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National Education Policy

Higher Education Minister MC Sudhakar Criticizes NEP at Bangalore University Convocation

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At the 59th convocation of Bangalore University held at the Jnana Jyothi Auditorium on Tuesday, Higher Education Minister MC Sudhakar openly criticized the National Education Policy (NEP) in the presence of University Grants Commission (UGC) Vice-Chairman Deepak Kumar Srivastava. Sudhakar’s remarks came after Srivastava, the chief guest, praised the NEP for bringing “spectacular change” to India’s education landscape. In his address, Srivastava highlighted NEP’s “path-breaking initiatives,” including the multiple entry-multiple exit system, automated permanent academic account registry, and national credit framework, which he believes are game-changers for higher education in India. However, Sudhakar, speaking next, raised concerns about the NEP’s practicality, pointing out that it overlooks on-ground challenges such as faculty shortages. “After the emergence of private universities, RGUHS, VTU, and similar institutions, many of our universities and colleges have become solitary, single-discipline institutions. For instance, when a student wants to study an open elective like AI, where is the faculty for it? If IITs have a 20% vacancy rate, imagine the condition of ordinary colleges,” he argued. Sudhakar emphasized that except for some private universities offering multidisciplinary programs under one umbrella, public universities struggle to implement such initiatives. The minister further questioned the multi-entry, multi-exit system, describing it as debatable and highlighting Karnataka’s decision to reintroduce its state education policy with a three-major system and empowered boards of studies. “We have a reason for opposing NEP. It is crucial that the interests of public universities are safeguarded,” he said. Sudhakar’s critical stance isn’t new; he had previously questioned the credibility of the National Institutional Ranking Framework (NIRF) during a convocation event at Bengaluru City University, directly addressing UGC Chairman M Jagadeesh Kumar. Despite the controversy, the convocation marked a significant milestone with 26,210 students receiving their degrees. Renowned music director Gurukiran and KS Rajanna, former commissioner under Karnataka’s Persons with Disabilities Act, were awarded honorary doctorates. Governor and Chancellor Thaawar Chand Gehlot were notably absent from the event. Sudhakar’s comments reflect ongoing tensions between state and national education policies, particularly regarding the viability of NEP’s ambitious reforms in the context of existing institutional challenges. Source: Times of India

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Pradeepa Thinakaran, Founder & MD, Zing International Preschool, Chennai expressed on Child safety

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“When parents trust us with their children, safety is paramount. We prioritize safety measures, such as eliminating plastic, maintaining cleanliness, and providing a safe play area.” Said Pradeepa Thinakaran Can you tell us more about your organization? I’m passionate about kindergarten education, so I founded Zing International Preschool. In the first year, we admitted nearly 200 children, and the second year saw a similar intake. Our school is eco-friendly, focusing on greenery and avoiding the use of plastics. We prioritize helping children learn to read and write using phonetic sounds. Importantly, we allow children to learn at their own pace through free play, which sets us apart from other schools. What are the primary concerns for educators regarding safety and implementation of education? When parents trust us with their children, safety is paramount. We prioritize safety measures, such as eliminating plastic, maintaining cleanliness, and providing a safe play area. Safety, discipline, and education are the top concerns for us. How do you view the growth of the preschool segment, especially with the implementation of the National Education Policy? Preschools have seen significant growth as parents appreciate the focus on early childhood education. Unlike K-12 schools, preschools concentrate solely on the kindergarten years (ages 2-6). This specialization is attracting parents, leading to the booming growth of preschools. What factors should parents consider regarding hygiene when selecting a preschool? Parents should prioritize hygiene during preschool visits. They should inspect restroom cleanliness and inquire about restroom maintenance schedules. Regular cleaning intervals, cleanliness of play areas, and sanitation practices for furniture are crucial factors to consider. What were your key learnings from today’s session? Today’s session provided valuable insights, especially regarding childcare, parenting, and environmental utilization. Learning from panelists about water conservation and parenting strategies was particularly enlightening. The event was a great source of information. How do forums like this benefit participants? Events like this provide a platform for networking and accessing technology partners. Digital tools showcased at stalls are beneficial for students from grade 8 to 12, aiding in their learning outside the classroom. Such forums facilitate the adoption of digital platforms for enhanced learning experiences. Any message for ArdorComm Media Group? Congratulations on your journey of 2.5 to 3 years. The event organization and follow-up have been commendable. Keep up the good work, and I wish you continued success. Any final thoughts? It was a pleasure attending this event. Thank you for the invitation, and I wish you all the best.  

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Interim Budget 2024: The Lingering Debate on Education’s 6% GDP Share

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Blog on Education

As the nation eagerly anticipates the presentation of the Interim Budget 2024 on February 1, the age-old debate on allocating 6% of Gross Domestic Product (GDP) to the public education system has once again taken center stage. This longstanding discussion traces its roots back to the Kothari Commission’s recommendation in 1964-66, underscoring the need to prioritize education and allocate a significant portion of the Gross National Product (GNP) towards it. The Kothari Commission set the ambitious 6% target after studying other nations, including the United States, Japan, and the then Soviet Union (now Russia), all of which invested more than 6% of their GNP in education. Despite being a recurring theme in every budget announcement and election manifesto for the past 60 years, India has struggled to achieve this target. The National Education Policy 2020 echoes this sentiment, emphasizing the collaborative effort of the central and state governments to reach the 6% GDP mark at the earliest. However, recent years have witnessed a decline in the allocation to the public education system. Protiva Kundu, from the Centre for Budget and Governance Accountability, highlighted the consistent decrease or stagnation in the union government’s spending on education, currently standing at 4.41% of the GDP, with only one-fourth coming from the central government and the remaining three-fourths from state governments. Anjela Taneja of Oxfam International pointed out that education is not a top priority for the government, evident in their budget allocations. With the 2024 general elections approaching, the question arises: will the 6% allocation debate remain relevant amidst the political posturing? The historical context of the 6% GDP target reveals its genesis in the Kothari Commission’s recommendation. Subsequent committees, including the Tapas Majumdar committee in 1998-99, reiterated the importance of additional resources to achieve universal school education. However, the fixation on 6% as a benchmark for investment in education has persisted globally, emphasizing its significance. Subir Shukla, from Ignus ERG Education Resource Pvt Ltd, cautioned against the challenges of policy implementation, citing the gap between theoretical discussions and practical contingencies. Avani Kapoor, of the Centre for Policy Research, stressed the need to reevaluate the basis for education budget calculations, focusing on the teaching-learning process rather than infrastructure. Funding challenges persist, with Shukla highlighting ineffective utilization of released funds and delays in disbursement. Anil Swarup, former secretary of the department of school education and literacy, suggested innovative funding methods, such as taxing private schools to support public education. However, Kundu emphasized the need for a level playing field before exploring innovative solutions. Looking ahead to the Interim Budget 2024, expectations are mixed. Kundu predicts an implementation budget with a potential redistribution of resources across different education sectors. Kapoor believes the government’s focus will likely center on flagship schemes such as housing and Jal Jeevan Mission, as past data indicates a prioritization of these areas over education. Taneja remains cautiously optimistic, hoping for increased investment and progress towards the envisioned allocation in the National Education Policy. Despite international obligations, the government’s commitment to the NEP could pave the way for necessary financial allocations to realize its vision. The above data is taken from the recent report published by career 360.

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Ministry of Education Unveils Prerana: A Transformative Learning Initiative

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The Department of School Education & Literacy, Ministry of Education, Government of India, has unveiled a transformative initiative, the ‘Prerana: An Experiential Learning Program.’ This week-long residential program is designed to provide a meaningful and inspiring experience to selected students from class IX to XII, fostering leadership qualities and aligning with the principles of the National Education Policy (NEP) 2020. Rooted in the Indian education system and the philosophy of value-based education, Prerana aims to integrate these principles into its curriculum. The program will take place at a Vernacular School established in 1888 in Vadnagar, Gujarat, one of India’s oldest living cities. The school, a testament to Vadnagar’s resilience against challenges like earthquakes, stands as a living heritage site with deep historical roots. Prerana’s curriculum, developed by IIT Gandhi Nagar, revolves around nine value-based themes, including Swabhiman and Vinay, Shaurya and Sahas, and Swatantrata and Kartavya. The program’s schedule includes yoga, mindfulness, and meditation sessions, experiential learning, thematic sessions, and hands-on activities. Evening activities encompass visits to ancient sites, film screenings, and talent shows, providing a holistic approach to learning. The program is open for registration through a dedicated portal, where applicants can submit details for consideration. A rigorous selection process will identify 20 participants (10 boys and 10 girls) each week from diverse regions of the country. The selected participants will benefit from mentorship by professionals from prestigious institutions. Prerana’s vision is to inspire the youth, instill respect for India’s unity in diversity, and contribute to creating a flame-holder for a developed Bharat. Upon completion of the program, participants are expected to carry the ethos of Prerana into their communities, becoming change-makers and inspiring positive transformations. The initiative underscores a commitment to empowering the youth, aligning with the ideals of the Hon’ble Prime Minister and emphasizing the program’s role in shaping the future of the nation.

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Thailand Boosts Tourism with Tax Cuts and Extended Hours

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Thailand has rolled out a new initiative to stimulate tourism by approving tax cuts on both alcoholic beverages and entertainment venues. The country’s cabinet has given the green light to significant reductions, including lowering wine taxes from 10% to 5% and completely eliminating taxes on spirits, which were previously set at 10%. Additionally, the excise tax imposed on entertainment venues is set to be halved, dropping from 10% to 5%. These tax adjustments are slated to remain in effect until the end of the current year, as confirmed by government spokesperson Chai Wacharonke. This move follows Thailand’s recent decision to extend the operating hours of entertainment venues, allowing them to remain open until 4 AM. The extended hours are a strategic move to cater to night owls and entice more tourists to visit the country. Notably, Thailand had earlier announced a visa waiver for travelers from India and Taiwan, effective from November 2023 until May 2024. During this period, tourists from these regions can enjoy a stay in Thailand for up to 30 days. India has emerged as the fourth-largest source of tourism for Thailand, with approximately 1.2 million arrivals this year, trailing behind Malaysia, China, and South Korea. Government data reveals that, from January to October 29, 2023, Thailand welcomed a total of 22 million visitors, contributing 927.5 billion baht (around $25.67 billion) to the country’s economy. The visa waiver for Indian and Taiwanese travelers aligns with Thailand’s broader strategy to attract more tourists and revitalize its crucial tourism sector. The decision to extend the operating hours of entertainment venues and implement tax cuts on alcoholic beverages and entertainment venues is part of a series of measures aimed at boosting foreign arrivals. These initiatives follow the waiver of visa requirements for Chinese visitors in September, a move targeting one of Southeast Asia’s significant sources of tourists and reflecting the government’s commitment to revitalizing the tourism industry, a key driver of the economy.

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UGC Unveils Regulations Allowing Top Global Universities to Establish Campuses in India

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The University Grants Commission (UGC) has recently released regulations allowing foreign universities ranked among the top 500 globally to establish branch campuses in India. This comes shortly after Australia’s Western Sydney University announced plans for an independent campus in Bangalore. The new regulations empower these foreign institutions to determine their admission processes, fee structures, and facilitate the repatriation of funds to their parent campuses. The guidelines stipulate that two or more foreign universities can collaborate to establish campuses in India, provided each institution individually meets the eligibility criteria. Additionally, a foreign university is permitted to set up multiple campuses in India, with a separate application required for each proposed location. The final regulations, released after a 10-month period of public feedback on the draft, include several modifications. Notably, foreign universities must ensure that international faculty members appointed to teach at Indian campuses stay in the country for at least one semester. The processing time for applications by the standing committee has been extended from 45 to 60 days, and recommendations must be presented to the UGC within 60 days. The regulations also specify that foreign universities cannot establish learning centers, study centers, or franchises that act as representative offices for promotional activities in India or any other jurisdiction outside the country without prior approval from the UGC. Moreover, the regulations prohibit the offering of programs online or in open and distance learning modes, except for online lectures, which should not exceed 10% of the program requirements. Foreign institutions are exempt from annual fees to the UGC, only requiring a one-time application fee. They are expected to use their own infrastructure, land, and resources to establish campuses. Additionally, foreign universities may offer full or partial merit-based or need-based scholarships and fee concessions to Indian students on their campuses. While these regulations align with the National Education Policy of 2020, which aims to create a legislative framework for top global universities in India, previous attempts, including those by the UPA government, faced opposition from parties such as the BJP and the Left when they were in the opposition.

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UGC Draft Guidelines Propose Mandatory Internships for Undergraduate Students to Enhance Employability and Research Skills

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The University Grants Commission (UGC) has released preliminary guidelines suggesting mandatory internships for undergraduate students as a means to enhance their employability and foster an understanding of research while earning academic credits. These draft guidelines, titled “Guidelines for Internship/Research Internship for Undergraduate Students,” are aligned with the National Education Policy (NEP) 2020, which emphasizes the integration of internships and research opportunities into undergraduate curricula. The UGC made these guidelines available to the public for feedback and suggestions. The UGC has recognized that many graduates struggle to enter the workforce due to their lack of practical skills, knowledge, and experience, which employers typically seek. Internships are considered a crucial tool for improving these employability skills and can equip students with competency, professionalism, expertise, and confidence, as well as kindle their interest in research. Currently, internships are not obligatory for all undergraduate programs and are primarily restricted to technical and professional courses. UGC Chairperson M Jagadesh Kumar believes that hands-on experience through internships will bridge the gap between academic learning and the real world, enhancing students’ grasp of concepts. He emphasizes the importance of students acquiring a broad range of skills, such as communication, teamwork, problem-solving, and time management. These internships, as outlined in the UGC guidelines, are designed to help students gain valuable soft and technical skills highly valued by employers and establish professional connections with potential mentors. The draft guidelines propose two types of undergraduate internships: those focused on employability and those designed to cultivate a passion for research. For students pursuing a three-year undergraduate degree, a mandatory internship of 60 to 120 hours will occur after the fourth semester. Those opting for a four-year degree will participate in a research internship during the eighth semester. These internships can earn students up to 12 academic credits. The guidelines also recommend the appointment of a coordinator or the establishment of a well-defined mechanism for the smooth coordination and execution of internships across diverse disciplines within each higher education institution’s research and development (R&D) cell. Furthermore, the guidelines propose evaluating students during their internships. Evaluation methods may include assessments by the research internship supervisor based on the students’ efforts and research output or through seminar presentations and viva-voce at the higher education institution (HEI).

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Prof. (Dr.) Raj Singh, Vice Chancellor, JAIN (Deemed to be University), Discusses the Future of Education at the New Normal Education Leadership Summit

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“Through normal traditional teaching and learning methods, we cannot attain higher-order learning outcomes, and that doesn’t serve the purpose of the industry,” says Prof. (Dr.) Raj Singh, Vice Chancellor, JAIN (Deemed to be University), in an interview with Pratik Ghosh, Content Writer, ArdorComm Media at the ‘New Normal – Education Leadership Summit & Awards 2023’ #ELSABengaluru #ELSAKarnataka How are you feeling to witness the New Normal Education Leadership Summit and Awards in Bengaluru? It’s a great initiative, one that not only brings the industry and academia on the same platform but also enables interaction of multiple institutions, exchange of ideas, and benefits from the best practices which every other institution is following. The topic of today’s discussion was very relevant, particularly in the post-National Education Policy scenario, which is also coinciding with the post-COVID scenario, as we call it. To my mind, there’s nothing like the “new normal” because the new normal keeps on changing every day. This new normal is very dynamic. I think it is safe to guess that, to my mind, the environment which is evolving would say that one-third of the education will be delivered through online content, which could be synchronous or asynchronous. One-third of it will be through face-to-face education on campuses, where certain projects and certain lab sessions need to be conducted on the campus to interact with professors. The remaining one-third will be shifted outside the campus, where students have to be in touch with the industry, community, and society. They will meet and talk to them, identify the issues they’re facing, come back to the campus, undertake research projects, and try to find solutions to those problems. All the panel discussions were relevant, emphasizing research-based teaching and learning and a multi-disciplinary environment. These are ways to expand learning opportunities and enable students to attain higher-order learning outcomes, which is the need of the hour. Through normal traditional teaching and learning methods, we cannot attain higher-order learning outcomes, and that doesn’t serve the purpose of the industry. It is because of this reason we have been labelled to a large extent unfairly, that we don’t produce employable graduates. But yes, there are some issues which I think these kinds of platforms enable us to learn and tell others through the exchange of ideas. I’m sure we collectively will benefit and be able to transform our education system, where we not only serve the industry but also serve the community and society at large. I thank ArdorComm Media for having me here. Any message for ArdorComm Media Group for completing two years of its existence? Heartiest congratulations on completing two years. You have been doing great work. I’ve attended many events organized by you. Keep on doing this good work, and maybe we can interact on bringing new formats of this kind of conference and discussions where we can involve more people, not only speakers but more people who can contribute. Sometimes the best ideas come from youngsters, not only from senior people like us. If you can have a discussion format where multiple sub-topics could be distributed and they could talk on each of them after having intense discussions.

Prof. (Dr.) Raj Singh, Vice Chancellor, JAIN (Deemed to be University), Discusses the Future of Education at the New Normal Education Leadership Summit Read More »

Syeda Khadija, Director, Olive Garden Kindergarten, Bengaluru, Emphasizes on Teacher Training

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“I train my staff, and I make it a point that I tie up with various online platforms to get the staff trained,” says Syeda Khadija, Director, Olive Garden Kindergarten, Bengaluru, in an interview with Pratik Ghosh, Content Writer, ArdorComm Media at the ‘New Normal – Education Leadership Summit & Awards 2023’ #ELSABengaluru #ELSAKarnataka How are you feeling to witness the New Normal Education Leadership Summit & Award in Bangalore? It’s really very educative and informative, and I’m gaining a lot of information. I really liked the section of “I-Math,” and I went and personally spoke to the people there at that counter, and probably I’m going to tie up with them, so it’s benefiting us. As you know, the theme of our event is “New Normal Karnataka.” What’s your take on this? Frankly speaking, new norms have been a problem for kindergarteners because they are not giving us the exact policies that have to be implemented. When children are getting admitted, we are very much confused about what is the age group we have to admit the child in. So, without the right information, we are stuck nowhere. They need to really give us the proper information on it. And now, again, it’s changed, so I’m not in favour of this because it’s not giving us enough information. How do you train the teachers? Can you emphasize on teacher training? Firstly, I have got myself trained by Lata ma’am, who is a Montessorian, and under her guidance, I train my teachers. It’s very clear that all the teachers who are there in my school are trained because, as one of our speakers did say, if a teacher is not trained, the children are not going to get on the right path. So, I train my staff, and I make it a point that I tie up with various online platforms to get the staff trained. That is how we go about it. As you can see in this kind of forums where we bring in education leaders, EdTech players, as well as the government, how does this kind of forum benefit the education sector? It gives us a better understanding of what is happening around and helps us improve our skills. Like I just said, I liked the section of “I-Math,” so I’ll be introducing it into my school. That is going to help us, and yes, they are giving us some information on the National Education Policy, so that’s clearing our doubts. So, they are benefiting us. Any message or wishes for ArdorComm Media Group on recently completing its 2 years journey? Frankly speaking, ArdorComm was the first company who recognized the work of Olive Garden during COVID, and we were awarded by them. That is the reason why, again, I’ve been a part of it. Definitely, I’m giving you all the best wishes to grow further and try to circulate more information to us.

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Prof. Pratyusha Kumar Mandal, Secretary, NCERT, MoE, Govt. of India, Shares Insights on Transformative steps taken by NCERT

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“Textbooks developed by NCERT are available online, and the digital versions are enriched with additional information as learning aids,” says Prof. Pratyusha Kumar Mandal, Secretary, NCERT, MoE, Govt. of India, in an interview with Chandan Anand, CEO & Group Editor, ArdorComm Media Group at the ‘New Normal – Education Leadership Summit & Awards 2023’ #ELSANewDelhi #ELSAGurugram What has been your takeaway, and experience at today’s event? I must say that this is a wonderful effort by you to bring so many people who are holding leadership positions in their respective schools and other organizations on one common platform to share their experiences. It’s only after sharing such experiences that we can find the way to implement the National Education Policy 2020. In today’s e-learning and digital era, there are a lot of changes happening in the publication sector. In what ways is NCERT working to make reading habits more interesting and engaging for kids? This is inevitable because the two worlds are now merging with each other—the traditional way of learning from textbooks and the new way of learning from digital platforms. NCERT is actively engaged in the work of bringing the two together. Textbooks developed by NCERT are available online, and the digital versions are enriched with additional information as learning aids. You can find a scan code in every textbook that provides access to additional material on the NROER platform. The two worlds are joining together seamlessly. When it comes to selecting educational publications, schools often have choices. What criteria should schools keep in mind when selecting publications? It’s essential to see whether the textbook you’ve chosen fulfils the expectations laid down in the learning outcomes of the curriculum. If the textbook meets those standards, you are free to choose it. NCERT makes every endeavour to develop curricular material that meets the expectations of the curriculum in terms of learning outcomes. If another publication meets these demands, you can choose it without any problem. Parents often consider the thickness or weight of a book when selecting textbooks for their children. How has NCERT addressed this concern? The thickness of a book depends on the number of case studies or examples needed to understand a particular concept thoroughly. India is a vast country, and textbooks need to reach every child. Therefore, case studies must come from areas where children reside, so they can connect with the textbook. The focus should not be on the number of pages but on whether the core concepts are well explained. The intention is not to overwhelm students with a proliferation of concepts but to focus on core concepts to ensure their learning progression. We are celebrating the third year of the National Education Policy’s announcement under the leadership of Prime Minister Narendra Modi. How are you looking forward to this event? Many such events are required because the message of the National Education Policy needs to reach the last person in the country and beyond, considering India’s large diaspora. The policy has been designed to address the needs and aspirations of people living in India and abroad. NCERT has been relentlessly pioneering this effort. The National Curriculum Framework for the Foundational Stage has already been released, along with the required curricular materials. Foundational stage education has been institutionally recognized and empowered with the necessary curricular material for teachers and young learners. Any message you’d like to give to ArdorComm Media on its 2nd anniversary? It was quite a surprise for me. It was such a beautiful convention, and I wish all the best to you and your team. I look forward to many more such conventions in the future.

Prof. Pratyusha Kumar Mandal, Secretary, NCERT, MoE, Govt. of India, Shares Insights on Transformative steps taken by NCERT Read More »