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NEP 2020

Johns Hopkins University Explores Setting Up Campus in India: Discussions with Education Minister Dharmendra Pradhan

In a significant step towards the internationalisation of education in India, Union Education Minister Dharmendra Pradhan engaged in discussions with officials from Johns Hopkins University (JHU), Maryland, USA, regarding the establishment of the university’s campus in India. The meeting, held on Sunday, also explored academic and research collaborations, including dual and joint degree programs and partnerships in emerging fields like artificial intelligence, data science, and futuristic technologies. A senior official from the Ministry of Education expressed optimism, stating, “Given the keen interest shown by the high-level delegation, the government is hopeful of a positive outcome very soon.” The delegation, led by JHU President Ronald J. Daniels, included 12 representatives—the largest from JHU to visit India. Members also included officials from the Gupta Klinsky India Institute (GKII), which focuses on fostering research, education, and policy collaborations between JHU and Indian partners. During the meeting, Minister Pradhan highlighted the transformative potential of India’s National Education Policy 2020 (NEP 2020) in fostering global partnerships and expanding academic opportunities. JHU, consistently ranked among the top global universities for its excellence in research, medicine, and education, currently operates 10 campuses, including two international hubs in Bologna, Italy, and Nanjing, China. The proposed campus in India would represent another milestone in its mission to advance education and research on a global scale. As part of their India visit, the delegation will tour various Indian university campuses and meet with key stakeholders, including government officials and academic leaders. These engagements aim to strengthen JHU’s presence in India and contribute to India’s growing role in global higher education. Source: Times of India Photo Credit: Times of India

Delhi Schools to Enforce NCPCR Guidelines for Enhanced Student Safety and Security

In a decisive move to reinforce the safety and security of students, the Directorate of Education (DoE) in Delhi has issued a comprehensive directive to all schools in the capital. This directive mandates the strict implementation of guidelines formulated by the National Commission for Protection of Child Rights (NCPCR), aiming to provide a safe and secure learning environment for all students across government, government-aided, and private institutions. The NCPCR guidelines outline critical safety measures and emphasize the accountability of school management to prevent and address risks that could jeopardize the safety of students. In its recent circular, the DoE specifically directed heads of all schools to rigorously follow a checklist for safety inspections. This checklist encompasses a range of safety protocols that cover not only the physical infrastructure of schools but also address child protection measures, emergency preparedness, and comprehensive security policies. A senior DoE official highlighted that this initiative is part of a larger, national effort to bring school safety practices in line with the ‘Guidelines on School Safety and Security 2021,’ which was issued by the Ministry of Education in response to a Supreme Court mandate and in alignment with the goals of the National Education Policy (NEP) 2020. The NEP places an unprecedented emphasis on child safety and wellbeing, viewing a secure school environment as essential to the overall mission of educational reform in India. The DoE’s circular further underscores that school heads are to ensure the readiness of their institutions as per the NCPCR’s guidelines. This includes verifying the school infrastructure, conducting regular fire and safety drills, and implementing robust monitoring systems. Additionally, school authorities are encouraged to enhance the awareness and preparedness of both students and staff regarding safety protocols, which involves training teachers and non-teaching staff in emergency response and first aid. Furthermore, to strengthen hostel safety, all school heads have been instructed to comply with the guidelines provided by the National Disaster Management Authority (NDMA) for hostels within educational institutions. These NDMA guidelines cover a spectrum of risk management practices, from structural safety checks to provisions for timely evacuations during emergencies, thereby ensuring that students residing in school hostels are equally protected. Creating a Culture of Safety and Accountability This initiative reflects a paradigm shift toward embedding a culture of accountability in the management of student welfare. By mandating regular safety audits, the DoE is aiming to institutionalize child safety as a core responsibility within school administration. School principals, teachers, and staff members are now accountable for actively monitoring school premises and reporting any safety hazards. Parents and guardians are also urged to play a proactive role by familiarizing themselves with the safety protocols implemented in schools and by communicating openly with school authorities about any concerns regarding their child’s safety. The DoE emphasizes that fostering a secure environment for students is a shared responsibility, and cooperation between school management and families is pivotal for successful implementation. Impact of NEP 2020 and Future Prospects The emphasis on student safety aligns with the broader educational reforms proposed under NEP 2020, which advocates for holistic student welfare, including mental and physical safety. The NEP’s comprehensive approach highlights the necessity of safety in achieving quality education outcomes, suggesting that a secure environment enhances students’ capacity to focus and excel academically. The DoE has reiterated its commitment to maintaining a rigorous review and monitoring process to ensure that all schools in Delhi remain compliant with these enhanced safety guidelines. Schools that fail to adhere to these standards may face stringent consequences, including administrative penalties, suspension of school activities, or withdrawal of affiliation in severe cases. Through these initiatives, the Delhi DoE and NCPCR aim to transform schools into spaces where students not only learn but also feel protected and secure. As the guidelines take effect, stakeholders in Delhi’s education ecosystem – from school leaders to teachers and parents – are collectively working toward establishing a resilient foundation for student safety and setting a benchmark for other states to follow. This enhanced focus on school safety is expected to usher in a new era of child welfare that prioritizes preventive measures and proactive vigilance, ultimately fostering a more supportive and trustworthy educational environment across the city. Source : India Today Photo Credit : India Today

Tamil Nadu’s Opposition to the Centre’s New Education Policy (NEP) 2020 Explained

The conflict between Tamil Nadu and the Centre over the National Education Policy (NEP) 2020 has escalated, with state Chief Minister MK Stalin and Union Education Minister Dharmendra Pradhan engaging in a series of public exchanges. The immediate flashpoint is the Centre’s delay in releasing funds for the Samagra Shiksha Abhiyan (SSA), a school education program that provides essential services to students in government schools. Tamil Nadu Chief Minister MK Stalin has written to Prime Minister Narendra Modi, requesting the release of overdue SSA funds. He pointed out that Rs 573 crore due for FY 2024-25, along with Rs 249 crore from the previous year, are still pending. Union Minister Dharmendra Pradhan responded that all installments for the previous year have been disbursed. However, the root issue lies in the state’s opposition to certain elements of the NEP. At the core of the disagreement is the NEP’s three-language formula, which Tamil Nadu has resisted. The state follows a two-language policy—Tamil and English—and has consistently opposed the inclusion of Hindi or Sanskrit, viewing it as an imposition on its linguistic identity. Both the previous AIADMK and the current DMK governments have opposed the NEP on these grounds, with Tamil Nadu’s Education Minister, Anbil Mahesh Poyyamozhi, affirming the state’s commitment to preserving its linguistic heritage. Adding to the tension is the Centre’s linkage of SSA funds with the PM-SHRI scheme, which promotes NEP-compliant schools. While Tamil Nadu signed an MoU for the scheme, it omitted a paragraph regarding full NEP implementation, citing concerns over state autonomy in education. The DMK government argues that a uniform national policy does not account for regional differences and infringes on the state’s constitutional authority in education, which falls under the concurrent list. The controversy underscores long-standing tensions between Tamil Nadu and the Centre over language and education policy, with the state advocating for greater autonomy in implementing education programs that align with its socio-cultural and linguistic context. Source: Business Standard

UGC Greenlights Off-Campus Expansion for State Private Universities, Bolstering Education Accessibility

The University Grants Commission (UGC) has paved the way for state-private universities to establish off-campus centres, marking a significant stride towards enhancing educational accessibility. This move, endorsed during the 577th UGC meeting on February 13, 2024, aligns with the objectives outlined in the National Education Policy 2020 (NEP 2020) and is poised to elevate the quality and reach of higher education in India. According to the guidelines set forth by the UGC, state-private universities seeking to establish off-campus centres must meet stringent criteria, including a minimum operational history of five years to demonstrate stability and experience. Additionally, provisions within the respective State University Acts must facilitate the establishment of these centres, ensuring regulatory compliance and adherence to educational standards. Experts anticipate a transformative impact on education accessibility, particularly for students residing in smaller towns and cities. The establishment of off-campus centres closer to their homes is expected to reduce the overall cost of education and broaden the spectrum of learning opportunities. States with sizable populations, such as Uttar Pradesh, Madhya Pradesh, Maharashtra, Tamil Nadu, Rajasthan, Gujarat, and Karnataka, are poised to witness substantial benefits from this initiative. While 471 private universities await approval for off-campus centres from the UGC, several privately owned deemed-to-be universities have already received permission to establish such centres. This move has garnered commendation from educational institutions, with stakeholders recognizing its potential to foster excellence in education and expand learning opportunities across diverse locations. To ensure compliance and maintain educational standards, state private universities are required to submit formal proposals to a standing committee constituted by the UGC. Quarterly inspections will be conducted, and any violations may result in the closure of the centre, with students relocated to the main campus. Additionally, a processing fee of Rs 10 lakh will be levied for the establishment of these centres, as outlined in the notice. The UGC’s decision to permit off-campus expansion for state private universities signifies a progressive step towards democratizing education and empowering students with greater access to high-quality educational infrastructure.

Maharashtra Announces Ambitious Plan for 1,499 New Colleges in 2023

Around 1,499 new colleges are set to be established in Maharashtra this year, as revealed by Deputy Chief Minister Devendra Fadnavis. The decision was announced during a gathering of the Maharashtra State Commission for Higher Education and Development (MAHED), presided over by Chief Minister Eknath Shinde, held at Sahyadri Guest House. Fadnavis shared that the meeting centered around a five-year strategy (2024-2029) that was discussed and sanctioned to determine the specific locations for these proposed colleges. Fadnavis took to Twitter and mentioned that during this meeting, a comprehensive five-year plan for 2024 to 2029 was endorsed to identify suitable locations for initiating colleges and institutions. As per this blueprint, this year will witness the establishment of colleges in 1499 different sites across the state. 🕜1.45pm | 30-8-2023 📍 Mumbai | दु. १.४५ वा. | ३०-८-२०२३ 📍मुंबई. 🔸 Meeting with Maharashtra State Commission for Higher Education and Development (MAHED) 🔸 महाराष्ट्र राज्य उच्च शिक्षण व विकास आयोग (माहेड) समवेत बैठक@mieknathshinde #mumbai #maharashtra pic.twitter.com/3vIJKX8SbI — Devendra Fadnavis (@Dev_Fadnavis) August 30, 2023 Additionally, discussions during the meeting also witnessed experts expressing contentment with the National Education Policy (NEP) of 2020.

Education Minister Dharmendra Pradhan Unveils New Curriculum Framework: Board Exams Twice a Year, Best Scores to Count

Union Minister for Education, Dharmendra Pradhan, has unveiled the finalized curriculum framework in line with the National Education Policy (NEP) 2020. Under this new framework, textbooks corresponding to these changes will be created and introduced for the academic session starting in 2024. According to the NCF, board exams will now be held twice a year, allowing students to retain their best scores. This adjustment aims to provide students with ample time and opportunities to excel academically. It empowers students to choose when to sit for board exams in subjects they feel confident about. The focus of these board exams will shift towards assessing students’ understanding and competency rather than encouraging rote learning and memorization. Another significant change is that students in classes 11 and 12 will be required to study two languages, with at least one being an Indian language. The traditional limitations on subject choices based on academic streams will also be eliminated, granting students more flexibility. Moreover, there are plans for school boards to eventually offer ‘on-demand’ exams. Additionally, those involved in designing and evaluating board exams will need to complete university-certified courses to enhance their skills in this area. Furthermore, the new framework discourages the practice of covering textbooks in classrooms, emphasizing the need to optimize textbook costs. These changes signal a comprehensive transformation in the education system, with a focus on holistic learning and flexibility.

Pratima Sinha, CEO, DSR Education Society Hyderabad shares her views on the impact of NEP 2020 on the School education sector

It’s time we understand that change is inevitable and the need to change our mindset is very vital says Pratima Sinha, CEO, DSR Educational Society Hyderabad, with seven Birla Open Minds International and Preschools under its aegis in an interview with ArdorComm News Network (ANN). What initiatives did your prestigious schools carry out to enhance teaching training to deal with learning in the new normal? Teachers are the backbone of the school and imparting the right kind of education totally depends upon them. With the responsibility of giving unconditional support and guidance to a child, the teacher needs to be always on her toes, forward thinking, in touch with new practices, creative and innovative and ready to face any challenges. The humungous, unexpected and unprecedented challenge that the teachers faced during the pandemic shook the core of the Education System. Every School scrambled to ensure that the learning process shouldn’t get affected and on priority and at the top of the to do list was training of the teachers to teach them the use of technology to teach. For this we had to counsel the teachers very closely to change their mind set for the major change of shifting from physical to remote teaching. Motivate them to relook, review and change the curriculum, the lesson plans for smooth conduction of online classes. New strategies and tools to be adapted to give more and more authenticity to the teaching learning process. Every day there were sessions with the teachers to understand their improvement as well as any further challenges they may be facing. It was an intensive and constant monitoring process that was followed. Further on the need to give emotional stability to the teachers became a must. Teachers were working from the confines of their houses and managing home as well as work front. To give them the emotional strength, the confidence to feel that they are doing a wonderful job we initiated many webinar sessions By the teacher and For the teacher. These sessions made our teachers experts in researching, making presentations, conducting sessions using the best of technology. We ensured that teachers were part of pedagogical sessions that stressed on quality education through remote teaching. We also encouraged our teachers to participate in online competitions initiated by various organizations. This ensured that their competitive spirits remained high. Today I feel proud when my teachers are invited as speakers in various webinars and are conducting successful online classes with such elan and confidence. How do you think schools can utilize technology to face the challenges of the pandemic? Schools have absorbed the use of technology for remote teaching in totality and will continue to do so. New and more sophisticated tools are regularly introduced by tech companies which are being used to enhance teaching. These tools are used for better explanation, more experiential experience, interactive and integrated teaching, holding debates, discussions, giving assignments, conducting formative and summative assessment. As students are very comfortable in using technology, teachers are using it to their advantage by encouraging students to do self-directed learning through flip learning, project and problem-based learning. Students are encouraged to do research and make presentations. The activities mentioned in the school calendar whether it is Literary Fest, MUN, Science fares, competitions, hobbies, parent orientations, PTM to name a few have been conducted with great success using technology. Connecting students with their peers from across the globe, participation in competitions held globally, sharing best practices, their cultures and traditions have made the students more empathetic and open minded. Bringing in experts from various fields placed in different locales to interact with the students and give them an insight about their work has been possible only because of the use of technology. The possibilities are extensive and we understand the great need to invest in the use of technology in the teaching learning process not only during the pandemic but otherwise too. It is here to stay. How do you think the NEP will impact the school education sector? NEP has laid down very progressive plans for the school education sector and if implemented in the real sense and with sincerity we will be in par with any education system across the world. As educators we need to deeply look into the present system and reflect whether we are imparting the right education to our future generation. What we are teaching right now will it help them to sustain as confident individuals. It’s time we understand that change is inevitable and the need to change our mindset is very vital. The overall development that the student requires in terms of inter, intra and cognitive skills, conceptualized knowledge and its application, the life values, the aesthetic exposure is what we are looking at for our education system to provide. Education will take on a new meaning when we put aside the bookish knowledge, the rote learning, the grades and marks which are a huge burden on the student. I am looking forward to the positive approach in our school education system based on the NEP. What are the changes, do you think on the academic and operational side of school after the pandemic? Schools are reopening slowly offering both offline and online option to the students. Lot of preparations and backend work has gone into the reopening. Planning for COVID safety and prevention has been extensive as this is the prime concern. Schools have associated with corporate hospitals for emergency. Have created safety committees in the school to monitor and check the sanitizing facilities and regular sanitizing process. School infrastructure has been prepared as per government safety norms for reopening of schools. SOP created for safety measures keeping the WHO safety guidelines in mind. Lot of investment has gone into upgrading the technology available, safety material, posters and banners. All the staff members have been trained according to the COVID norms and the process to be followed in case of emergency. The School transport system also to follow detailed SOP …

Pratima Sinha, CEO, DSR Education Society Hyderabad shares her views on the impact of NEP 2020 on the School education sector Read More »