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NEP 2020

61.6% of India’s Schools Follow Three-Language Policy; Gujarat & Punjab Lead, TN & Arunachal Lag

The Union Education Ministry has revealed that 61.6% of schools in India follow the three-language formula, covering 74.7% of students nationwide. Gujarat and Punjab lead in implementation, while Arunachal Pradesh, Nagaland, and Tamil Nadu rank among the lowest. The data, presented in Parliament on Monday in response to DMK MP Kanimozhi Karunanidhi’s query, highlights the ongoing conflict between Tamil Nadu and the Centre over the National Education Policy (NEP) 2020. Tamil Nadu’s DMK-led government opposes the three-language policy, calling it a move toward “Hindi imposition.” Key Insights from the Report: Schools Offering Three Languages: 906,225 (61.6%) Schools Offering Two Languages: 416,601 (28.3%) Schools Offering One Language: 149,065 (10.1%) Students Studying Three Languages: 185.3M (74.7%) Students Studying Two Languages: 41.6M Students Studying One Language: 21M Union Minister of State Jayant Chaudhary emphasized that no language would be imposed on any state, and flexibility would be provided to choose languages. However, analysis shows that Hindi-speaking states predominantly offer Sanskrit as the third language, while non-Hindi states often include Hindi. Meanwhile, private schools are increasingly offering foreign languages due to rising demand. The debate over language education remains heated, particularly in states like Tamil Nadu, where linguistic identity plays a central role in politics. The data highlights the diverse linguistic landscape of India’s education system and the ongoing policy challenges in balancing national and regional priorities.

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CBSE Approves Draft Norms for Conducting Class 10 Board Exams Twice a Year

The Central Board of Secondary Education (CBSE) has approved draft norms for conducting Class 10 board exams twice a year starting in 2026. The draft guidelines will be open for public feedback until March 9, after which the policy will be finalized. Exam Schedule and Key Guidelines According to the proposed norms, the exams will be conducted in two phases: First Phase: February 17 to March 6 Second Phase: May 5 to 20 Both exams will cover the full syllabus, and students will be allotted the same examination centers for both attempts. The exam fees will be increased and collected at the time of application filing. Supplementary Exams and Policy Implications A senior board official clarified that these biannual exams will also serve as supplementary exams, meaning no separate supplementary exams will be conducted. This move aligns with the National Education Policy (NEP) recommendation, which aims to reduce the “high-stakes” pressure of board exams by allowing students two opportunities in a single academic year. The policy is expected to provide flexibility to students while ensuring they have another chance to improve their scores without waiting for an entire year. Source: Business Standard

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Tamil Nadu-Centre Tussle Over NEP and Education Funds Escalates

The debate over the National Education Policy (NEP) 2020 has intensified, with Tamil Nadu strongly opposing the Centre’s insistence on implementing the policy in its entirety. Union Education Minister Dharmendra Pradhan recently stated that unless Tamil Nadu fully accepts the NEP, funds under the Samagra Shiksha scheme—amounting to over ₹2,158 crore—will not be released. This remark, made at the Kashi Tamil Sangamam in Varanasi, has triggered sharp reactions from Tamil Nadu’s political leadership. Tamil Nadu School Education Minister Anbil Poyyamozhi responded by accusing the BJP-led central government of “paving the way for another language war.” He questioned why Tamil Nadu, which has successfully followed a two-language policy for decades, should be forced to adopt the three-language formula. Citing former Chief Minister CN Annadurai, he asserted that the demand for Tamil Nadu’s rightful share of funds was not a request for alms but a constitutional entitlement. The state government highlighted that over 4 million students and 32,000 teachers rely on these funds, with Tamil Nadu itself spending ₹76 crore per month on teacher salaries and ₹400 crore annually on the Right to Education (RTE) scheme. Several schemes for girl child education have also been affected due to funding delays. The Tamil Nadu government has argued that withholding funds to push NEP implementation suppresses dissent and reignites the decades-old language debate in India. Chief Minister MK Stalin strongly criticized the Centre, calling Pradhan’s stance “rash blackmail” and warning that Delhi must be prepared to face Tamil Nadu’s resistance. Finance Minister Thangam Thennarasu also questioned the conditional nature of central funds, pointing out that Tamil Nadu contributes 9% to India’s GDP without any such stipulations. Anbumani Ramadoss, president of the Pattali Makkal Katchi (PMK), took a more balanced approach, stating that the Centre is duty-bound to disburse these funds irrespective of NEP compliance. He emphasized that NEP implementation and financial allocations should remain separate matters. The Centre’s rigid stance on enforcing NEP, particularly through financial coercion, has been widely criticized as an overreach that disregards federal principles. The debate is now at the heart of a larger battle over education policy, language rights, and state autonomy in India. Source: Hindustan

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Karnataka to Host Conclave on UGC Draft Regulations Amid States’ Concerns

Karnataka will host a state higher education ministers’ conclave in Bengaluru on February 5 to deliberate on the controversial draft UGC regulations, which propose significant changes to vice-chancellor appointments. The draft guidelines, open for public consultation, have drawn criticism for limiting state governments’ powers in higher education governance. Higher Education Minister M C Sudhakar announced on Thursday that ministers from states like Tamil Nadu, Kerala, and Bihar, among others, have been invited to the conclave. The states are expected to confirm their participation by Monday. The contentious draft regulations, formally titled the “University Grants Commission (Minimum Qualifications for Appointment and Promotion of Teachers and Academic Standards in Universities and Colleges and Measures for the Maintenance of Standards in Higher Education) Regulations 2025,” propose empowering chancellors—mostly state governors—with exclusive authority to appoint vice-chancellors and form search committees, sidelining state governments from the process entirely. Dr. Sudhakar criticised the move, stating that it undermines the federal structure and the principles of cooperative federalism. “This unilateral approach by the UGC ignores the constitutional responsibilities of state governments in higher education and must be reconsidered,” he said. The conclave will provide a platform for states to discuss the draft regulations’ implications on public, private, and deemed universities, especially regarding administrative autonomy and adherence to state laws. Sudhakar said that a unified position would be adopted and communicated to the Union government and UGC. In January, Sudhakar wrote to Union Education Minister Dharmendra Pradhan, objecting to the exclusion of state governments in the selection of vice-chancellors and the inclusion of non-academicians as eligible candidates. The letter argued that these provisions conflict with state laws governing universities and demanded more deliberation on the matter. The issue has sparked significant debate in Karnataka, which recently passed a bill to replace the governor with the chief minister as chancellor of the Karnataka State Rural Development and Panchayati Raj University. The bill awaits the governor’s assent. Additionally, the state cabinet plans to propose amendments to the Karnataka State Universities Act to remove the governor as chancellor for other state universities. As states like Tamil Nadu and Kerala voice similar concerns, Karnataka’s conclave seeks to build consensus on safeguarding state powers in higher education administration.

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UGC Introduces Flexible Timelines for Undergraduate Degrees

The University Grants Commission (UGC) has announced new regulations allowing undergraduate students to complete their degrees at an accelerated pace or over an extended timeline. The initiative, unveiled by UGC Chief M. Jagadesh Kumar, marks a pivotal move toward a student-centric education model, aligning with the National Education Policy (NEP) 2020. Outlined in the newly published Compendium of UGC Regulations, the policy introduces two pathways: the Accelerated Degree Programme (ADP) and the Extended Degree Programme (EDP). The ADP enables high-achieving students or those earning additional credits to graduate faster, while the EDP supports students needing extra time due to personal, financial, or academic challenges, without penalties. “Degrees completed earlier or later will hold the same value as standard-duration degrees,” Kumar affirmed, ensuring parity for employment and further studies. The framework provides flexibility for students pursuing interdisciplinary or professional courses or those balancing education with work or other responsibilities. Institutions will establish eligibility committees to oversee implementation, ensuring the same credit requirements are met as in traditional programs. This initiative aligns with global trends promoting adaptive learning paths and the NEP 2020’s emphasis on skill development and inclusive education. Institutions will have the autonomy to adopt these measures based on their infrastructure and resources. Experts and educators view the move as a step toward modernising India’s higher education system. It is expected to empower students to tailor their academic journeys to their unique goals and circumstances, fostering greater inclusivity while upholding academic standards. Source: Business Standard Photo Credit: Business Standard

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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

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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

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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

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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.

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