, CBSE emphasised that NIOS requires infrastructural and logistical support to conduct its biannual board examinations, which include assessments for Class 10, Class 12, and various vocational courses.
“The next Public Examinations of NIOS are scheduled to be held in October–November 2025,” the notice stated, adding that CBSE-affiliated institutions have historically played a key role in enabling NIOS to run its exams smoothly.
Schools willing to extend support have been asked to register their intent on the official NIOS website at https://exams.nios.ac.in under the section: Examination Centre > Register Now.
NIOS operates under the Ministry of Education and is the country’s largest open schooling body. It caters to learners from diverse backgrounds, offering flexibility in learning and examination schedules, especially for students who may be outside the traditional school system.
“Your assistance will help NIOS in holding Public Examinations of its learners,” the CBSE notice concluded, underlining the collaborative nature of this effort.
By participating in this initiative, CBSE schools are not only supporting a national mandate for inclusive education but also contributing to educational equity by helping millions of NIOS learners access fair and organised exam environments.
When was the last time you thought about where your students sit? If you think a seat is just a seat — think again.
A simple shift in seating arrangements, sparked by the Malayalam film Sthanarthi Sreekuttan, is inspiring schools in Kerala to break the age-old divide of “frontbenchers” and “backbenchers”. The Times of India recently reported how some schools have begun rethinking how rows of benches shape mindsets — often turning bright learners into passive listeners by default.
Preethi Vickram, Founder of Tapas Progressive Learning, applauded this unique approach online:
The truth is, classroom seating is more than furniture. It’s a mirror of our teaching philosophies. For decades, rigid rows have told students to sit down, face forward, and stay quiet while the teacher talks. One person speaks, everyone else absorbs. But learning doesn’t work in a straight line — it happens in loops, debates, disagreements, and those random questions that make everyone think.
It’s not just an emotional idea — there’s solid science behind it. A 2020 review in Frontiers in Psychology found that classroom layouts directly affect interaction and motivation. The Classroom Direct blog points out that flexible layouts foster collaboration, peer learning, and inclusivity. And a 2022 ESI Conference study noted that traditional seating can create power hierarchies where only frontbenchers thrive.
In India, we know this divide well. Backbenchers are often seen as mischievous or disinterested — but what if they were simply disengaged by design? Many schools still enforce outdated seating rules: girls must sit separately from boys; ‘weak’ students banished to the back; bright ones pushed to the front like prized trophies. But what are we telling children when we make them sit apart based on gender, marks or silence? That some voices matter more than others.
Architects and education designers have long championed a different approach. Rosan Bosch’s designs for Sweden’s Vittra School are modular and playful, showing that space itself can be a teacher. Danish Kurani, an expert in reimagining learning spaces, writes that the biggest mistake schools make is assuming they can modernise teaching methods without changing the physical space: “You can’t have collaborative, project-based learning in a classroom still set up for rows of passive listening.”
Kerala’s small but significant shift is a reminder that big change often starts with small, visible actions. When students sit in circles, clusters, or flexible pods, they are more likely to speak up, listen actively, and learn from one another. It helps break the silent stigma that ‘the back’ means you don’t matter.
Designers like Kurani argue that students should have a voice in how their classrooms look and feel — because when the space reflects curiosity and movement, it encourages the same in young minds. The Studio Schools Trust in the UK, the Reggio Emilia approach in Italy, and Big Picture Learning schools in the US all prove that flexible, student-centred learning environments are not “alternative” anymore — they’re the future.
And this shift doesn’t need fancy gadgets or big budgets. It’s the lowest-cost ‘edtech’ upgrade schools can make: moving a few benches, opening up a circle, creating nooks for quiet work and spaces for loud debate. It tells children: “Your voice matters, wherever you sit.”
In a world that needs more curiosity, connection, and creativity — we cannot afford to let seating stifle learning.
So let’s not just remove the backbenchers — let’s remove the very idea of front and back.
Because when every child feels seen and heard, there are no bad seats in the house.
References: * Classroom Direct Blog, 2021 * Frontiers in Psychology, 2020 * ESI Conference Proceedings, 2022 * Danish Kurani on Common Classroom Design Mistakes
More than 50 Vice Chancellors of India’s central universities gathered in Kevadia, Gujarat for a two-day conference to assess the implementation of the National Education Policy (NEP) 2020 and lay the groundwork for the coming years. Organised by the Ministry of Education in collaboration with the Central University of Gujarat, the conference seeks to align higher education institutions with the broader national vision of Viksit Bharat by 2047.
Union Education Minister Dharmendra Pradhan, addressing the gathering, outlined the Panch Sankalpa of NEP 2020—next-generation education, multidisciplinary learning, innovation, holistic development, and Bharatiya orientation—as the guiding principles for institutional transformation. He emphasised that India’s higher education ecosystem has undergone significant change over the last decade, becoming more flexible, inclusive, and innovation-driven. Student enrolment has increased by 30% since 2014–15 to reach 4.46 crore, with female enrolment growing by 38%. The gross enrolment ratio for female students now exceeds that of males, while enrolment among Scheduled Castes and Scheduled Tribes has also improved. PhD enrolments have nearly doubled, with women registering a 136% increase.
The Minister urged Vice Chancellors to play a transformative role by redesigning curricula, improving digital infrastructure, strengthening faculty training, and promoting multidisciplinary education. He reiterated the goal of raising the gross enrolment ratio in higher education to 50% by 2035, in line with the NEP’s vision. Placing students at the centre of all reform efforts, he called on universities to foster job creators, ethical innovators, and socially responsible graduates.
Pradhan also encouraged institutions to reflect on India’s intellectual heritage while preparing for a global future, invoking the academic “Triveni Sangamam” of celebrating the past, calibrating the present, and creating the future. He recommended that each university prepare a strategy paper to fully implement NEP 2020, incorporating Indian Knowledge Systems, digital skilling initiatives, and campus-led innovations. He proposed that such review conferences be hosted at the campus level to promote decentralised engagement and exchange of ideas.
Dr. Hashmukh Adhia, Chancellor of the Central University of Gujarat, spoke about the six principles of karmayoga and the importance of Indian knowledge systems in shaping individual and collective progress. Dr. Vineet Joshi, Secretary of Higher Education, reflected on the journey since the policy’s launch and reiterated that NEP 2020 imagines universities not as degree-granting institutions, but as ecosystems of innovation, research, and holistic development. Dr. Sunil Barnwal, Additional Secretary, underlined the foundational values of access, equity, quality, affordability, and accountability, and highlighted the importance of stakeholder partnerships in driving reform.
Prof. Rama Shanker Dubey, Vice Chancellor of Central University of Gujarat, reaffirmed that all central universities are committed to advancing the vision of Viksit Bharat through concrete, on-ground measures. The conference, spread over ten thematic sessions, includes discussions on the Four-Year Undergraduate Programme, digital tools like SWAYAM and AAPAR, university governance through SAMARTH, alignment of education with the future of work, and research and innovation frameworks such as ANRF and PMRF. Other themes include equity, internationalisation, faculty development, and the integration of Indian languages and knowledge systems.
Participating universities include Jawaharlal Nehru University, University of Delhi, Tripura University, Central University of Rajasthan, Sikkim University, and many others. The outcomes of the conference are expected to help define the next phase of NEP 2020 implementation, enabling institutions to become more responsive, inclusive, and globally competitive.
Education
Less Than Half of Indian Schools Offer Skill-Based Courses for Senior Students: NCERT Survey
A recent survey conducted by NCERT’s National Assessment Centre has revealed that only 47% of schools across India currently offer any skill-based courses to students in Class 9 and above. This statistic highlights a significant gap in the availability of practical, job-ready education at the secondary level—an area that India’s New Education Policy has been aiming to strengthen.
The survey also found that student enrolment in these courses is even lower. Just 29% of students in Classes 9 and above have opted for skill-based subjects, indicating the need for better awareness, guidance, and integration of these programmes into mainstream learning.
The courses that are being offered include trending and industry-relevant subjects like Artificial Intelligence, Data Analytics, Digital Marketing, and E-commerce. However, experts believe these numbers are far from adequate in a country with one of the world’s largest youth populations.
At the higher education level, there is a stronger push for integrating skills into curricula. Many skill universities now structure their programmes with a 60% to 70% skill-based component, offering students a blend of theoretical and practical knowledge designed to make them workforce-ready.
The NCERT report recommends that more schools must be brought into the fold of skill education. With the job market rapidly evolving and the demand for digital and emerging technology skills growing, strengthening school-level skill education can bridge the gap between academic learning and real-world employability.
Building robust vocational streams in schools could also help address the challenge of students dropping out after secondary education due to a lack of clear pathways into meaningful careers.
Under the leadership of Chief Minister Yogi Adityanath, the state is rolling out astro labs in government schools at the block level, aiming to strengthen scientific thinking and curiosity among school children, especially in rural areas.
According to a statement issued by the government, these labs—named Amrit Kaal Learning Centres—are being developed through a public-private partnership (PPP) model and are already operational in several districts.
The initiative is designed to give students access to real-time, hands-on learning experiences using tools like Dobsonian telescopes, VR headsets, microscopes, light experiment kits, and anatomical models. These tools go beyond textbook learning, allowing students to explore astronomy, gravity, light, and the physical world through direct experimentation.
Officials say the initiative has already made significant impact. In Ballia district, for example, science labs have been established in all 17 blocks to make science more engaging and inquiry-driven.
Ballia District Magistrate Mangla Prasad Singh said the labs are aligned with the state’s broader goal of making science accessible and meaningful. “These labs are designed to foster experiential and inquiry-based learning,” he noted.
Chief Development Officer Aojaswi Raj added that each lab costs between ₹2.5 to ₹3 lakh, including both the equipment and teacher training. The inclusion of orientation sessions, video guides, and mentorship support for teachers ensures that the labs are used effectively in classrooms.
“These labs have sparked genuine curiosity among children, who now ask questions, observe the night sky, and explore concepts far beyond the standard curriculum,” said Raj.
The program is part of a larger effort to bridge the gap between urban and rural education. With access to advanced tools and teacher support, children in villages are beginning to imagine careers in space science, inspired by stories like that of Indian-origin astronaut Shubhanshu Shukla.
The UP government hopes this initiative will help build a future-ready generation, where aspiration is not defined by geography, and the boundaries of scientific exploration begin right from the classroom.
According to the government’s latest PARAKH Rashtriya Sarvekshan report released on Monday, Class 3 students across India have yet to return to pre-COVID academic levels. The survey, conducted in December 2024, covered more than 21 lakh students from Classes 3, 6, and 9 across 74,229 schools, offering a large-scale snapshot of student learning recovery after the pandemic.
Among the three grades, Class 3 is the only one surveyed in all three rounds (2017, 2021, and 2024) — allowing for direct comparison. While there has been an uptick in scores since the 2021 assessment, they remain below the national average recorded in 2017.
In 2024, Class 3 students scored an average of 64% in language, compared to 62% in 2021 — but still lower than 66.7% in 2017. In Mathematics, the score stood at 60%, up from 57% in 2021, but below the 63% recorded in 2017.
Students were found to struggle the most in reading short stories and understanding them (60%), while performing best in everyday language usage (67%). In Maths, the lowest scores came in geometry and money concepts (50%), with the strongest performance in identifying basic shapes and number patterns (69%).
The survey’s structure is aligned with the National Education Policy (NEP) 2020, which breaks school education into four key stages. Class 3 marks the end of the Foundational Stage, making it a crucial checkpoint for basic literacy and numeracy.
Classes 6 and 9: Scores Below 50% in Most Subjects
Students in Classes 6 and 9 showed average scores below 50% in all subjects except language, suggesting that older cohorts may be bearing the brunt of prolonged learning loss from pandemic-related school closures.
A senior official from the Ministry of Education noted that these grades missed nearly two full years of classroom instruction during a critical developmental period. Despite visible recovery since 2021, the learning gaps persist.
Why This Matters
The findings serve as a reminder of the lasting impact of the pandemic on India’s school education, especially for early learners. The report calls for targeted learning interventions, curriculum adjustments, and robust teacher support systems to help students recover foundational skills.
With only limited time before students transition into higher stages of schooling, the emphasis is now on accelerated catch-up strategies and deeper diagnostic assessments to address these persistent gaps.
The Punjab government has announced that all Class 11 and 12 students in government schools will receive skill education in business and marketing from the upcoming academic session. The initiative is being implemented under the Punjab Young Entrepreneurs Scheme.
According to Education Minister Harjot Singh Bains, the programme aims to introduce basic entrepreneurship concepts to senior secondary students. As part of this, students will be required to develop and present business ideas as subject-linked projects. The state has also invested in setting up innovation labs in schools to support product development and technical training.
The initiative was formally presented at the Business Blasters Expo 2025, where student teams from various districts showcased business models to a panel of educators, industrialists, and startup professionals. According to official information, participating teams received financial support to take their ideas forward.
Some of the student-led projects included products such as handmade goods, natural cosmetics, customised simulators, framed artwork, and cycle-based mobility solutions. In one case, a student from Mullanpur Dakha created decorative items that were later sold in the market at a significantly higher margin.
The Education Minister also cited employment data between 2014–15 and 2021–22, pointing to a gap between job applicants and job placements. The scheme, he said, is being introduced with the aim of equipping students with skills relevant to today’s economic landscape.
Initially piloted in 30 schools, the Punjab Young Entrepreneurs Scheme is now being scaled across the state. The business and marketing module is expected to cover financial literacy, product development, market analysis, and customer outreach.
The government has stated that the curriculum will align with academic requirements while also supporting practical exposure. Further partnerships with technical institutions and industry stakeholders are also being explored.
Thousands of voices echoed across the valley districts of Manipur on 5th July, as students, teachers, and civil society members marched in unison, demanding an uninterrupted and safe educational environment. Marking the 18th Disturbance-Free Education Zone Demand Day, the rallies were spearheaded by the Democratic Students’ Alliance of Manipur (DESAM), with support from over 15 civil society organisations.
Held across Imphal East, Imphal West, Kakching, Thoubal, and Bishnupur, the rallies were unified under the message: “Make Education a Disturbance Free Zone.” From THAU Ground near the Legislative Assembly to Imphal College, and similar routes in other districts, demonstrators walked with banners, placards, and resolute slogans calling for peace and protection of learning spaces.
This year’s observance comes at a particularly sensitive moment for the state, as Manipur continues to reel from over two years of ethnic conflict, political instability, and administrative disruptions. These challenges have had a disproportionate impact on the state’s education system—schools in conflict zones have been intermittently closed, exams postponed, and many children displaced from both their homes and classrooms.
Speaking to the media during the rally, DESAM President Mayengbam Somorjit urged the government to pass legislation mandating a minimum of 220 academic days per year, to ensure stability and learning continuity even during crises. He emphasized that children in Manipur must not be deprived of their right to education because of circumstances beyond their control.
Other demands included the appointment of Directors of Education from among experienced educators, and greater transparency in recruitment and promotion processes within the education department. There were also strong appeals to armed groups to abstain from placing financial or material demands on educational institutions—a practice that has led to school closures and security concerns in the past.
The rallies were largely peaceful and drew significant participation from both urban and rural communities. Protesters stressed that beyond political resolution, restoring education must become a humanitarian priority.
In the past two years, students in conflict-affected districts have faced regular school closures, sporadic internet blackouts, and mental health challenges, as families grapple with violence, displacement, and uncertainty. NGOs and local educators have warned of rising dropout rates, learning loss, and a deepening digital divide—especially in remote or vulnerable communities.
While the larger political crisis in Manipur continues to seek resolution, the message from students and educators is clear: education must be safeguarded. As one banner read during the march: “Books, not bullets. Peace, not pauses.”
Tripura Chief Minister Dr. Manik Saha on Friday launched the ‘Tripura School Quality Assessment and Accreditation Framework (TSQAAF),’ a state-level mechanism aimed at standardising and evaluating school performance to align with national quality benchmarks.
Speaking at the launch event at Rabindra Shatabarshiki Bhavan in Agartala, Dr. Saha, who also holds the Education portfolio, emphasised that while academic knowledge is essential, it must be accompanied by values, social awareness, and holistic development.
“Textbook education can never be the standard of life,” the Chief Minister stated, adding, “Along with education, children should also be engaged in social work.”
The TSQAAF is expected to serve as an evaluative framework that not only sets indicators for school infrastructure, teaching practices, and learning outcomes but also focuses on co-curricular and value-based education. According to officials, the framework will allow schools across Tripura to be assessed, accredited, and guided for improvement on measurable parameters of quality.
Saha acknowledged that the state education department is adapting to the evolving needs of learners and aligning with national initiatives like the National Education Policy (NEP) 2020. He highlighted the importance of uniformity in curriculum and assessment to ensure students across India are prepared for central-level competition.
“If there is a uniform question paper, our children can also compete centrally,” he said.
The CM also spoke about the broader responsibilities of teachers in shaping character, ethics, and social consciousness among students. He encouraged the inclusion of practical subjects that address social problems and life skills, going beyond syllabus-bound instruction.
Reaffirming the state’s commitment to education reforms, Saha said quality teachers are being recruited through the Teacher Eligibility Test (TET), and more appointments are planned to strengthen the system further.
Senior officials, including Special Secretary of the Education Department Raval Hemendra Kumar, Director of Education N C Sharma, and SBI Foundation CEO Sanjay Prakash, were present at the event. The SBI Foundation has also extended support to the state’s education initiatives.
The TSQAAF initiative marks another step in Tripura’s education reform roadmap, aimed at creating a comprehensive schooling environment that prepares students for academic success while also cultivating civic responsibility.
Astronaut Shubhanshu Shukla, currently stationed aboard the International Space Station (ISS), answered questions from schoolchildren during a live interaction hosted under ISRO’s Vidyarthi Samvad Program.
The session, designed to bring students closer to the realities of space science, turned into a heartwarming and humorous conversation about food, sleep, and the sheer wonder of viewing Earth from space.
When asked how astronauts sleep in zero gravity, Shukla smiled and explained: “There is no floor or ceiling in space. Some of us sleep on the wall, some on the ceiling. We have to tie ourselves down so we don’t float away while sleeping.”
The conversation became sweeter when Shukla revealed that he brought familiar Indian flavours with him into orbit. “I have carried gajar ka halwa, moong dal halwa, and mango juice with me from India,” he said, to the delight of the young audience. He clarified that the halwa was specially medicated for space missions, not made at home — a detail that sparked laughter and curiosity alike.
The astronaut also spoke about daily life aboard the ISS, including how exercise is essential to counter microgravity. “We ride bicycles here, but there are no seats. We strap ourselves in with belts,” he told the children, who were both fascinated and amused by the image.
For Shukla, however, the highlight of being in space remains the view of Earth. “That blue sphere, that light mist… seeing Earth from here is the most beautiful experience. It’s hard to describe in words.”
Addressing mental well-being, he shared how astronauts stay connected with their families. “Technology helps bridge the distance. We can talk to our loved ones, and that keeps us grounded — even when we’re not.”
Also present during the interaction was Group Captain Angad Pratap, a fellow member of the Gaganyaan mission crew, who encouraged students to consider careers in aviation and space science.
For many students, the session was a dream come true. “It felt like science fiction,” said one participant. “Now I believe I can go to space one day.”
As India continues its rapid progress in space exploration, conversations like these serve as reminders that inspiration is as critical as infrastructure — and that sometimes, a simple chat with an astronaut can launch the imagination of an entire generation.
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