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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).
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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.

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SC-Appointed Task Force Holds First Meeting to Address Student Suicides in Educational Institutions
Published
3 hours agoon
April 1, 2025
In a critical step toward confronting the alarming rise in student suicides, a Supreme Court-appointed National Task Force on Mental Health and Student Well-being in Education held its first meeting on 29 March 2025. This comes just five days after the apex court formed the committee, recognising that student suicides have now outnumbered those in the farming sector—a tragic and urgent wake-up call for the country’s education system.
The task force, chaired by former Supreme Court judge Justice S. Ravindra Bhat, has been given the mandate to examine mental health concerns within higher educational institutions and recommend policy-level reforms to prevent student suicides. The move follows a petition filed by parents of two students from IIT Delhi, who had allegedly died by suicide, seeking an FIR and deeper accountability.
Listening to India: A National Consultation
In a progressive and people-first approach, the task force will soon launch a website and social media platforms to invite public feedback. From educators and students to psychologists and parents, all stakeholders will have the opportunity to share suggestions and lived experiences. Additionally, the panel will conduct public meetings, review existing laws and policies, and consult with institutions and mental health experts.
Who’s On Board?
The panel comprises a cross-section of experts and representatives from:
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Ministry of Women and Child Development
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Department of Higher Education
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Department of Social Justice and Empowerment
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Department of Legal Affairs
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Mental health professionals
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Education policy specialists
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Legal experts
What’s Next?
The Supreme Court has asked for an interim report in four months and a comprehensive final report in eight months. These reports will serve as blueprints to strengthen institutional mental health frameworks and enable the development of preventive policies and on-ground support mechanisms in schools and universities.
Justice J.B. Pardiwala and Justice R. Mahadevan, while announcing the task force earlier this month, had sharply criticised the lack of robust systems to support mental health in educational spaces—pointing to “serious gaps in legal and institutional structures.”
This development comes at a crucial time as schools, colleges, and policymakers across the country grapple with rising mental health issues among students. The outcomes of this task force could very well reshape how educational institutions approach emotional well-being—not as an afterthought, but as an essential part of holistic learning.
Education
CBSE Revises Class 10, 12 Curriculum: Biannual Exams, New Subjects and Flexible Passing Criteria Introduced
Published
4 hours agoon
April 1, 2025
In a landmark reform aligned with the National Education Policy (NEP) 2020, the Central Board of Secondary Education (CBSE) has announced sweeping changes to the Class 10 and 12 curriculum, exam structure, and assessment methods. These changes, which will come into effect from the academic session 2025-26, aim to foster flexibility, skill development, and holistic learning.
Biannual Board Exams
One of the most significant updates is that CBSE will now conduct Class 10 board exams twice a year—in February and April—allowing students to choose the attempt that suits them best. However, Class 12 board exams will continue to be held once a year. This change offers students more chances to improve their performance and alleviates exam-related pressure.
Revised Passing Criteria
CBSE has also made the passing criteria more flexible. In Class 10, students who fail in key subjects like Science, Mathematics or Social Science can now substitute them with a passed skill subject or an optional language subject. The overall pass percentage remains at 33% in both theory and internal assessment.
Introduction of Skill-Based Subjects
With a strong push toward vocational and future-ready learning, the revised curriculum introduces new skill-based subjects.
For Class 10, students can now choose between:
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Computer Applications
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Information Technology
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Artificial Intelligence
They can also select either English or Hindi as their language subjects.
For Class 12, four new skill-based subjects have been introduced:
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Land Transportation Associate
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Electronics and Hardware
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Physical Activity Trainer
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Design Thinking and Innovation
The curriculum for Class 12 is now organised around seven major learning areas:
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Languages
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Humanities
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Mathematics
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Sciences
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Skill Subjects
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General Studies
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Health and Physical Education
New Grading System
Class 10 assessments will now follow a 9-point grading scale, with 80 marks allotted to the written exam and 20 marks to internal assessments. This move aims to promote consistent performance throughout the academic year rather than focusing solely on final exam outcomes.
Curriculum Access and Implementation
The updated curriculum is already available to all CBSE-affiliated schools and includes detailed information on learning outcomes, pedagogical strategies, and assessment frameworks. Educators have been encouraged to align their teaching methodologies accordingly.
This overhaul represents a significant stride toward personalised learning and skill development. With its dual-exam format, diversified subject offerings, and practical focus, CBSE’s new model hopes to reduce academic stress and make education more meaningful for today’s learners.

In the realm of school education, play-based learning has emerged as a powerful and supportive approach to fosters creativity, critical thinking, problem solving and social skills along with conceptual understanding. The genesis to this method is the concept of provocation. A strategically well thought of stimuli that could initiate the thinking process. It is used to arouse the curiosity and invite children to explore, question, engage and deeply interact with their environment. Provocations are carefully designed elements that challenge children to think critically, solve problems, and collaborate with their peers. It is the power of provocation in play-based learning that promotes effective implementation of the teaching learning strategies to enhance the educational experience. Thus, promoting a high quality and sustainable learning.
Understanding Provocation
Provocations are initial setups in form of stories, objects, case studies, role plays or any kind of resource showed to students at the start of a lesson. Their aim is to initiate the thinking process. It creates an environment where students are encouraged to indulge in exploration, experimentation and express their ideas freely.
A good provocation has the capacity to capture interest and motivate all stake holders to engage in deeper learning. It is accompanied by few guiding questions like- “What do you think this is?”, “Why has it been placed here?” , “What are your views on it?” or “ Where have you seen this being used?” . Based on answers given further guiding questions are asked and a path of learning is crafted. Guiding questions accompanying the provocation may be pre decided when the learning objective and learning outcome is predefined, to ensure the desired learning outcome. However, in case of an open-ended learning objective just drafting the path would be enough. Students will then take it further from here.
Benefits of Provocation in Play-Based Learning
- Creativity and Imagination: Breaking the monotony of the sessions, provocations stimulate students’ imagination and creativity. Students think outside the box and come up with innovative solutions and ideas.
- Critical Thinking and Problem-Solving: As new challenges are presented students put their cognitive skills to work and thus delve deeper into the concept. Ensuring critical analysis of the situation and proposing possible solutions for the same. Thus enhancing their critical thinking and problem solving skills.
- Social and Emotional Development: Since the whole class is involved collaboration is at its peak. Each student sharing their views, perspectives and thoughts. Skills such as communication, teamwork, negotiation, and empathy are hence taken care of. In addition to this, solving the given challenges can boost their self-esteem and confidence.
- Active and Engaged Learning: Quote by Benjamin Franklin explains it all. “Tell Me and I Forget; Teach Me and I May Remember; Involve Me and I Learn”.
The Role of Educators in Provocation
We , The Educators play a pivotal role in designing and implementing provocations. They must be designed carefully and thoughtfully. It is imperative for provocations to be thought provoking to showcase its power. Thus educators must devote ample time to design one. Students interest, development stage, their capabilities and age are few pointers guiding the educators to select an age-appropriate provocation. Provocation should cater to each student’s unique learning style and differentiated interests. By aligning provocations with these interests, educators can create a more engaging and meaningful learning experience. You may want to consider the conceptual understanding of your class in case learning objective is targeted towards curriculum.
More importantly, educators should be empowered to facilitate discussions and guide explorations without hinting the outcomes. Open-ended questions should accompany the provocation to ensure students maintain the tangent of class discussion. There may have n number of tangents with a single provocation. Each tangent will help students explore and experiment. Given freedom to direct their learning students will be more confident in their ability to explore and discover.
To conclude the P cube – Power of Provocations in play-based learning is a tool which offers students the opportunities to explore, think critically, and engage deeply with their environment. The power of provocation lies in its ability to ignite curiosity and inspire a lifelong love of learning. Careful designing and implementation of provocation we can create a dynamic and impactful learning experience that fosters sustainable life skills.
So, Friends, educators and countrymen, lets put on our thinking cap and hit on the buzzer for a P cube.
News
CBSE Warns Dummy School Students May Be Barred from Board Exams
Published
4 days agoon
March 28, 2025
New Delhi, 27 March 2025: In a major move that could redefine school accountability and student participation, the Central Board of Secondary Education (CBSE) has warned that Class 12 students studying in dummy schools may be barred from appearing in board examinations. This comes amid growing concerns over schools that enrol students only on paper while they attend private coaching centres full-time, bypassing regular school attendance.
The issue has gained nationwide attention after a JEE (Mains) topper was revealed to be from a dummy institution, SGN Public School in Nangloi, which has since been disaffiliated. A surprise CBSE inspection uncovered multiple violations, including the admission of students who did not attend regular classes. The board took strict action, citing a breach of affiliation norms.
The Delhi High Court also took cognisance of the matter, branding the dummy school phenomenon a “fraud” and ordering both CBSE and the Delhi government to act swiftly. In a ruling dated 27 January 2025, a bench headed by Chief Justice D.K. Upadhyaya and Justice Tushar Rao Gedela directed authorities to ensure adherence to the mandatory attendance rule required for board exam eligibility.
Criticising the increasing trend of students being enrolled in name only while pursuing full-time coaching elsewhere, the court called for rigorous monitoring and regulation. “This defeats the very purpose of formal schooling,” the bench noted, urging CBSE and local authorities to submit a detailed affidavit outlining steps taken to curb such practices.
CBSE has already taken action against more than 300 dummy schools across India, reaffirming its commitment to holistic learning and adherence to the National Education Policy (NEP) 2020, which advocates comprehensive and experiential education rather than rote learning confined to coaching centres.
While the Delhi government has downplayed the issue by stating there’s no formal definition of a ‘dummy school,’ the court maintained that any institution violating attendance norms and academic structure fails the spirit of education. The bench has asked for clearer policies to prevent students from being short-changed on learning opportunities.
As the academic year progresses and board exams approach, CBSE’s firm warning serves as a wake-up call to students and parents alike. The board has reiterated that both parties are responsible for ensuring consistent attendance and genuine academic participation.
Repercussions:
This decision could lead to widespread disqualification of non-attending students from board exams, upend coaching-centre-first models, and push schools to re-evaluate enrolment practices. It may also spark regulatory reforms, with long-term implications on how Indian students balance formal schooling and competitive exam preparations.
Education
Target Learning Ventures Conducts Career Counselling for Underprivileged Students in Kandivali
Published
5 days agoon
March 27, 2025
Mumbai, 26 March 2025: In a commendable outreach initiative, Target Learning Ventures, a leading publishing house, recently conducted a comprehensive career counselling session for students of Matrubhoomi High School in Kandivali. The session, aimed at 9th and 10th-grade students from economically weaker backgrounds, was held in collaboration with INSEED NGO, which works to provide essential academic support to the school.
The session was led by Mr Sachin Kodolikar, Executive Director of Target Learning Ventures, who introduced students to various personality types—communicative, reflective, analytical, and assertive—and their relevance in different career paths. The approach helped students understand how their personal traits could align with diverse professional opportunities.
Mr Kodolikar also introduced students to skill-based career options, drawing attention to government-recognised courses and platforms such as the National Skill Development Corporation (NSDC). He encouraged the students to participate in the India Skills competition and explore non-traditional career paths that could lead to long-term growth and self-reliance.
“We are obliged by INSEED NGO for giving us this opportunity,” said Mr Kodolikar. “This initiative is about more than career guidance—it’s about broadening horizons and helping students make informed decisions.”
Sangeeta Shirname, Founder of INSEED NGO, expressed her appreciation for the session, noting its significance in inspiring students to look beyond conventional careers such as engineering and medicine. She added that many students were excited about the upcoming opportunity to visit the Target Learning Ventures office for hands-on exposure.
Education
‘Baalpan ki Kavita’ Initiative Launched to Restore Indian Rhymes for Young Learners
Published
6 days agoon
March 26, 2025
In an important stride towards implementing the National Education Policy (NEP) 2020, the Ministry of Education has launched the “Baalpan ki Kavita” initiative—an ambitious project to restore and revive Indian rhymes and poems for young children across the country. Spearheaded by the Department of School Education & Literacy (DoSE&L), this initiative aims to build a vibrant compendium of age-appropriate, culturally resonant poems in all Bharatiya Bhasha (Indian languages) and in English, for pre-primary to Grade 2 learners.
The initiative recognises the powerful influence of rhymes and poems in early childhood education—offering not only linguistic development but also cultural grounding. Through the “Baalpan ki Kavita” contest, DoSE&L and MyGov are inviting educators, parents, poets, and language enthusiasts to contribute existing or original rhymes under three categories: Pre-primary (ages 3–6), Grade 1 (ages 6–7), and Grade 2 (ages 7–8). The entries can be submitted from 26 March to 22 April 2025 on the MyGov website, and should reflect joyful, child-friendly content rooted in India’s diverse cultural milieu.
While the initiative has been widely welcomed, it has also sparked necessary conversations around what it means to restore “Bharatiya” poems in a truly pluralistic and inclusive India. Critics and educators alike are cautioning that while returning to linguistic and cultural roots is commendable, it is equally essential to ensure that the selected rhymes reflect progressive values, diversity, and regional representation.
For decades, Indian children have grown up reciting foreign nursery rhymes like Twinkle Twinkle Little Star or Jack and Jill, with little exposure to traditional Indian poetic forms. While some schools have occasionally included regional gems such as Nani Teri Morni Ko Mor Le Gaye (Hindi) or Chanda Mama Door Ke (widely popular in Hindi and Telugu), these have rarely found a standard place in national curricula.
The absence of Indian rhymes in mainstream education can be attributed to colonial hangovers, lack of standardisation across states, and an education system that long prioritised English-medium content. However, the NEP 2020 has made a strong case for multilingualism and cultural rootedness in foundational education—opening the door to such initiatives that celebrate India’s linguistic diversity.
That said, educationists emphasise that inclusion must go hand-in-hand with critical curation. Rhymes must reflect the India of today—not just folklore, but stories that uphold gender equality, environmental awareness, and kindness. We must move beyond simplistic moral binaries or caste-laden tales that have occasionally crept into traditional literature.
In fact, there’s an opportunity here to revive some of India’s lesser-known literary treasures—folk rhymes from the hills of Himachal, tribal lullabies from Odisha, Malayalam couplets about the monsoon, Marathi riddles, and more. Rhymes like Appa Amma (Kannada) or Kokila Kokila (Tamil) can be powerful vehicles for language immersion, identity formation, and emotional development.
Still, romanticising the past without scrutiny is not ideal. While the intent to preserve Bharatiya Bhasha is commendable, there is a fine line between celebration and cultural imposition. This initiative must not become a tool to homogenise or politicise early education. India’s strength lies in its diversity—and that diversity and representation must be reflected in the poems our youngest citizens grow up reciting.
As “Baalpan ki Kavita” moves forward, stakeholders must approach the process with sensitivity, balance, and a deep commitment to building a generation that cherishes its heritage while dreaming with open, inclusive minds.
News
Amid Rising Pollution, India Turns to Schools for Climate Action: NCF 2023 Prioritises Environmental Education
Published
1 week agoon
March 25, 2025
India’s escalating environmental challenges, particularly concerning air pollution, have reached alarming levels, posing significant threats to public health and the nation’s sustainable development. Recent data underscores the severity of the situation:
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Widespread Air Pollution: A report by IQAir indicates that only 17% of the world’s cities meet air pollution guidelines, with countries like Chad, Congo, Bangladesh, Pakistan, and India having the dirtiest air. India alone accounts for six of the nine most polluted cities, with Byrnihat being the worst. AP News+1The Guardian+1
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Life Expectancy Impact: Fine particulate air pollution (PM2.5) shortens an average Indian’s life expectancy by 5.3 years, relative to what it would be if the World Health Organization (WHO) guideline of 5 µg/m³ was met. In the National Capital Territory of Delhi, this figure rises to 11.9 years. AQLI
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Severe Smog Events: In January 2025, New Delhi experienced dense smog, significantly reducing visibility and threatening to disrupt flights. The city’s air quality index (AQI) reached 351, categorizing it as “very poor” according to India’s top pollution control body. Reuters
In response to these pressing environmental concerns, the National Curriculum Framework (NCF) 2023 has strongly advocated for the inclusion of environmental education as an interdisciplinary area of study within the school curriculum. This initiative aims to instill environmental awareness and sustainable practices among students from an early age, fostering a generation equipped to tackle environmental challenges.
Environmental education has been seamlessly integrated into various subjects across different educational stages. For instance, topics such as “Forests: Our Lifeline” in Class VII Science and “Our Environment” in Class X Science provide students with a comprehensive understanding of ecological systems and the importance of conservation. Additionally, the National Council of Educational Research and Training (NCERT) has developed supplementary materials, including project books and activity guides, to further enrich environmental learning.
Beyond the classroom, initiatives like Eco Clubs have been established in schools to promote practical engagement with environmental issues. Aligned with the Mission LiFE (Lifestyle for Environment) campaign, these clubs encourage students to participate in activities such as optimizing water usage, reducing waste, recycling, and conducting plantation drives. By actively involving students in these initiatives, Eco Clubs aim to cultivate a sense of responsibility and proactive behavior towards environmental stewardship.
The National Education Policy (NEP) 2020 further emphasizes the critical importance of integrating environmental awareness and sustainability principles into education. By sensitizing students to environmental and climate change concerns, the policy seeks to inculcate values, attitudes, behaviors, and skills essential for addressing environmental challenges, thereby preparing them to contribute to a sustainable future.
Addressing India’s environmental crisis requires a multifaceted approach, with education playing a pivotal role. By embedding environmental studies into the curriculum and fostering active participation through initiatives like Eco Clubs, schools can empower students to become informed and engaged citizens. This educational foundation is crucial for developing innovative solutions and driving collective action towards a cleaner, healthier environment for future generations.
Education
India Needs Apprenticeship-Based Education, Says Minister Jayant Chaudhary
Published
1 week agoon
March 24, 2025
Addressing the pressing issue of skill gaps in India’s technical sectors, Sh. Jayant Chaudhary, Minister of State (Independent Charge), Ministry of Skill Development and Entrepreneurship, highlighted the need for industry-academia-government partnerships and an apprenticeship-embedded curriculum to make the country’s youth future-ready. Speaking as the Chief Guest of the third annual technical festival EPITOME 2025 at Gati Shakti Vishwavidyalaya (GSV), Vadodara, via video conference, the minister emphasised the role of the education ecosystem in driving both national and individual growth.
“In today’s knowledge-driven world, the right skill set gives us both the merit as well as national growth,” he remarked, drawing a strong connection between employability and India’s ambition for Viksit Bharat 2047.
Themed “Transport 360: Land, Air, Sea and Beyond”, the two-day festival at GSV brought together industry leaders, policymakers, educators, and innovators to explore the future of logistics, transport, and multimodal infrastructure.
He called upon stakeholders to work in unison:
“Industry, academia, and government must work in synergy to create skilled professionals who can reduce errors, improve efficiency and drive innovation.”
Citing government initiatives, he noted the recently announced ₹60,000 crore scheme to upgrade Industrial Training Institutes (ITIs) and the Ministry’s support for start-up culture and sector-specific skilling programmes, especially with India’s start-up ecosystem projected to double by 2030 and generate over 50 million jobs.
The minister praised Gati Shakti Vishwavidyalaya’s “industry-driven” approach and encouraged it to mentor National Skill Training Institutes (NSTIs), thereby broadening the impact of its reskilling and upskilling initiatives. Dr. Hemang Joshi, Member of Parliament from Vadodara, reiterated the Prime Minister’s vision for Viksit Bharat 2047, identifying GSV as a vital institution in shaping a transport-ready and skilled India. Vice-Chancellor Prof. Manoj Choudhary shared the university’s progress under its “industry-driven, innovation-led” vision, pointing to its direct collaborations with organisations like Airbus, Alstom, Tata Advanced Systems, and AMD.
Global experts including Prof. Vinayak Dixit (UNSW Australia) and Andreas Foerster (Tata Advanced Systems) also joined the discussions on how academic institutions can match the rapidly evolving demands of the transport and logistics sectors.
While technical universities like GSV are pioneering the way, India’s transformation must begin at the school level. To truly bridge the skill gap and foster real-world readiness, Indian schools must begin integrating apprenticeship-based learning and cross-sector collaboration into the secondary and higher secondary curriculum.
Some solutions that can be adopted include:
Creating industry liaisons in every district to help schools connect with local businesses, logistics hubs, aviation services, or manufacturing units for real-time exposure.
Embedding skill-based modules within existing subjects—such as using project-based transport models in mathematics or digital simulations in geography and economics.
Adopting an ‘Apprenticeship Lite’ model for students in classes 9 to 12, enabling them to shadow professionals or complete internships during school breaks.
Establishing co-branded certification programmes between CBSE/State Boards and skilling institutions like NSDC or Sector Skill Councils to provide formal recognition for practical skills learned in school.
Engaging vocational educators in teacher training to ensure skill-based learning is effectively delivered at the classroom level.
With the National Education Policy (NEP) 2020 advocating for integration of vocational education at all levels, now is the time for school systems to act and align with India’s larger skilling mission. Gati Shakti Vishwavidyalaya’s model could serve as a blueprint—not just for universities, but for school education that aspires to blend knowledge with employability.
A National Model Worth Replicating
Taking the Model to Schools: The Missing Link
Education
Foreign-Trained Teachers Fuel Punjab’s Education Revolution, Says CM Bhagwant Mann
Published
2 weeks agoon
March 21, 2025
Chandigarh: In a move that signals the strengthening of education reform in Punjab, Chief Minister Bhagwant Mann on Saturday hailed the contribution of foreign-trained teachers as catalysts in the state’s ongoing “education revolution.” Speaking at a flag-off ceremony in Chandigarh, Mann dispatched a new batch of 72 teachers to Turku, Finland for training in modern pedagogical practices, marking yet another step towards globalising the state’s education system.
According to the Chief Minister, a total of 234 principals and education officers have already undergone a five-day leadership development programme in Singapore, while 152 headmasters and officers have been trained at IIM Ahmedabad, across three batches. The initiative, Mann said, is designed to expose educators to global best practices and bring those methodologies back to their classrooms in Punjab.
“This out-of-the-box idea is giving major thrust to the education revolution in the state by bringing the much-needed qualitative change in the education system,” he said. “These teachers are acting as agents of change, ensuring quality education for our students.”
Mann further explained that teachers for the programme are selected purely on merit, with a unique eligibility condition: they must be recommended by at least 10 students they have taught. This, he noted, ensures that only genuinely deserving and impactful educators get the opportunity to benefit from the exposure.
The programme equips teachers with modern teaching techniques, including student-centric learning, digital integration, critical thinking development, and classroom management strategies. Upon their return, these teachers share their learnings with peers and students, thereby cascading the training across the state’s education ecosystem.
A National Model in the Making?
Punjab’s approach to foreign teacher training programmes may well serve as a template for other Indian states. Much like student exchange programmes that help pupils gain global exposure, a teacher or faculty exchange programme could enrich teaching methods and uplift educational standards across the country.
Introducing cross-cultural learning for teachers can lead to better understanding of global educational trends and foster innovation in curriculum and teaching methodologies. By encouraging other state governments to adopt similar strategies, India can empower its teaching workforce and help meet the goals of the National Education Policy (NEP) 2020, which strongly emphasises professional development for educators.
As India continues to navigate the challenges of 21st-century learning, investing in teachers is key to shaping future-ready learners. Punjab’s efforts underline the transformative power of global exposure and the ripple effect well-trained teachers can create in society.
News Source- PTI
Education
PM-YUVA 3.0: Transforming Young Writers in India’s Schools?
Published
2 weeks agoon
March 19, 2025
The Prime Minister’s Young Authors Mentorship Scheme (PM-YUVA) has returned for its third edition, promising to shape the future of young Indian writers once again. Launched by the Ministry of Education (MoE) and the National Book Trust (NBT) of India on March 11, 2025, YUVA 3.0 seeks to nurture creative talent among individuals under 30, providing them with a structured mentorship programme that equips them with the skills to document India’s past, present, and future through literature.
With themes such as the contribution of the Indian diaspora in nation-building, the Indian knowledge system, and the makers of modern India (1950-2025), this year’s programme encourages participants to explore diverse facets of India’s rich cultural and intellectual heritage. But while the initiative continues to gain traction, can its implementation be optimised in Indian schools to truly create a lasting impact?
YUVA 3.0: A Gateway for Young Indian Writers
Following the success of YUVA 1.0 and YUVA 2.0, which saw young authors explore themes of India’s freedom movement and democracy, YUVA 3.0 aims to build a stream of writers who can articulate India’s contributions across time and disciplines.
Aspiring authors can apply via MyGov India’s portal, submitting a 10,000-word book proposal that is evaluated by a selection panel constituted by NBT India. 50 candidates will be selected for a six-month mentorship programme, during which they will:
- Receive financial assistance of ₹50,000 per month
- Attend workshops, training sessions, and mentorship meetings
- Have their books published in multiple Indian languages
- Participate in literary festivals and international book fairs
The New Delhi World Book Fair 2026 will serve as a launchpad for these young authors, offering them an opportunity to showcase their work on a national stage.
Bringing YUVA 3.0 into Indian Schools: The Need for Institutional Support
While PM-YUVA 3.0 is a well-structured initiative, a significant gap exists in its reach at the school level. Despite India being home to one of the largest youth populations globally, creative writing as a discipline remains largely underdeveloped in most school curriculums. Integrating this scheme into secondary and higher secondary education could be a game-changer.
How Schools Can Leverage PM-YUVA 3.0 for Maximum Impact:
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Creative Writing Programmes in Schools: Schools should introduce structured creative writing workshops as an extracurricular activity or an elective subject to familiarise students with long-form writing.
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Dedicated Literary Mentorship: Schools should facilitate teacher-led mentorship programmes, where educators guide students in conceptualising, drafting, and refining their manuscripts before submission.
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Regional and Vernacular Writing Initiatives: Since YUVA promotes multilingual literature, schools should encourage students to write in their mother tongue, ensuring that India’s literary landscape remains diverse and inclusive.
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Early Introduction to Research and Storytelling: To cultivate young authors, schools must integrate storytelling, history-based research projects, and structured writing exercises from middle school itself.
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Engagement with Past YUVA Winners: Schools can invite previous winners for interactive sessions to inspire students, helping them understand the nuances of writing, editing, and publishing.
Lessons from Past Editions: How YUVA Has Transformed India’s Literary Scene
Since its inception in 2021, PM-YUVA has empowered young authors across India, producing literature that adds to the country’s intellectual and historical archives. The impact of the scheme is evident:
- 41 books published under YUVA 2.0 were launched at the New Delhi World Book Fair 2025.
- Books produced under YUVA 1.0 and YUVA 2.0 were translated into multiple Indian languages, broadening their accessibility.
- Participants have received national and international recognition, with some works included in academic and government libraries.
- Young authors have interacted with historians, policymakers, and scholars, gaining real-world insights into writing and research.
However, the lack of structured creative writing programmes in schools has meant that the initiative remains largely restricted to university students and independent writers. Expanding YUVA 3.0’s footprint within school education systems will ensure that a younger demographic benefits from this transformative programme.
Creating India’s Next Generation of Writers
With India ranked third in global book publishing, there is an urgent need to nurture homegrown literary talent that can represent the nation’s historical and contemporary narratives on an international stage. PM-YUVA 3.0 is a step in the right direction, but to fully optimise its potential, it must become more accessible to students at the school level.
By encouraging structured creative writing curriculums, mentorship programmes, and regional language engagement, Indian schools can help cultivate the next generation of authors, historians, and literary scholars, ensuring that India’s rich literary heritage continues to thrive.
Newsletter

SC-Appointed Task Force Holds First Meeting to Address Student Suicides in Educational Institutions

CBSE Revises Class 10, 12 Curriculum: Biannual Exams, New Subjects and Flexible Passing Criteria Introduced

The Ethics of AI Art in Education & Nostalgia: The Ghibli Effect

P Cube: The Power of Provocation in Play-Based Learning

CBSE Warns Dummy School Students May Be Barred from Board Exams

“Be the Change in a Changing World”: Anita Karwal and Anju Chazot Reflect on NEP 2020

Target Learning Ventures Conducts Career Counselling for Underprivileged Students in Kandivali

‘Baalpan ki Kavita’ Initiative Launched to Restore Indian Rhymes for Young Learners

Amid Rising Pollution, India Turns to Schools for Climate Action: NCF 2023 Prioritises Environmental Education

India Needs Apprenticeship-Based Education, Says Minister Jayant Chaudhary

Foreign-Trained Teachers Fuel Punjab’s Education Revolution, Says CM Bhagwant Mann

Lifestyle for Environment (LiFE): Sustainable Practices in CBSE Schools

PM-YUVA 3.0: Transforming Young Writers in India’s Schools?

Sunbeam Indiranagar Shines in Academics, Arts, and Sports, Cementing Its Legacy of Holistic Education

Classroom Role Reversal: What If Students Taught Once a Month?

IIT Guwahati Developing VR Metaverse for PM SHRI Schools—But is the Metaverse Still the Future?

Sudha Murty Advocates Mandatory Training and Exams for Teachers Every Three Years

Rajasthan Cabinet Approves Bill to Regulate Coaching Centres Amid Rising Student Suicides

Balancing Digital Learning: Should Smartphones Be Banned in Schools?

Are Schools Teaching Girls to Say ‘No’?

Stonehill International School Students Shine in Spectacular Performance of In the Heights

Rethinking Education: Why High Schoolers Are Opting Out of Traditional Degrees for Skill-Based Learning

Hello Kids Expands to 1,000 Centres, Aims for 2,000 by 2028

NASA Veteran Mr. Mike Massimino Interacts with Students in New Delhi

Can India Create the Next Elon Musk? Rethinking Science Education for Young Disruptors

Sudha Murty Advocates Mandatory Training and Exams for Teachers Every Three Years

Hello Kids Expands to 1,000 Centres, Aims for 2,000 by 2028

India’s Education Conundrum: Envisioning 2025 Amid Ground Realities

National Youth Day: Would Swami Vivekananda Be Proud of Indian Youth Today?

India Marks 10 Years of Beti Bachao Beti Padhao with Nationwide Celebrations

Union Budget 2025-26: A New Dawn for India’s Education Sector

National Startup Day: A New Era for Education and Entrepreneurship

Union Budget 2025-26: An Opportunity to Revolutionise India’s Education and Skilling Landscape

Saudi Teacher Mansour bin Abdullah Al-Mansour Wins $1 Million Global Teacher Prize

Maharashtra to Mandate Registration of Pre-Primary Schools from 2025 for Better Regulation

2025: A Wake-Up Call for Cybersecurity in Education After the US PowerSchool Breach

Nagaland Schools Launch ‘Adolescent Girls Club’ to Empower Young Girls Under Mission Shakti

Collaboration vs. Competition: Can Schools and Coaching Centers Work Together to Improve Student Success

Sunbeam School Sarnath Achieves Multiple Milestones in Education and Beyond

Bhaichung Bhutia and Neeraj Chopra Amplify The Mission to Make India a Champion Nation Through Sports-Driven Education

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