Article Tags

You searched “Education”. Your tag search matches the following results:

Initiatives to Promote Tribal Culture

Why in News The Ministry of Tribal Affairs is administrating the schemes of “Support of Tribal Research Institute” and “Tribal...

31 Jul 2021 Education
National Education Policy And Higher Education

This article is based on How NEP can transform higher education in India which was published in The Hindustan Times on 30/07/2021. It talks about...

30 Jul 2021 Education
New Initiatives for Education Sector

Why in News Recently, the Prime Minister launched multiple initiatives in the education sector at a conference, to mark the completion of one year...

30 Jul 2021 Education
I-STEM Enters Phase-II

Why in News The Indian Science Technology and Engineering facilities Map (I-STEM) project has been accorded an extension for five years, until 2026...

26 Jul 2021 Education
School Innovation Ambassador Training Program

Why in News Recently, the Union Education Minister and Union Tribal Affairs Minister jointly launched the School Innovation Ambassador Training...

17 Jul 2021 Education
NIPUN Bharat Mission

Why in News The Ministry of Education has launched NIPUN (National Initiative for Proficiency in Reading with Understanding and Numeracy) Bharat...

06 Jul 2021 Education
UDISE+ 2019-20 Report

Why in News Recently, the Union Education Minister released the Report on United Information System for Education Plus (UDISE+) 2019-20 for School...

05 Jul 2021 Education
Ed-Tech

This article is based on “The future of learning in India is ed-tech” which was published in the Indian Express on 30/06/2021. It talks...

30 Jun 2021 Education
Online Module for Compiling Out-of-School Children’s Data

Why in News The Ministry of Education has developed an online module for compiling out-of-school (due to Covid-19 pandemic) children’s data...

12 Jun 2021 Education
AISHE-2020

Why in News Recently, the Union Education Minister announced the release of the report of All India Survey on Higher Education (AISHE)...

11 Jun 2021 Education
QS World University Rankings 2022

Why in News QS World University Rankings 2022 shows that India’s tally in the top 200 universities hasn’t changed for the fifth straight...

09 Jun 2021 Education
Performance Grading Index (PGI)

Why in News The Union Education Minister has approved the release of Performance Grading Index (PGI) 2019-20 for States and Union...

07 Jun 2021 Education
PM-CARES for Children Scheme

Why in News The government has announced a special “PM-CARES for Children” scheme for all those orphaned due to Covid-19. Also, the...

02 Jun 2021 Education
Initiative for Digital Transformation of Tribal Schools

Why in News Recently, the Ministry of Tribal Affairs (MTA) inked a Memorandum of Understanding (MoU) with Microsoft to support the digital...

19 May 2021 Education
New Approach for Post-Covid Education

Why in News Due to a surge in Covid-19 infections in the Second Wave of infections, the education of students in the entire nation is affected. Key...

15 May 2021 Education
Maratha Reservation Struck Down: SC

Why in News Recently, the Supreme Court (SC) declared a Maharashtra law which provides reservation benefits to the Maratha community, taking the...

06 May 2021 Education
Meeting of Education Ministers of E9 Countries

Why in News Recently, a consultation meeting of Education Ministers of E9 countries was held. The meeting was held on the theme ‘E9...

10 Apr 2021 Education
Pradhan Mantri Swasthya Suraksha Nidhi

Why in News The Union Cabinet has approved the Pradhan Mantri Swasthya Suraksha Nidhi (PMSSN) as a single non-lapsable reserve fund for Health from...

11 Mar 2021 Education
Universal Primary Education in India

This article is based on “A Kerala model for universal education” which was published in The Indian Express on 09/03/2021. It talks...

10 Mar 2021 Education
QS World Subject Rankings 2021

Why in News 25 programmes offered by higher education institutions in India ranked among the top 100 in the world in their respective subject...

06 Mar 2021 Education

Warning (2): count(): Parameter must be an array or an object that implements Countable [ROOT/plugins/Drishti/src/Template/Element/rightsection.ctp, line 100]

Code Context


<?php if(count($updates)>0){?>
  <div class="updates">

$viewFile = '/var/www/drishtiias.com/public_html/plugins/Drishti/src/Template/Element/rightsection.ctp'
$dataForView = [
	'progress' => [],
	'bookmarks' => [],
	'notes' => [],
	'mynote' => [],
	'topdata' => [
		(int) 0 => object(Cake\ORM\Entity) {}
	],
	'searchdata' => [],
	'amonth' => 'August',
	'ayear' => '2021',
	'articles' => [
		(int) 0 => object(Cake\ORM\Entity) {},
		(int) 1 => object(Cake\ORM\Entity) {},
		(int) 2 => object(Cake\ORM\Entity) {},
		(int) 3 => object(Cake\ORM\Entity) {},
		(int) 4 => object(Cake\ORM\Entity) {},
		(int) 5 => object(Cake\ORM\Entity) {},
		(int) 6 => object(Cake\ORM\Entity) {},
		(int) 7 => object(Cake\ORM\Entity) {},
		(int) 8 => object(Cake\ORM\Entity) {},
		(int) 9 => object(Cake\ORM\Entity) {},
		(int) 10 => object(Cake\ORM\Entity) {},
		(int) 11 => object(Cake\ORM\Entity) {},
		(int) 12 => object(Cake\ORM\Entity) {},
		(int) 13 => object(Cake\ORM\Entity) {},
		(int) 14 => object(Cake\ORM\Entity) {},
		(int) 15 => object(Cake\ORM\Entity) {},
		(int) 16 => object(Cake\ORM\Entity) {},
		(int) 17 => object(Cake\ORM\Entity) {},
		(int) 18 => object(Cake\ORM\Entity) {},
		(int) 19 => object(Cake\ORM\Entity) {}
	],
	'tags' => [
		(int) 0 => object(Cake\ORM\Entity) {}
	],
	'title' => 'Article Tags'
]
$progress = []
$bookmarks = []
$notes = []
$mynote = []
$topdata = [
	(int) 0 => object(Cake\ORM\Entity) {

		'url' => 'https://www.drishtiias.com/careers',
		'title' => 'We are hiring Full Time Content Developers, to know more, please click here.',
		'type' => (int) 1,
		'date' => object(Cake\I18n\FrozenDate) {},
		'[new]' => false,
		'[accessible]' => [
			[maximum depth reached]
		],
		'[dirty]' => [[maximum depth reached]],
		'[original]' => [[maximum depth reached]],
		'[virtual]' => [[maximum depth reached]],
		'[errors]' => [[maximum depth reached]],
		'[invalid]' => [[maximum depth reached]],
		'[repository]' => 'news'
	
	}
]
$searchdata = []
$amonth = 'August'
$ayear = '2021'
$articles = [
	(int) 0 => object(Cake\ORM\Entity) {

		'article_id' => (int) 9031,
		'category_id' => (int) 21,
		'title' => 'Initiatives to Promote Tribal Culture',
		'description' => '<h3>Why in News</h3>
<p>The <strong>Ministry of Tribal Affairs</strong> is administrating the <strong>schemes of &ldquo;Support of Tribal Research Institute&rdquo; and &ldquo;Tribal Festival, Research, Information and Mass Education&rdquo;</strong> under which various activities to promote tribal culture have been undertaken.</p>
<ul style="list-style-type: square;">
<li>The schemes aim to ensure quality and uniformity in research works, evaluation studies, training, awareness generation among tribals, showcasing of rich tribal heritage including languages, habitats and cultivation and production practices.</li>
</ul>
<h3>Key Points</h3>
<ul style="list-style-type: square;">
<li><strong>Key Highlights:</strong><br />
<ul style="list-style-type: circle;">
<li><strong>Museum for Tribal Freedom Fighters:</strong><br />
<ul style="list-style-type: disc;">
<li>To acknowledge the heroic and patriotic deeds of tribal people, the Ministry has sanctioned setting up 10 Tribal Freedom Fighters Museum.</li>
</ul>
</li>
<li><strong>Documentation of Indigenous Practices:</strong><br />
<ul style="list-style-type: disc;">
<li>Research and documentation of Indigenous practices by tribal healers and medicinal plants, Adivasi Languages, agriculture system, dances and paintings etc.</li>
</ul>
</li>
<li><strong>Digital Repository:</strong><br />
<ul style="list-style-type: disc;">
<li>To preserve and promote rich tribal cultural heritage and also to create awareness among others, a searchable digital repository has been developed.</li>
</ul>
</li>
<li><strong>Funding for Tribal Festivals:</strong><br />
<ul style="list-style-type: disc;">
<li>The Ministry gives funding to<a href="/important-institutions/drishti-specials-important-institutions-national-institutions/apeda-trifed" target="_blank" rel="noopener"><strong> TRIFED</strong></a> (Tribal Cooperative Marketing Development Federation of India) for organizing <a href="/daily-updates/daily-news-analysis/aadi-mahotsav" target="_blank" rel="noopener"><strong>Adi Mahotsav</strong></a> festivals at National level and state level.</li>
</ul>
</li>
</ul>
</li>
<li><strong>Other Initiatives Related to Tribals:</strong><br />
<ul style="list-style-type: circle;">
<li><strong><a href="/daily-updates/daily-news-analysis/initiative-for-digital-transformation-of-tribal-schools" target="_blank" rel="noopener">Digital Transformation of Tribal Schools</a>:</strong> In the first phase, 250 EMRS schools have been adopted by Microsoft, out of which 50 EMRS schools will be given intensive training and 500 master trainers would be trained.</li>
<li><strong><a href="/daily-updates/daily-news-analysis/particularly-vulnerable-tribal-groups" target="_blank" rel="noopener">Development of PVTGs</a>:</strong> It covers<strong> 75 Particularly Vulnerable Tribal Groups (PVTGs)</strong> for their comprehensive socio-economic development.</li>
<li><strong><a href="/to-the-points/Paper2/year-end-review-2019-ministry-of-tribal-affairs" target="_blank" rel="noopener">Pradhan Mantri Van Dhan Yojana</a>:</strong> It is a market-linked tribal entrepreneurship development program for forming clusters of tribal Self Help Groups (SHGs) and strengthening them into Tribal Producer Companies.</li>
</ul>
</li>
</ul>
<div class="border-bg">
<p><strong>TRIFED</strong></p>
<ul style="list-style-type: square;">
<li>It is a <strong>national-level apex organization</strong> functioning under the administrative control of the <strong>Ministry of Tribal Affairs.</strong></li>
<li>TRIFED acts as a facilitator and service provider for tribes to sell their product.</li>
<li>TRIFED aims to empower tribal people with knowledge, tools and pool of information so that they can undertake their operations in a more systematic and scientific manner.</li>
<li>It organises <strong>Tribal Artisan Melas (TAMs)</strong> to identify new artisans and new products at the sourcing level in States/Districts/Villages for expanding the tribal producers base.</li>
<li>It is also involved in<a href="/daily-updates/daily-news-analysis/minimum-support-price-3" target="_blank" rel="noopener"><strong> MSP</strong> </a>for<a href="/daily-updates/daily-news-analysis/msp-hiked-for-minor-forest-produce" target="_blank" rel="noopener"><strong> MFP</strong></a> and <a href="/daily-updates/daily-news-analysis/sankalp-se-siddhi-mission-van-dhan" target="_blank" rel="noopener"><strong>TRIFOOD</strong></a> Schemes.</li>
</ul>
</div>
<p><a href="https://pib.gov.in/PressReleasePage.aspx?PRID=1740383" target="_blank" rel="noopener"><strong>Source: PIB</strong></a></p>',
		'posturl' => 'initiatives-to-promote-tribal-culture',
		'publishon' => object(Cake\I18n\FrozenTime) {},
		'tag' => 'Education',
		'[new]' => false,
		'[accessible]' => [
			[maximum depth reached]
		],
		'[dirty]' => [[maximum depth reached]],
		'[original]' => [[maximum depth reached]],
		'[virtual]' => [[maximum depth reached]],
		'[errors]' => [[maximum depth reached]],
		'[invalid]' => [[maximum depth reached]],
		'[repository]' => 'articles'
	
	},
	(int) 1 => object(Cake\ORM\Entity) {

		'article_id' => (int) 9029,
		'category_id' => (int) 22,
		'title' => 'National Education Policy And Higher Education',
		'description' => '<div class="border">
<p>This article is based on <a href="https://www.hindustantimes.com/opinion/how-nep-can-transform-higher-education-in-india-101627470511761.html" target="_blank" rel="noopener"><strong>How NEP can transform higher education in India</strong> </a>which was published in The Hindustan Times on 30/07/2021. It talks about issues with higher education institutions and how National Education Policy can be a game changer for such institutions.</p>
</div>
<p>India today has over 1,000<strong><a href="/daily-updates/daily-news-editorials/higher-education-in-india-3" target="_blank" rel="noopener"> Higher Educational Institutions (HEIs)</a>,</strong> including over 150 of national importance. Over the years, it has also become a hub of scientific research. HEIs have shown a consistent growth in both the quality and the quantity of research in the past decade.</p>
<p>India currently ranks third globally in terms of the total research output, accounting for 5.31% of the total of research publications. Of three aspects &mdash; education, knowledge generation (research and development) and innovation &mdash; Indian HEIs have performed very well, in relative terms, in the first two aspects, but <strong>lack on the innovation front.</strong></p>
<p><a href="/daily-updates/daily-news-analysis/national-education-policy-2020" target="_blank" rel="noopener"><strong>National Education Policy (NEP)</strong></a> is expected to transform the landscape of higher education in India by making HEIs work on<strong> &ldquo;solutions to the problems&rdquo; rather than &ldquo;solutions looking for a problem&rdquo;.</strong></p>
<h3>Issues With Indian HEIs</h3>
<ul style="list-style-type: square;">
<li><strong>Enrollment:</strong><br />
<ul style="list-style-type: circle;">
<li>According to the <a href="/daily-updates/daily-news-analysis/aishe-2020" target="_blank" rel="noopener"><strong>All-India Survey on Higher Education (AISHE) report 2019-20</strong></a>, the <strong>Gross Enrolment Ratio (GER)</strong> in Higher education in India is only <strong>27.1%,</strong> which is quite low as compared to the developed as well as, other developing countries.</li>
<li>With the increase of enrollments at the school level, the supply of higher education institutes is insufficient to meet the growing demand in the country.</li>
</ul>
</li>
<li><strong>Quality:</strong><br />
<ul style="list-style-type: circle;">
<li>Ensuring quality in higher education is amongst the foremost challenges being faced in India today.</li>
<li>A large number of colleges and universities in India are unable to meet the minimum requirements laid down by the <a href="/daily-updates/daily-news-analysis/ukieri-ugc-higher-education-leadership-development-programme" target="_blank" rel="noopener"><strong>University Grant Commission (UGC).</strong></a></li>
</ul>
</li>
<li><strong>Political Interference:</strong><br />
<ul style="list-style-type: circle;">
<li>Increasing interference of politicians in the management of higher education jeopardises the autonomy of HEIs.</li>
<li>Also, students organise campaigns, forget their own objectives and begin to develop their careers in politics.</li>
</ul>
</li>
<li><strong>Poor Infrastructure and Facilities:</strong><br />
<ul style="list-style-type: circle;">
<li>Poor infrastructure is another challenge to the higher education system of India, particularly the institutes run by the public sector suffer from poor physical facilities and infrastructure.</li>
<li>Faculty shortages and the inability of the state educational system to attract and retain well-qualified teachers have been posing challenges to quality education for many years.</li>
<li>Large numbers of NET/PhD candidates are unemployed even though there are a lot of vacancies in higher education.</li>
</ul>
</li>
<li><strong>Inadequate Research:</strong><br />
<ul style="list-style-type: circle;">
<li>There is inadequate focus on research in HEIs.</li>
<li>There are insufficient resources and facilities, as well as limited numbers of quality faculty to advise students.</li>
<li>Most of the research scholars are without fellowships or not getting their fellowships on time which directly or indirectly affects their research. Moreover, Indian HEIs are poorly connected to research centres and to industries.</li>
</ul>
</li>
<li><strong>Poor Governance Structure:</strong><br />
<ul style="list-style-type: circle;">
<li>Management of Indian education faces challenges of over-centralization, bureaucratic structures and lack of accountability, transparency, and professionalism.</li>
</ul>
</li>
</ul>
<h3>Prospects of NEP For HEIs</h3>
<ul style="list-style-type: square;">
<li><strong>National Research Foundation (NRF):</strong> Indian academia has traditionally been focused on R&amp;D without much emphasis on relevance and delivery. The establishment of the <strong>National Research Foundation (NRF)</strong> is expected to connect our academia with ministries and industry and fund research that is relevant to local needs. <br />
<ul style="list-style-type: circle;">
<li>Under the framework of NRF, each government ministry, be it central or state, is expected to allocate separate funds for research.</li>
<li>NRF, therefore, is expected to pose well-defined problems to the researchers, so that they can find solutions in a goal-oriented and time bound manner.</li>
</ul>
</li>
<li><strong>Multi-disciplinary University:</strong> In order to unleash the technology development potential of HEIs, our institutions need to not only become<strong> multi-disciplinary</strong> in their scope and offerings, but also<strong> collaborate among themselves.</strong> <br />
<ul style="list-style-type: circle;">
<li>Bringing &ldquo;unlike&rdquo; minds together in terms of disciplines, cultures (international programmes) and attitudes (academia-industry collaborations) is the need of the hour.</li>
<li>Multi-disciplinary universities, as envisaged in NEP, rightly emphasises on the creative potential of researchers.</li>
</ul>
</li>
<li><strong>Scaling up existing HEIs:</strong> With the goal of increasing the gross enrollment ratio (GER) from the current 27% to 50% by 2035, India needs to not only open new HEIs and universities but also scale-up existing HEIs. <br />
<ul style="list-style-type: circle;">
<li>This massive expansion will not only require additional financial resources but also calls for a new governance model.</li>
<li>NEP speaks of achieving graded autonomy for HEIs. Over time, independent boards will manage the HEIs with active participation from alumni and experts from academia, research and industry.</li>
</ul>
</li>
<li><strong>Funding For HEIs:</strong> NEP is expected to bring in significant funding. For higher education, for the first time, the government promises a <strong>budget allocation for education as a fixed percentage of Gross Domestic Product at 6%.</strong> <br />
<ul style="list-style-type: circle;">
<li>This will be a game changer for HEIs.</li>
</ul>
</li>
<li><strong>Right Focus:</strong> Under NEP 2020, Indian HEIs will focus on 3Is &ndash; Interdisciplinary research, Industry connect and Internationalisation, the three pillars needed to elevate our institutions to global standards.<br />
<ul style="list-style-type: circle;">
<li>Until now, Indian HEIs lacked international diversity and remained predominantly local; they hired only Indian faculty and trained only domestic talent.</li>
<li>The lack of international faculty and students in Indian elite institutions is one reason for the poor rankings of Indian institutions.</li>
<li>NEP has enabled mechanisms for Indian HEIs, such as IITs, to venture out and open international campuses across the world. This will not only increase their international footprint but also improve their perception globally.</li>
</ul>
</li>
</ul>
<h3>Conclusion</h3>
<p>The new National Education Policy (NEP) 2020, is a good policy as it aims at making the education system holistic, flexible, multidisciplinary, aligned to the needs of the 21st century. The intent of policy seems to be ideal in many ways but it is the implementation where lies the key to success.</p>
<table border="1" style="border-collapse: collapse; width: 100%;">
<tbody>
<tr>
<td style="width: 100%; border-style: dotted; border-color: #ff0000; background-color: #fbfff7;">
<p><span style="color: #800000;"><em><strong>Drishti Mains Question</strong></em></span></p>
<p>Discuss the issues faced by Higher Education Institutions in India and examine how National Education Policy would bring the transformation in Indian higher education.</p>
</td>
</tr>
</tbody>
</table>',
		'posturl' => 'national-education-policy-and-higher-education',
		'publishon' => object(Cake\I18n\FrozenTime) {},
		'tag' => 'Education',
		'[new]' => false,
		'[accessible]' => [
			[maximum depth reached]
		],
		'[dirty]' => [[maximum depth reached]],
		'[original]' => [[maximum depth reached]],
		'[virtual]' => [[maximum depth reached]],
		'[errors]' => [[maximum depth reached]],
		'[invalid]' => [[maximum depth reached]],
		'[repository]' => 'articles'
	
	},
	(int) 2 => object(Cake\ORM\Entity) {

		'article_id' => (int) 9026,
		'category_id' => (int) 21,
		'title' => 'New Initiatives for Education Sector',
		'description' => '<h3>Why in News</h3>
<p>Recently, the Prime Minister launched<strong> multiple initiatives in the education sector</strong> at a conference, to mark the completion of one year of reforms under the <a href="/daily-updates/daily-news-analysis/national-education-policy-2020" target="_blank" rel="noopener"><strong>National Education Policy 2020</strong></a> which aims at making<strong> India a global knowledge superpower.</strong></p>
<ul style="list-style-type: square;">
<li>The Prime Minister also noted the role played by portals like<a href="/daily-updates/daily-news-analysis/classes-in-distance-mode" target="_blank" rel="noopener"><strong> Digital Infrastructure for Knowledge Sharing (DIKSHA)</strong></a> and <a href="/daily-updates/daily-news-analysis/important-facts-for-prelims-10th-august-2018" target="_blank" rel="noopener"><strong>Study Webs of Active Learning for Young Aspiring Minds (SWAYAM)</strong></a> in online education during the <a href="/daily-updates/daily-news-editorials/comprehensive-action-plan-for-covid-19" target="_blank" rel="noopener"><strong>pandemic.</strong></a></li>
</ul>
<h3>Key Points</h3>
<ul style="list-style-type: square;">
<li><strong>Academic Bank of Credit:</strong><br />
<ul style="list-style-type: circle;">
<li>It is <strong>envisaged as a digital bank</strong> that holds the <strong>credit earned by a student</strong> in any course. It is <strong>a major instrument for facilitating multidisciplinary and holistic education.</strong> It will provide <strong>multiple entry and exit options</strong> for students in <strong>Higher education.</strong></li>
<li>It will make the youth <strong>future-oriented and open the way for an <a href="/loksabha-rajyasabha-discussions/in-depth-artificial-intelligence" target="_blank" rel="noopener">Artificial Intelligence (AI)</a> -driven economy.</strong></li>
</ul>
</li>
<li><strong>Engineering in Regional Languages:</strong><br />
<ul style="list-style-type: circle;">
<li>14 engineering colleges in<strong> eight States</strong> are going to start engineering studies in five Indian languages: <strong>Hindi, Tamil, Telugu, Marathi and Bangla.</strong><br />
<ul style="list-style-type: disc;">
<li>This emphasis on mother tongue as the medium of instruction will<strong> instil confidence in the students from poor, rural and tribal backgrounds.</strong></li>
<li>In a recent survey, the<a href="/daily-updates/daily-news-analysis/initiatives-of-aicte" target="_blank" rel="noopener"><strong> All India Council of Technical Education</strong></a> (AICTE) discovered that <strong>42% of the students surveyed nationally, favoured pursuing Engineering in regional languages.</strong></li>
</ul>
</li>
<li>The<strong> AICTE</strong> is creating a <strong>database of resources to allow colleges to offer more programmes in regional languages</strong> and developed a tool to translate engineering content into<strong> 11 languages.</strong></li>
</ul>
</li>
<li><strong>Vidya Pravesh &amp; SAFAL:</strong><br />
<ul style="list-style-type: circle;">
<li>Vidya Pravesh, a <strong>three month play based school preparation module for Grade 1</strong> students will be released along with<strong> SAFAL</strong> (Structured Assessment For Analyzing Learning Levels), <strong>a competency based assessment framework for Grades 3, 5 and 8 in CBSE schools.</strong></li>
</ul>
</li>
<li><strong>National Digital Education Architecture (NDEAR):</strong><br />
<ul style="list-style-type: circle;">
<li>It will help in<strong> building up a new education ecosystem that will create a digital foundation leading to self-governance</strong> of all parties involved, particularly states and the Centre.</li>
<li>It lets <strong>educationists do evaluation based on talents and abilities,</strong> helping students understand their area of specialties that can be utilised in their future profession.</li>
</ul>
</li>
<li><strong>National Education Technology Forum (NETF):</strong><br />
<ul style="list-style-type: circle;">
<li>It will provide independent<strong> evidence-based advice to central and state government agencies</strong> on technology-based interventions. A <strong>special focus will be on improving technology access</strong> at the grassroot education level.<br />
<ul style="list-style-type: disc;">
<li>Schools will be required to <strong>have skilled professionals.</strong> In addition, <strong>schools will have to hire qualified candidates</strong> to teach emerging technological skills to students.</li>
</ul>
</li>
<li>Once the forum is set up, <strong>school-wise information will be sought on how technology is being used</strong> for imparting academic content and what steps are being taken to enhance research.</li>
<li>It will be <strong>funded by the government</strong> but at a later stage, <strong>private funding and support from industry bodies would be invited.</strong></li>
</ul>
</li>
<li><strong>NISHTHA 2.0:</strong><br />
<ul style="list-style-type: circle;">
<li>It will provide <strong>training to teachers as per their needs</strong> and they will be able to give their suggestions to the department. It will have <strong>68 modules including 12 generic and 56 subject-specific modules</strong> and will cover around <strong>10 lakh teachers.</strong><br />
<ul style="list-style-type: disc;">
<li><a href="/daily-updates/daily-news-analysis/nishtha-teachers-training-programme" target="_blank" rel="noopener"><strong>NISHTHA</strong> </a>is the largest teachers&rsquo; training programme, first of its kind in the world to motivate and equip teachers to encourage and foster critical thinking in students.</li>
</ul>
</li>
</ul>
</li>
<li><strong>Sign Language as a Subject:</strong><br />
<ul style="list-style-type: circle;">
<li>Indian sign language,<strong> for the first time, has been accorded the status of language subject.</strong> Students will be able to study it as a language also.</li>
<li>There are more than 3 lakh students who need sign language for their education. This will give a boost to Indian sign language and will help the <strong>divyang people.</strong></li>
</ul>
</li>
</ul>
<h3>Related Previous Initiatives</h3>
<ul style="list-style-type: square;">
<li><strong><a href="/daily-updates/daily-news-editorials/digital-education-learning-amid-the-pandemic" target="_blank" rel="noopener">National Programme on Technology Enhanced Learning</a>.</strong></li>
<li><strong><a href="/daily-updates/daily-news-analysis/important-facts-for-prelims-7th-august-2018" target="_blank" rel="noopener">Rashtriya Ucchatar Shiksha Abhiyan</a> (RUSA).</strong></li>
<li><strong><a href="/daily-updates/daily-news-analysis/prime-minister-s-research-fellows-pmrf-scheme" target="_blank" rel="noopener">Prime Minister's Research Fellowship</a> (PMRF).</strong></li>
<li><strong><a href="/daily-updates/daily-news-analysis/scheme-for-promotion-of-academic-and-research-collaboration-sparc" target="_blank" rel="noopener">Scheme for Promotion of Academic and Research Collaboration</a> (SPARC).</strong></li>
<li><strong><a href="/daily-updates/daily-news-analysis/samagra-shiksha" target="_blank" rel="noopener">Sarva Shiksha Abhiyan</a>.</strong></li>
<li><strong><a href="/daily-updates/daily-news-analysis/national-educational-alliance-for-technology-neat-scheme" target="_blank" rel="noopener">NEAT</a>.</strong></li>
<li><strong><a href="/daily-updates/daily-news-analysis/pragyata-guidelines-on-digital-education" target="_blank" rel="noopener">PRAGYATA</a>.</strong></li>
<li><strong><a href="/daily-updates/daily-news-analysis/mid-day-meal" target="_blank" rel="noopener">Mid Day Meal Scheme</a>.</strong></li>
<li><strong><a href="/daily-updates/daily-news-editorials/Implementation-of-Section-12-1c-of-the-RTE-Act-A-Progress-Report" target="_blank" rel="noopener">Right To Education (RTE) Act, 2009</a>.</strong></li>
<li><strong><a href="/daily-updates/daily-news-analysis/performance-of-beti-bachao-beti-padhao-scheme" target="_blank" rel="noopener">Beti Bachao Beti Padhao</a>.</strong></li>
</ul>
<p><a href="https://pib.gov.in/PressReleasePage.aspx?PRID=1740401" target="_blank" rel="noopener"><strong>Source: PIB</strong></a></p>',
		'posturl' => 'new-initiatives-for-education-sector',
		'publishon' => object(Cake\I18n\FrozenTime) {},
		'tag' => 'Education',
		'[new]' => false,
		'[accessible]' => [
			[maximum depth reached]
		],
		'[dirty]' => [[maximum depth reached]],
		'[original]' => [[maximum depth reached]],
		'[virtual]' => [[maximum depth reached]],
		'[errors]' => [[maximum depth reached]],
		'[invalid]' => [[maximum depth reached]],
		'[repository]' => 'articles'
	
	},
	(int) 3 => object(Cake\ORM\Entity) {

		'article_id' => (int) 8980,
		'category_id' => (int) 21,
		'title' => 'I-STEM Enters Phase-II',
		'description' => '<h3>Why in News</h3>
<p>The <strong>Indian Science Technology and Engineering facilities Map (I-STEM) project has been accorded an extension for five years,</strong> until 2026 and enters its<strong> second phase</strong> with added features.</p>
<p><a href="http://www.drishtiias.com/images/uploads/1627296979_image7.png" target="_blank" rel="noopener"><img class="content-img" src="http://www.drishtiias.com/images/uploads/1627296979_image7.png" style="display: block; margin-left: auto; margin-right: auto;" caption="false" width="750" height="433" /></a></p>
<h3>Key Points</h3>
<ul style="list-style-type: square;">
<li><strong>I-STEM:</strong><br />
<ul style="list-style-type: circle;">
<li><strong>About:</strong><br />
<ul style="list-style-type: disc;">
<li>I-STEM is <strong>a National Web portal for sharing R&amp;D</strong> (Research and Development) facilities.</li>
<li>The portal <strong>facilitates researchers to access slots for the use of equipment,</strong> as well as to share the details of the outcomes, such as, patents, publications and technologies.</li>
</ul>
</li>
<li><strong>Launch:</strong> <br />
<ul style="list-style-type: disc;">
<li>Launched in January 2020. It is an initiative of Office of the <a href="/daily-updates/daily-news-analysis/important-facts-for-prelims-4th-may-2019" target="_blank" rel="noopener"><strong>Principal Scientific Adviser</strong></a> to the Government of India under the aegis of <a href="/daily-updates/daily-news-analysis/nine-science-and-technology-missions" target="_blank" rel="noopener"><strong>Prime Minister Science, Technology and Innovation Advisory Council (PM-STIAC) mission.</strong></a><br />
<ul style="list-style-type: disc;">
<li><strong>PM-STIAC:</strong> It is an overarching Council that facilitates the Principal Scientific Adviser&rsquo;s Office to <strong>assess the status in specific science and technology domains, comprehend challenges in hand, formulate specific interventions, develop a futuristic roadmap</strong> and advise the Prime Minister accordingly.</li>
</ul>
</li>
</ul>
</li>
<li><strong>Goal:</strong><br />
<ul style="list-style-type: disc;">
<li>The goal of I-STEM is to strengthen the R&amp;D ecosystem of the country by connecting researchers with resources.</li>
<li>Promoting <strong>technologies and scientific equipment development indigenously,</strong> and <strong>providing necessary supplies and support to researchers</strong> by enabling them an access to existing publicly funded R&amp;D facilities in the country through the I-STEM web portal.</li>
</ul>
</li>
<li><strong>Phase-I:</strong><br />
<ul style="list-style-type: disc;">
<li>In the first phase, the portal is listed with more than 20,000 pieces of equipment from 1050 institutions across the country and has more than 20,000 Indian researchers.</li>
</ul>
</li>
</ul>
</li>
<li><strong>Phase-II:</strong><br />
<ul style="list-style-type: circle;">
<li>The portal<strong> will host indigenous technology products listed through a digital catalogue.</strong> It will also <strong>host and provide access to selected R&amp;D</strong> (Research and Development) <strong>software</strong> required to undertake research projects by students and scientists.</li>
<li>The portal will also<strong> provide a platform for the various City Knowledge and Innovation Clusters</strong> to enhance effective use of R&amp;D infrastructure through leveraging collaboration and partnership built on a shared STI <strong>(Science Technology and Innovation)</strong> ecosystem.</li>
<li>New phase will be designed as a dynamic digital platform that will provide a <strong>boost to research and innovation especially for 2 tier and 3 tier cities</strong> and also for the emerging start-up ecosystem.</li>
</ul>
</li>
</ul>
<p><a href="https://pib.gov.in/PressReleasePage.aspx?PRID=1738848" target="_blank" rel="noopener"><strong>Source: PIB</strong></a></p>',
		'posturl' => 'i-stem-enters-phase-ii',
		'publishon' => object(Cake\I18n\FrozenTime) {},
		'tag' => 'Education',
		'[new]' => false,
		'[accessible]' => [
			[maximum depth reached]
		],
		'[dirty]' => [[maximum depth reached]],
		'[original]' => [[maximum depth reached]],
		'[virtual]' => [[maximum depth reached]],
		'[errors]' => [[maximum depth reached]],
		'[invalid]' => [[maximum depth reached]],
		'[repository]' => 'articles'
	
	},
	(int) 4 => object(Cake\ORM\Entity) {

		'article_id' => (int) 8894,
		'category_id' => (int) 21,
		'title' => 'School Innovation Ambassador Training Program',
		'description' => '<h3>Why in News</h3>
<p>Recently, the <strong>Union Education Minister and Union Tribal Affairs Minister</strong> jointly launched the <strong>School Innovation Ambassador Training Program (SIATP).</strong></p>
<ul style="list-style-type: square;">
<li>The Ministry of Tribal Affairs has launched an <strong>Adi-Prashikshan portal</strong> which is also a repository of training inputs.</li>
</ul>
<h3>Key Points</h3>
<ul style="list-style-type: square;">
<li><strong>About:</strong><br />
<ul style="list-style-type: circle;">
<li>The innovative and<strong> one-of-its-kind training program</strong> for school teachers <strong>aims at training 50,000 school teachers</strong> in innovation, entrepreneurship, <a href="/to-the-points/paper3/intellectual-property-rights#:~:text=Intellectual%20property%20rights%20(IPR)%20are,a%20certain%20period%20of%20time." target="_blank" rel="noopener"><strong>Intellectual Property Rights (IPR)</strong></a>, design thinking, product development, idea generation, among others.</li>
<li>It will <strong>make Indian teachers, change-agents and ambassadors</strong> of innovation to make our students future-ready.</li>
</ul>
</li>
<li><strong>Design &amp; Collaboration:</strong><br />
<ul style="list-style-type: circle;">
<li>It has been designed by the <a href="/daily-updates/daily-news-analysis/ministry-of-human-resource-development-launches-innovation-cell" target="_blank" rel="noopener"><strong>Innovation Cell</strong></a> <strong>of the Ministry of Education</strong> and the <a href="/daily-updates/daily-news-analysis/initiatives-of-aicte" target="_blank" rel="noopener"><strong>All India Council for Technical Education (AICTE)</strong></a> for school teachers based on its <strong>Innovation Ambassador Training Program for Higher Educational Institution's faculty members.</strong> <br />
<ul style="list-style-type: disc;">
<li>The training will be delivered in <strong>online mode only.</strong></li>
</ul>
</li>
<li>It is a <strong>collaborative effort</strong> by the Ministry of Education's Innovation Cell, Ministry of Tribal Affairs, Central Board of Secondary Education (CBSE) and the AICTE.</li>
</ul>
</li>
<li><strong>Benefits:</strong><br />
<ul style="list-style-type: circle;">
<li>It will <strong>benefit a large number of schools for tribal children across the country</strong> by giving wings to the creativity of the children.</li>
<li>It will <strong>nurture lakhs of students with innovation capabilities, develop a culture of innovation</strong> and lay the foundation of a new and vibrant India.</li>
<li>The students of <a href="/daily-updates/daily-news-analysis/eklavya-model-residential-and-day-boarding-schools" target="_blank" rel="noopener"><strong>Eklavya Model Residential Schools (EMRS)</strong></a> will greatly benefit from SIATP since it is also the endeavour of the Tribal Affairs Ministry to give the best possible education to the tribal children.<br />
<ul style="list-style-type: disc;">
<li>EMRS for tribal children is another ambitious programme <strong>under which 740 EMRS will be established in tribal dominated areas over the next three years.</strong></li>
<li>It was started in the year <strong>1997-98 to impart quality education to <a href="/daily-updates/daily-news-analysis/national-commission-for-scheduled-tribes" target="_blank" rel="noopener">Scheduled Tribe</a></strong> children in remote areas.</li>
</ul>
</li>
</ul>
</li>
<li><strong>Other Important Related Initiatives:</strong><br />
<ul style="list-style-type: circle;">
<li><a href="/daily-updates/daily-news-analysis/samagra-shiksha" target="_blank" rel="noopener"><strong>New National Education Policy (NEP), 2020</strong></a></li>
<li><a href="/daily-updates/daily-news-analysis/nishtha-teachers-training-programme" target="_blank" rel="noopener"><strong>NISHTHA</strong></a> (National Initiative for School Heads&rsquo; and Teachers&rsquo; Holistic Advancement)</li>
<li><a href="/daily-updates/daily-news-analysis/classes-in-distance-mode" target="_blank" rel="noopener"><strong>DIKSHA</strong></a> (Digital Infrastructure for Knowledge Sharing)</li>
<li><a href="/daily-updates/daily-news-analysis/samagra-shiksha" target="_blank" rel="noopener"><strong>Samagra Siksha</strong></a></li>
</ul>
</li>
</ul>
<div class="border-bg">
<p><strong>All India Council for Technical Education</strong></p>
<ul style="list-style-type: square;">
<li>It was set up in <strong>November 1945 as a national-level apex advisory body.</strong></li>
<li>Its purpose was <strong>to conduct a survey on the facilities available for technical education and to promote development</strong> in the country in a coordinated and integrated manner.</li>
<li>According to the <strong>National Policy of Education (1986)</strong>, AICTE is vested with:<br />
<ul style="list-style-type: circle;">
<li>Statutory authority for planning, formulation, and maintenance of <strong>norms &amp; standards,</strong></li>
<li>Quality assurance through accreditation,</li>
<li><strong>Funding</strong> in priority areas, monitoring, and evaluation,</li>
<li>Maintaining <strong>parity of certification &amp; awards.</strong></li>
<li>The <strong>management of technical education</strong> in the country.</li>
</ul>
</li>
</ul>
<p><strong>Innovation Cell</strong></p>
<ul style="list-style-type: square;">
<li>It is<strong> an initiative of the Ministry of Education</strong> to foster the culture of Innovation in all Higher Education Institutions (HEIs) across the country.<br />
<ul style="list-style-type: circle;">
<li>It was <strong>established at AICTE premises in 2018.</strong></li>
</ul>
</li>
<li>Its mandate is <strong>to encourage and nurture young students by exposing them to new ideas resulting in innovative activities</strong> in their formative years, fostered through <strong>Network of Innovation Clubs (NIC)</strong> in HEIs.</li>
</ul>
</div>
<p><a href="https://www.pib.gov.in/PressReleasePage.aspx?PRID=1736152" target="_blank" rel="noopener"><strong>Source: PIB</strong></a></p>',
		'posturl' => 'school-innovation-ambassador-training-program',
		'publishon' => object(Cake\I18n\FrozenTime) {},
		'tag' => 'Education',
		'[new]' => false,
		'[accessible]' => [
			[maximum depth reached]
		],
		'[dirty]' => [[maximum depth reached]],
		'[original]' => [[maximum depth reached]],
		'[virtual]' => [[maximum depth reached]],
		'[errors]' => [[maximum depth reached]],
		'[invalid]' => [[maximum depth reached]],
		'[repository]' => 'articles'
	
	},
	(int) 5 => object(Cake\ORM\Entity) {

		'article_id' => (int) 8792,
		'category_id' => (int) 21,
		'title' => 'NIPUN Bharat Mission',
		'description' => '<h3>Why in News</h3>
<p>The <strong>Ministry of Education</strong> has launched <strong>NIPUN (National Initiative for Proficiency in Reading with Understanding and Numeracy) Bharat Scheme.</strong></p>
<ul style="list-style-type: square;">
<li>It<strong> aims to cover the learning needs of children in the age group of 3 to 9 years.</strong></li>
</ul>
<h3>Key Points</h3>
<ul style="list-style-type: square;">
<li><strong>Part of NEP 2020:</strong><br />
<ul style="list-style-type: circle;">
<li>This initiative is being launched as a part of <strong><a href="/daily-updates/daily-news-analysis/national-education-policy-2020" target="_blank" rel="noopener">NEP (National Education Policy) 2020</a>.</strong></li>
<li>This policy aims to pave the way for <strong>transformational reforms in school and higher education systems</strong> in the country. This policy<strong> replaced the 34 year old National Policy on Education (NPE), 1986.</strong></li>
</ul>
</li>
<li><strong>Objective:</strong><br />
<ul style="list-style-type: circle;">
<li>To create an enabling environment<strong> to ensure universal acquisition of foundational literacy and numeracy,</strong> so that every child achieves the desired learning competencies in reading, writing and numeracy by the end of Grade 3, <strong>by 2026-27.</strong></li>
</ul>
</li>
<li><strong>Focus Areas:</strong><br />
<ul style="list-style-type: circle;">
<li>It will focus on providing access and <strong>retaining children in foundational years of schooling; teacher capacity building;</strong> development of high quality and <strong>diversified Student and Teacher Resources/Learning Materials;</strong> and <strong>tracking the progress of each child</strong> in achieving learning outcomes.</li>
</ul>
</li>
<li><strong>Implementation:</strong><br />
<ul style="list-style-type: circle;">
<li>NIPUN Bharat <strong>will be implemented by the Department of School Education and Literacy.</strong></li>
<li><strong>A five-tier implementation mechanism</strong> will be set up at the National- State- District- Block- School level in all States and UTs, under the <strong>aegis of the centrally sponsored scheme of<a href="/daily-updates/daily-news-analysis/samagra-shiksha" target="_blank" rel="noopener"> Samagra Shiksha</a>.</strong><br />
<ul style="list-style-type: disc;">
<li>&lsquo;Samagra Shiksha&rsquo; programme was launched <strong>subsuming three existing schemes:</strong> Sarva Shiksha Abhiyan (SSA), Rashtriya Madhyamik Shiksha Abhiyan (RMSA) and Teacher Education (TE).</li>
<li>The aim of the scheme is<strong> to treat school education holistically,</strong> from pre-school to Class XII.</li>
</ul>
</li>
<li>A <strong>special package for foundational literacy and Numeracy (FLN) under <a href="/daily-updates/daily-news-analysis/nishtha-teachers-training-programme" target="_blank" rel="noopener">NISHTHA</a> (National Initiative for School Heads and Teachers Holistic Advancement) is being developed by NCERT.</strong><br />
<ul style="list-style-type: disc;">
<li>Around <strong>25 lakh teachers</strong> teaching at pre-primary to primary grade <strong>will be trained</strong> this year on FLN.</li>
<li><strong>NISHTHA</strong> is a capacity building programme for "Improving Quality of School Education through Integrated Teacher Training".</li>
</ul>
</li>
<li><strong>Stage-wise targets</strong> are being set in a continuum from the pre-primary or balvatika classes.</li>
</ul>
</li>
<li><strong>Expected Outcomes:</strong><br />
<ul style="list-style-type: circle;">
<li>Foundational skills enable to keep children in class thereby <strong>reducing the dropouts and improve transition rate from primary to upper primary</strong> and secondary stages.</li>
<li>Activity based learning and a conducive learning environment will<strong> improve the quality of education.</strong></li>
<li><strong>Innovative pedagogies</strong> such as toy-based and experiential learning will be used in classroom transactions thereby making learning a joyful and engaging activity.</li>
<li><strong>Intensive capacity building of teachers</strong> will make them empowered and <strong>provide greater autonomy for choosing the pedagogy.</strong></li>
<li><strong>Holistic development of the child</strong> by focusing on different domains of development like physical and motor development, socio-emotional development, literacy and numeracy development, cognitive development, life skills etc. which are interrelated and interdependent, which will be reflected in a Holistic Progress Card.</li>
<li>Children to achieve a steeper learning trajectory which <strong>may have positive impacts on later life outcomes and employment.</strong></li>
<li>Since almost every child attends early grades, therefore, focus at that stage<strong> will also benefit the socio-economic disadvantageous group</strong> thus ensuring access to equitable and inclusive quality education.</li>
</ul>
</li>
</ul>
<p><a href="http://www.drishtiias.com/images/uploads/1625564948_image1.png" target="_blank" rel="noopener"><img class="content-img" src="http://www.drishtiias.com/images/uploads/1625564948_image1.png" style="display: block; margin-left: auto; margin-right: auto;" width="750" caption="false" /></a></p>
<div class="border-bg">
<p><strong>Education in India</strong></p>
<ul style="list-style-type: square;">
<li><strong>Constitutional Provisions:</strong><br />
<ul style="list-style-type: circle;">
<li><strong>Part IV of Indian Constitution,</strong> Article 45 and Article 39 (f) of Directive Principles of State Policy (DPSP), has a provision for state-funded as well as equitable and accessible education.</li>
<li>The <strong>42<sup>nd</sup> Amendment to the Constitution in 1976</strong> moved education from the State to the Concurrent List.<br />
<ul style="list-style-type: disc;">
<li>The education policies by the Central government provide a broad direction and state governments are expected to follow it. But it is not mandatory, for instance Tamil Nadu does not follow the three-language formula prescribed by the first education policy in 1968.</li>
</ul>
</li>
<li><strong>The 86<sup>th</sup> Amendment in 2002 made education</strong> an enforceable <strong>right under Article 21-A.</strong></li>
</ul>
</li>
<li><strong>Related Laws:</strong><br />
<ul style="list-style-type: circle;">
<li><a href="/daily-updates/daily-news-editorials/Implementation-of-Section-12-1c-of-the-RTE-Act-A-Progress-Report" target="_blank" rel="noopener"><strong>Right To Education (RTE) Act, 2009</strong></a> aims to provide primary education to all children aged 6 to 14 years and enforces education as a Fundamental Right.<br />
<ul style="list-style-type: disc;">
<li>It mandates non-minority private unaided schools to keep aside at least 25% of their entry-level seats for children belonging to disadvantaged sections to create a more integrated and inclusive schooling system.</li>
</ul>
</li>
</ul>
</li>
<li><strong>Government Initiatives:</strong><br />
<ul style="list-style-type: circle;">
<li><strong><a href="/daily-updates/daily-news-analysis/samagra-shiksha" target="_blank" rel="noopener">Sarva Shiksha Abhiyan</a>, <a href="/daily-updates/daily-news-analysis/mid-day-meal" target="_blank" rel="noopener">Mid Day Meal Scheme</a></strong>, Navodaya Vidyalayas (NVS schools), Kendriya Vidyalayas (KV schools) and use of IT in education are a result of the NEP of 1986.</li>
</ul>
</li>
</ul>
</div>
<p><a href="https://www.thehindu.com/news/national/literacy-numeracy-mission-deadline-pushed-back-two-years/article35136526.ece" target="_blank" rel="noopener"><strong>Source: TH</strong></a></p>',
		'posturl' => 'nipun-bharat-mission',
		'publishon' => object(Cake\I18n\FrozenTime) {},
		'tag' => 'Education',
		'[new]' => false,
		'[accessible]' => [
			[maximum depth reached]
		],
		'[dirty]' => [[maximum depth reached]],
		'[original]' => [[maximum depth reached]],
		'[virtual]' => [[maximum depth reached]],
		'[errors]' => [[maximum depth reached]],
		'[invalid]' => [[maximum depth reached]],
		'[repository]' => 'articles'
	
	},
	(int) 6 => object(Cake\ORM\Entity) {

		'article_id' => (int) 8782,
		'category_id' => (int) 21,
		'title' => 'UDISE+ 2019-20 Report',
		'description' => '<h3>Why in News</h3>
<p>Recently, the Union Education Minister released the <strong>Report on United Information System for Education Plus (UDISE+) 2019-20</strong> for School Education in India.</p>
<div class="border-bg">
<p><strong>United Information System for Education Plus</strong></p>
<ul style="list-style-type: square;">
<li>It is<strong> one of the largest Management Information Systems on school education.</strong> It was launched in 2018-2019 to speed up data entry, reduce errors, improve data quality and ease its verification.</li>
<li>It is <strong>an application to collect the school details</strong> about factors related to a school and its resources.<br />
<ul style="list-style-type: circle;">
<li>It is an <strong>updated and improved version of UDISE, which was initiated in 2012-13</strong> by the Ministry of Education.</li>
</ul>
</li>
<li>It <strong>covers more than 1.5 million schools, 8.5 million teachers </strong>and <strong>250 million children.</strong></li>
<li>It helps <strong>measure the education parameters from classes 1 to 12</strong> in government and private schools across India.</li>
</ul>
</div>
<h3>Key Points</h3>
<ul style="list-style-type: square;">
<li><strong>Total Students:</strong><br />
<ul style="list-style-type: circle;">
<li>In 2019-20, total students in school education from<strong> pre-primary to higher secondary have crossed 26.45 crore.</strong> This is<strong> higher by 42.3 lakh compared to 2018-19.</strong></li>
</ul>
</li>
<li><strong>Gross Enrolment Ratio:</strong><br />
<ul style="list-style-type: circle;">
<li><a href="/daily-updates/daily-news-analysis/aishe-2020" target="_blank" rel="noopener"><strong>Gross Enrolment Ratio (GER)</strong></a> at all levels of school education has <strong>improved in 2019-20 compared to 2018-19.</strong><br />
<ul style="list-style-type: disc;">
<li><strong>Upper Primary</strong> <strong>Level</strong> increased to <strong>89.7%</strong> from 87.7%.</li>
<li><strong>Elementary Level</strong> increased to<strong> 97.8%</strong> from 96.1%.</li>
<li><strong>Secondary Level</strong> increased to <strong>77.9%</strong> from 76.9%.</li>
<li><strong>Higher Secondary Level</strong> increased to<strong> 51.4%</strong> from 50.1%.</li>
</ul>
</li>
<li><strong>GER</strong> is the <strong>number of students enrolled in a given level of education,</strong> regardless of age, expressed <strong>as a percentage of the official school-age population</strong> corresponding to the same level of education.</li>
</ul>
</li>
<li><strong>Pupil Teacher Ratio:</strong> <br />
<ul style="list-style-type: circle;">
<li>In 2019-20, <strong>96.87 lakh teachers</strong> were engaged in school education. This is <strong>higher by about 2.57 lakh compared to 2018-19.</strong></li>
<li>The Pupil Teacher Ratio (PTR) has <strong>improved at all levels of school education.</strong></li>
</ul>
</li>
<li><strong>Enrolment of Divyang Students:</strong><br />
<ul style="list-style-type: circle;">
<li>Enrolment of Divyang students has<strong> increased by 6.52% over 2018-19.</strong></li>
</ul>
</li>
<li><strong>Enrolment of Girls:</strong><br />
<ul style="list-style-type: circle;">
<li>In 2019-20, <strong>enrolment of girls from primary to higher secondary is more</strong> than 12.08 crore. This is an increase by 14.08 lakh compared to 2018-19.</li>
</ul>
</li>
<li><strong>Gender Parity Index:</strong><br />
<ul style="list-style-type: circle;">
<li>Between 2012-13 and 2019-20, the <a href="/daily-updates/daily-news-analysis/gender-parity-index-unesco" target="_blank" rel="noopener"><strong>Gender Parity Index (GPI)</strong> </a>at both<strong> Secondary and Higher Secondary levels have improved.</strong> <br />
<ul style="list-style-type: disc;">
<li><strong>GPI</strong> in primary, secondary and tertiary education is the <strong>ratio of the number of female students</strong> enrolled at primary, secondary and tertiary levels of education<strong> to the number of male students in each level.</strong></li>
</ul>
</li>
<li>Improvement of GPI has been<strong> most pronounced at the higher secondary level,</strong> which has gone up to 1.04 in 2019-20 from 0.97 in 2012-13.</li>
</ul>
</li>
<li><strong>Facilities at Schools:</strong><br />
<ul style="list-style-type: circle;">
<li><strong>Electricity:</strong> More than <strong>80% of schools in India in 2019-20 had functional electricity.</strong> This is an improvement of more than 6% over the previous year 2018-19.</li>
<li><strong>Computers:</strong> The number of schools having functional computers <strong>increased to 5.2 lakh in 2019-20 from 4.7 lakh in 2018-19.</strong></li>
<li><strong>Internet:</strong> The number of schools having internet facilities <strong>increased to 3.36 lakh in 2019-20 from 2.9 lakh in 2018-19.</strong></li>
<li><strong>Hand Wash Facility:</strong> More than <strong>90% of schools in India had hand wash facilities in 2019-20.</strong> This is a major improvement as this percentage was only 36.3% in 2012-13.</li>
<li><strong>Medical Check-Ups:</strong> More than <strong>82% of schools conducted medical check-ups of students in 2019-20,</strong> an increase of more than 4% compared to the previous year 2018-19.</li>
</ul>
</li>
<li><strong>Some Important Government Initiatives:</strong><br />
<ul style="list-style-type: circle;">
<li><a href="/daily-updates/daily-news-analysis/samagra-shiksha" target="_blank" rel="noopener"><strong>New National Education Policy (NEP), 2020.</strong></a></li>
<li><a href="/daily-updates/daily-news-analysis/samagra-shiksha" target="_blank" rel="noopener"><strong>Sarva Shiksha Abhiyan.</strong></a></li>
<li><a href="/daily-updates/daily-news-analysis/mid-day-meal" target="_blank" rel="noopener"><strong>Mid Day Meal Scheme.</strong></a></li>
<li><a href="/daily-updates/daily-news-editorials/Implementation-of-Section-12-1c-of-the-RTE-Act-A-Progress-Report" target="_blank" rel="noopener"><strong>Right To Education (RTE) Act, 2009.</strong></a></li>
<li><a href="/daily-updates/daily-news-analysis/performance-of-beti-bachao-beti-padhao-scheme" target="_blank" rel="noopener"><strong>Beti Bachao Beti Padhao.</strong></a></li>
</ul>
</li>
</ul>
<p><a href="https://pib.gov.in/PressReleasePage.aspx?PRID=1731860" target="_blank" rel="noopener"><strong>Source: PIB</strong></a></p>',
		'posturl' => 'udise-2019-20-report',
		'publishon' => object(Cake\I18n\FrozenTime) {},
		'tag' => 'Education',
		'[new]' => false,
		'[accessible]' => [
			[maximum depth reached]
		],
		'[dirty]' => [[maximum depth reached]],
		'[original]' => [[maximum depth reached]],
		'[virtual]' => [[maximum depth reached]],
		'[errors]' => [[maximum depth reached]],
		'[invalid]' => [[maximum depth reached]],
		'[repository]' => 'articles'
	
	},
	(int) 7 => object(Cake\ORM\Entity) {

		'article_id' => (int) 8744,
		'category_id' => (int) 22,
		'title' => 'Ed-Tech',
		'description' => '<div class="border">
<p>This article is based on <a href="http://indianexpress.com/article/opinion/columns/the-future-of-learning-in-india-is-ed-tech-pandemic-online-classes-7381782/" target="_blank" rel="noopener"><strong>&ldquo;The future of learning in India is ed-tech&rdquo;</strong></a> which was published in the Indian Express on 30/06/2021. It talks about the need &amp; challenges associated with the use of technology in education or Ed-Tech.</p>
</div>
<p>India&rsquo;s school education landscape is facing<strong><a href="/loksabha-rajyasabha-discussions/the-big-picture-primary-education-challenges-and-opportunities" target="_blank" rel="noopener"> daunting challenges.</a></strong> The country was reeling under an acute learning crisis, even before the Covid-19 pandemic, as reflected by successive <a href="/daily-updates/daily-news-analysis/aser-survey-2020" target="_blank" rel="noopener"><strong>ASER surveys.</strong></a></p>
<p>The pandemic threatens to exacerbate this crisis, especially because of the physical closure of 15.5 lakh schools that has affected more than 248 million students for over a year.</p>
<p>Combined with this learning crisis, the emergence of the<a href="/loksabha-rajyasabha-discussions/in-depth-industrial-revolution-4-0" target="_blank" rel="noopener"><strong> Fourth Industrial Revolution</strong></a> has made it imperative to reimagine education and align it with the unprecedented technological transformation.</p>
<h3>Need &amp; Opportunities For Ed-Tech</h3>
<ul style="list-style-type: square;">
<li><strong>Intended Benefits of Ed-Tech:</strong> Technology holds promise and has incredible potential in:<br />
<ul style="list-style-type: circle;">
<li>Enabling greater personalisation of education</li>
<li>Enhancing educational productivity by improving rates of learning,</li>
<li>Reducing costs of instructional material and service delivery at scale</li>
<li>Better utilisation of teacher/instructor time.</li>
</ul>
</li>
<li><strong>Need Induced By Pandemic:</strong> Further, as traditional brick-and-mortar service delivery models are being disrupted across sectors, the pandemic offers a critical, yet stark, reminder of the impending need to weave technology into education.</li>
<li><strong>National Education Policy 2020:</strong> India&rsquo;s new National Education Policy (NEP) 2020 is responsive to the clarion call to integrate technology at every level of instruction. <br />
<ul style="list-style-type: circle;">
<li>It envisions the establishment of an autonomous body, the National Education Technology Forum (NETF), to spearhead efforts towards providing a strategic thrust to the deployment and use of technology.</li>
</ul>
</li>
<li><strong>Promise of Ed-Tech:&nbsp;</strong>The Indian ed-tech ecosystem has a lot of potential for innovation. With over 4,500 start-ups and a current valuation of around $700 million, the market is geared for exponential growth &mdash; estimates project an astounding market size of $30 billion in the next 10 years</li>
<li><strong>Steps Taken by the Government:</strong> India is well-poised to take this leap forward with increasing access to tech-based infrastructure, electricity, and affordable internet connectivity, fueled by flagship programmes such as <a href="/loksabha-rajyasabha-discussions/in-depth-digital-india" target="_blank" rel="noopener"><strong>Digital India</strong></a> and <a href="/daily-updates/daily-news-analysis/classes-in-distance-mode" target="_blank" rel="noopener"><strong>DIKSHA (Digital Infrastructure for School Education).</strong></a><br />
<ul style="list-style-type: circle;">
<li>Government of<a href="/daily-updates/daily-news-editorials/aspirational-districts-programme" target="_blank" rel="noopener"><strong> India&rsquo;s Aspirational Districts Programme</strong></a> on tech-enabled monitoring and implementation that emphasises citizen engagement, partnerships and effective service delivery.</li>
</ul>
</li>
</ul>
<div class="border-bg">
<p><strong>Several examples of grassroots innovation in Ed-Tech.</strong></p>
<ul style="list-style-type: square;">
<li>The Hamara Vidhyalaya in Namsai district, Arunachal Pradesh, is fostering tech-based performance assessments;</li>
<li>Assam&rsquo;s online career guidance portal is strengthening school-to-work and higher-education transition for students in grades 9 to 12;</li>
<li>Samarth in Gujarat is facilitating the online professional development of lakhs of teachers in collaboration with IIM-Ahmedabad;</li>
<li>Jharkhand&rsquo;s DigiSATH is spearheading behaviour change by establishing stronger parent-teacher-student linkages;</li>
<li>Himachal Pradesh&rsquo;s HarGhar Pathshala is providing digital education for children with special needs;</li>
<li>Uttarakhand&rsquo;s community radio is promoting early reading through byte-size broadcasts;</li>
<li>Madhya Pradesh&rsquo;s DigiLEP is delivering content for learning enhancement through a well-structured mechanism with over 50,000 WhatsApp groups covering all clusters and secondary schools;</li>
<li>Kerala&rsquo;s Aksharavriksham initiative is focusing on digital &ldquo;edutainment&rdquo; to support learning and skill development via games and activities.</li>
</ul>
</div>
<h3>Associated Issues With Ed-Tech</h3>
<ul style="list-style-type: square;">
<li><strong>Lack of Technology Access:</strong> Not everyone who can afford to go to school can afford to have phones, computers, or even a quality internet connection for attending classes online.<br />
<ul style="list-style-type: circle;">
<li>According to National Sample Survey data for 2017-18, only 42 percent of urban and 15 percent of rural households had internet access.</li>
<li>In this case, Ed-tech can increase the already existing digital divide.</li>
</ul>
</li>
<li><strong>In Contradiction with Right to Education:</strong> Technology is not affordable to all, shifting towards online education completely is like taking away the <a href="/to-the-points/Paper2/right-to-education" target="_blank" rel="noopener"><strong>Right to Education</strong></a> of those who cannot access the technology.<br />
<ul style="list-style-type: circle;">
<li>Moreover, the National Education Policy 2020 that talks about the digitization of education is also in contradiction with the right to education.</li>
</ul>
</li>
</ul>
<h3>Way Forward</h3>
<ul style="list-style-type: square;">
<li><strong>Comprehensive Ed-tech Policy:</strong> A comprehensive Ed-tech policy architecture must focus on four key elements-<br />
<ul style="list-style-type: circle;">
<li>Providing access to learning, especially to disadvantaged groups;</li>
<li>Enabling processes of teaching, learning, and evaluation;</li>
<li>Facilitating teacher training and continuous professional development;</li>
<li>Improving governance systems including planning, management, and monitoring processes.</li>
</ul>
</li>
<li><strong>Technology is a Tool, Not a Panacea:</strong> Public educational institutions play an exemplary role in social inclusion and relative equality.<br />
<ul style="list-style-type: circle;">
<li>It is the place where people of all genders, classes, castes, and communities can meet without one group being forced to bow to others.</li>
<li>Therefore, technology cannot substitute schools or replace teachers. Thus, it should not be &ldquo;teachers versus technology&rdquo; rather &ldquo;teachers and technology&rdquo;.</li>
</ul>
</li>
<li><strong>Providing Infrastructure for Ed-Tech:</strong> In the immediate term, there must be a mechanism to thoroughly map the ed-tech landscape, especially their scale, reach, and impact. <br />
<ul style="list-style-type: circle;">
<li>The focus should be on access, equity, infrastructure, governance, and quality-related outcomes and challenges for teachers and students.</li>
<li>Special attention must be paid to address the digital divide at two levels &mdash; access and skills to effectively use technology and leverage its benefits.</li>
</ul>
</li>
<li><strong>Cross-Platform Integration:</strong> In the short to medium-term, the policy formulation and planning process must strive to enable convergence across schemes (education, skills, digital governance, and finance)<br />
<ul style="list-style-type: circle;">
<li>There is also a need to foster integration of solutions through public-private partnerships, factor in voices of all stakeholders, and bolster cooperative federalism across all levels of government.</li>
</ul>
</li>
<li><strong>Replicating Success Models:</strong> In the longer term, as policy translates to practice at local levels and technology-based solutions become ubiquitous, a repository of the best-in-class technology solutions, good practices and lessons from successful implementation must be curated. <br />
<ul style="list-style-type: circle;">
<li>The <a href="/important-institutions/drishti-specials-important-institutions-national-institutions/niti-aayog-national-institution-for-transforming-india" target="_blank" rel="noopener"><strong>NITI Aayog&rsquo;s India Knowledge Hub</strong></a> and the Ministry of Education&rsquo;s DIKSHA and ShaGun platforms can facilitate and amplify such learning.</li>
</ul>
</li>
</ul>
<h3>Conclusion</h3>
<p>The journey from a holistic strategy to its successful application will, no doubt, be a long one. It requires careful planning, sustained implementation, and calculated course corrections. With NEP 2020 having set the ball rolling, a transformative ed-tech policy architecture is the need of the hour to effectively maximise student learning.</p>
<table border="1" style="border-collapse: collapse; width: 100%;">
<tbody>
<tr>
<td style="width: 100%; border-style: dotted; border-color: #ff0000; background-color: #fdfff5;">
<p><span style="color: #000080;"><em><strong>Drishti Mains Question</strong></em></span></p>
<p>The pandemic-induced learning crisis and the Fourth Industrial Revolution have made it necessary to reimagine education and align it with the unprecedented technological transformation. Discuss.</p>
</td>
</tr>
</tbody>
</table>',
		'posturl' => 'ed-tech-1',
		'publishon' => object(Cake\I18n\FrozenTime) {},
		'tag' => 'Education',
		'[new]' => false,
		'[accessible]' => [
			[maximum depth reached]
		],
		'[dirty]' => [[maximum depth reached]],
		'[original]' => [[maximum depth reached]],
		'[virtual]' => [[maximum depth reached]],
		'[errors]' => [[maximum depth reached]],
		'[invalid]' => [[maximum depth reached]],
		'[repository]' => 'articles'
	
	},
	(int) 8 => object(Cake\ORM\Entity) {

		'article_id' => (int) 8591,
		'category_id' => (int) 21,
		'title' => 'Online Module for Compiling Out-of-School Children’s Data',
		'description' => '<h3>Why in News</h3>
<p>The <strong>Ministry of Education</strong> has developed an <strong>online module for compiling out-of-school (due to <a href="/daily-updates/daily-news-editorials/comprehensive-action-plan-for-covid-19" target="_blank" rel="noopener">Covid-19 pandemic</a>) children&rsquo;s data</strong> identified by each State/UT.</p>
<ul style="list-style-type: square;">
<li>The collected data will be mapped with special training centres on the <strong>PRABANDH portal of <a href="/daily-updates/daily-news-analysis/samagra-shiksha" target="_blank" rel="noopener">Samagra Shiksha.</a></strong></li>
</ul>
<h3>Key Points</h3>
<ul style="list-style-type: square;">
<li><strong>About the Module:</strong><br />
<ul style="list-style-type: circle;">
<li>Through the module, the government will <strong>facilitate age-appropriate admissions of children in the age group of 6-14 years</strong> and those<strong> belonging to socially and economically disadvantaged groups.</strong></li>
<li>Also, <strong>for out of school children in the 16-18 years age group, financial assistance will be provided</strong> for the first time in the session 2021-22, to continue their education through open/distance learning mode.</li>
</ul>
</li>
<li><strong>About PRABANDH Portal:</strong><br />
<ul style="list-style-type: circle;">
<li>PRABANDH (<strong>PR</strong>oject <strong>A</strong>ppraisal, <strong>B</strong>udgeting, <strong>A</strong>chievements and <strong>D</strong>ata <strong>H</strong>andling System) is<strong> a step towards leveraging technology</strong> to increase efficiency and manage the <strong>implementation of a centrally sponsored integrated scheme for schooling- Samagra Shiksha.</strong></li>
<li>It is to have <strong>transparency and accuracy</strong> in the System w.r.t Approvals, Releases, Financial Status.</li>
<li>Also <strong>streamline the Financial Management System,</strong> to enable more accurate assessment of actual requirement of funds for implementation.</li>
</ul>
</li>
</ul>
<h3>Samagra Shiksha</h3>
<ul style="list-style-type: square;">
<li><strong>Key Provisions:</strong><br />
<ul style="list-style-type: circle;">
<li>Samagra Shiksha is an<strong> integrated scheme for school education extending from pre-school to class XII</strong> to ensure inclusive and equitable quality education at all levels of school education.</li>
<li>It subsumes the three Schemes of<strong> Sarva Shiksha Abhiyan (SSA), Rashtriya Madhyamik Shiksha Abhiyan (RMSA) and Teacher Education (TE).</strong></li>
<li>The main emphasis of the Scheme is on improving the quality of school education by focussing on the <strong>two T&rsquo;s &ndash; Teacher and Technology.</strong></li>
</ul>
</li>
<li><strong>Vision:</strong><br />
<ul style="list-style-type: circle;">
<li>It complements the <a href="/to-the-points/paper3/sustainable-development-3" target="_blank" rel="noopener"><strong>Sustainable Development Goal (SDG)</strong></a> for Education , i.e. SDG 4 (Ensure inclusive and equitable quality education and promote lifelong opportunities for all).</li>
<li>It aims to support States in the implementation of the <a href="/to-the-points/Paper2/right-to-education" target="_blank" rel="noopener"><strong>Right of Children to Free and Compulsory Education (RTE) Act, 2009.</strong></a><br />
<ul style="list-style-type: disc;">
<li>Right to Education Act (RTE) is a fundamental right under Article 21-A of the Constitution of India.</li>
<li>The Act makes education a <strong>fundamental right of every child between the ages of 6 and 14</strong> and specifies minimum norms in elementary schools.</li>
</ul>
</li>
</ul>
</li>
<li><strong>Funding Pattern:</strong><br />
<ul style="list-style-type: circle;">
<li>The Scheme is being implemented as a <a href="/daily-updates/daily-news-analysis/proposal-to-hike-monthly-pensions" target="_blank" rel="noopener"><strong>Centrally Sponsored Scheme.</strong></a><br />
<ul style="list-style-type: disc;">
<li>The fund sharing pattern for the scheme between Centre and States is at present in the ratio of <strong>90:10 for the North-Eastern States and the Himalayan States</strong> and<strong> 60:40 for all other States and Union Territories with Legislature.</strong></li>
<li>It is <strong>100% centrally sponsored</strong> for <strong>Union Territories without Legislature.</strong></li>
</ul>
</li>
</ul>
</li>
<li><strong>Focus on Digital Education:</strong><br />
<ul style="list-style-type: circle;">
<li>Support <a href="/daily-updates/daily-news-analysis/operation-digital-board" target="_blank" rel="noopener"><strong>&lsquo;Operation Digital Board&rsquo;</strong> </a>in all secondary schools over a period of 5 years, which will revolutionize education- easy to understand, technology based learning classrooms will become flipped classrooms.</li>
<li>Digital initiatives like <strong>UDISE+, <a href="/daily-updates/daily-news-analysis/shagun-integrated-online-junction-for-school-education" target="_blank" rel="noopener">Shagun</a>,</strong> to be strengthened.</li>
<li>Strengthening of ICT infrastructure in schools from upper primary to higher secondary level.</li>
</ul>
</li>
</ul>
<div class="border-bg">
<p><strong>Other Important Schemes to Improve Online Education System</strong></p>
<ul style="list-style-type: square;">
<li><a href="/current-affairs-news-analysis-editorials/news-analysis/18-05-2020" target="_blank" rel="noopener"><strong>PM eVidya Programme</strong></a>: <br />
<ul style="list-style-type: circle;">
<li>A programme for multimode access to digital/ online education.</li>
</ul>
</li>
<li><a href="/daily-updates/daily-news-analysis/important-facts-for-prelims-10th-august-2018" target="_blank" rel="noopener"><strong>Study Webs of Active Learning for Young Aspiring Minds (SWAYAM)</strong></a><br />
<ul style="list-style-type: circle;">
<li>The objective is to ensure that every student in the country has access to the best quality higher education at the affordable cost.</li>
</ul>
</li>
<li><a href="/daily-updates/daily-news-analysis/shagun-integrated-online-junction-for-school-education" target="_blank" rel="noopener"><strong>Integrated Online junction for School Education &lsquo;Shagun&rsquo;</strong></a><br />
<ul style="list-style-type: circle;">
<li>It is an overarching initiative to improve the 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.</li>
</ul>
</li>
<li><strong>Unified District Information System for Education (UDISE) and UDISE+</strong><br />
<ul style="list-style-type: circle;">
<li>UDISE, initiated in 2012-13 for elementary and secondary education, is one of the largest <strong>Management Information Systems on School Education</strong> covering more than 1.5 million schools, 9.4 million teachers and almost 250 million children.</li>
<li>UDISE+ is an updated and improved version of UDISE.</li>
</ul>
</li>
<li><a href="/daily-updates/daily-news-analysis/nishtha-teachers-training-programme" target="_blank" rel="noopener"><strong>NISHTHA: Teachers' Training Programme</strong></a><br />
<ul style="list-style-type: circle;">
<li>To improve learning outcomes at the elementary level through an Integrated Teacher Training Programme.</li>
</ul>
</li>
<li><a href="/daily-updates/daily-news-analysis/equip-project" target="_blank" rel="noopener"><strong>Education Quality Upgradation and Inclusion Programme (EQUIP)</strong></a><br />
<ul style="list-style-type: circle;">
<li>A five-year vision plan aiming at ushering transformation in India&rsquo;s higher education system by implementing strategic interventions in the sector over five years (2019-2024).</li>
<li>Sets out to deliver further on principles of Access, Inclusion, Quality, Excellence and enhancing employability in Higher Education.</li>
</ul>
</li>
<li><a href="/daily-updates/daily-news-analysis/rashtriya-uchchatar-shiksha-abhiyan" target="_blank" rel="noopener"><strong>Rashtriya Uchchatar Shiksha Abhiyan (RUSA)</strong></a><br />
<ul style="list-style-type: circle;">
<li>It is a centrally sponsored scheme launched in October 2013 that aims at providing strategic funding to higher education institutions throughout the country.</li>
</ul>
</li>
</ul>
</div>
<p><a href="https://www.thehindu.com/news/national/centre-sets-up-online-module-to-map-out-of-school-children/article34792098.ece" target="_blank" rel="noopener"><strong>Source: TH</strong></a></p>',
		'posturl' => 'online-module-for-compiling-out-of-school-children-s-data',
		'publishon' => object(Cake\I18n\FrozenTime) {},
		'tag' => 'Education',
		'[new]' => false,
		'[accessible]' => [
			[maximum depth reached]
		],
		'[dirty]' => [[maximum depth reached]],
		'[original]' => [[maximum depth reached]],
		'[virtual]' => [[maximum depth reached]],
		'[errors]' => [[maximum depth reached]],
		'[invalid]' => [[maximum depth reached]],
		'[repository]' => 'articles'
	
	},
	(int) 9 => object(Cake\ORM\Entity) {

		'article_id' => (int) 8582,
		'category_id' => (int) 21,
		'title' => 'AISHE-2020',
		'description' => '<h3>Why in News</h3>
<p>Recently, the Union Education Minister announced the release of the report of <a href="/daily-updates/daily-news-analysis/aishe-2019" target="_blank" rel="noopener"><strong>All India Survey on Higher Education (AISHE)</strong></a> 2019-20.</p>
<ul style="list-style-type: square;">
<li>This Report <strong>provides key performance indicators</strong> on the current status of <strong>Higher education in the country.</strong></li>
<li>It is the <strong>10<sup>th</sup></strong> in the series of AISHE <strong>annually released</strong> by the Department of Higher Education.</li>
</ul>
<h3>Key Points</h3>
<ul style="list-style-type: square;">
<li><strong>Total Student Enrolment:</strong><br />
<ul style="list-style-type: circle;">
<li>In the <strong>last five years from 2015-16 to 2019-20</strong>, there has been a <strong>growth of 11.4%</strong> in student enrolment.</li>
<li>Total Enrolment in Higher Education stands at <strong>3.85 crore in 2019-20</strong> as compared to <strong>3.74 crore in 2018-19</strong>, registering a <strong>growth of 11.36 lakh (3.04 %).</strong><br />
<ul style="list-style-type: disc;">
<li><strong>Uttar Pradesh has highest student enrolment</strong> in India, it has <strong>49.1% male and 50.9% female</strong> students followed by <strong>Tamil Nadu and Maharashtra.</strong></li>
</ul>
</li>
</ul>
</li>
<li><strong>Gross Enrolment Ratio:</strong><br />
<ul style="list-style-type: circle;">
<li>The Gross Enrollment Ratio (GER) <strong>increased by a minuscule 0.8%</strong> in 2019-20.<br />
<ul style="list-style-type: disc;">
<li><strong>GER</strong> is the<strong> number of students enrolled in a given level of education</strong>, regardless of age, <strong>expressed as a percentage</strong> of the official school-age population corresponding to the same level of education.</li>
</ul>
</li>
<li>The percentage of students belonging to the eligible age group enrolled in higher education in <strong>2019-20 is 27.1%</strong> against <strong>26.3% in 2018-19</strong> and <strong>24.3% in 2014-2015.</strong></li>
</ul>
</li>
<li><strong>Female Enrolment:</strong><br />
<ul style="list-style-type: circle;">
<li>There has been an overall <strong>increase of over 18%</strong> in female enrolment in higher education from <strong>2015-16 to 2019-20.</strong></li>
<li>However, the <strong>share of girl students is lowest in institutes of national importance</strong> while female participation <strong>in professional courses is lower in comparison to academic courses.</strong></li>
</ul>
</li>
<li><strong>Gender Parity Index:</strong><br />
<ul style="list-style-type: circle;">
<li><a href="/daily-updates/daily-news-analysis/gender-parity-index-unesco" target="_blank" rel="noopener"><strong>Gender Parity Index (GPI)</strong></a> in Higher Education in <strong>2019-20 is 1.01 against 1.00 in 2018-19</strong> indicating an <strong>improvement in the relative access to higher education for females</strong> of eligible age group compared to males.<br />
<ul style="list-style-type: disc;">
<li>A GPI of 1 indicates parity between the sexes; a GPI that varies between 0 and 1 typically means a disparity in favour of males; whereas a <strong>GPI greater than 1 indicates a disparity in favour of females.</strong></li>
</ul>
</li>
</ul>
</li>
<li><strong>Teacher&rsquo;s:</strong><br />
<ul style="list-style-type: circle;">
<li>Total Number of Teachers stands at 15,03,156 comprising <strong>57.5% male and 42.5% female.</strong></li>
<li><strong>Pupil Teacher Ratio</strong> in Higher Education in 2019-20 is <strong>26.</strong></li>
</ul>
</li>
<li><strong>Attractive Disciplines:</strong><br />
<ul style="list-style-type: circle;">
<li>Nearly 85% of the students (2.85 crore) were enrolled in the six major disciplines such as <strong>Humanities, Science, Commerce, Engineering &amp; Technology, Medical Science and IT &amp; Computer.</strong></li>
</ul>
</li>
<li><strong>Recent Initiatives:</strong><br />
<ul style="list-style-type: circle;">
<li><strong><a href="/daily-updates/daily-news-analysis/national-education-policy-2020" target="_blank" rel="noopener">National Education Policy (NEP), 2020</a>:</strong><br />
<ul style="list-style-type: disc;">
<li>It aims at increasing the GER in higher education to <strong>50% by 2035.</strong></li>
</ul>
</li>
<li><strong><a href="/daily-updates/daily-news-analysis/scheme-for-promotion-of-academic-and-research-collaboration-sparc" target="_blank" rel="noopener">Scheme for Promotion of Academic and Research Collaboration (SPARC)</a>:</strong><br />
<ul style="list-style-type: disc;">
<li>It aims at improving the <strong>research ecosystem of India&rsquo;s higher educational institutions</strong> by facilitating academic and research collaborations between Indian institutions and the best institutions in the world.</li>
</ul>
</li>
<li><strong><a href="/daily-updates/daily-news-analysis/important-facts-for-prelims-7th-august-2018" target="_blank" rel="noopener">Rashtriya Ucchatar Shiksha Abhiyan (RUSA)</a>:</strong><br />
<ul style="list-style-type: disc;">
<li>It aims at providing<strong> strategic funding to higher educational institutions</strong> throughout the country.</li>
</ul>
</li>
<li><strong><a href="/daily-updates/daily-news-analysis/prime-minister-s-research-fellows-pmrf-scheme" target="_blank" rel="noopener">Prime Minister's Research Fellowship (PMRF)</a>:</strong><br />
<ul style="list-style-type: disc;">
<li>It will attract the talent pool of the country to <strong>doctoral (Ph.D) programmes for carrying out research</strong> in cutting edge science and technology domains, with focus on national priorities.</li>
</ul>
</li>
</ul>
</li>
</ul>
<p><a href="https://pib.gov.in/PressReleseDetail.aspx?PRID=1725914" target="_blank" rel="noopener"><strong>Source:PIB</strong></a></p>',
		'posturl' => 'aishe-2020',
		'publishon' => object(Cake\I18n\FrozenTime) {},
		'tag' => 'Education',
		'[new]' => false,
		'[accessible]' => [
			[maximum depth reached]
		],
		'[dirty]' => [[maximum depth reached]],
		'[original]' => [[maximum depth reached]],
		'[virtual]' => [[maximum depth reached]],
		'[errors]' => [[maximum depth reached]],
		'[invalid]' => [[maximum depth reached]],
		'[repository]' => 'articles'
	
	},
	(int) 10 => object(Cake\ORM\Entity) {

		'article_id' => (int) 8565,
		'category_id' => (int) 21,
		'title' => 'QS World University Rankings 2022',
		'description' => '<h3>Why in News</h3>
<p><strong><a href="/daily-updates/daily-news-analysis/qs-world-university-rankings" target="_blank" rel="noopener">QS World University Rankings</a> 2022</strong> shows that <strong>India&rsquo;s tally in the top 200 universities</strong> hasn&rsquo;t changed for the <strong>fifth straight year.</strong></p>
<div class="border-bg">
<p><strong>QS World University Rankings</strong></p>
<ul style="list-style-type: square;">
<li>Quacquarelli Symonds (QS) is a <strong>leading global career and education network</strong> for ambitious professionals looking to further their personal and professional development.</li>
<li>QS <strong>develops and successfully implements methods of comparative data collection and analysis</strong> used to highlight institutions&rsquo; strengths.</li>
<li>The &lsquo;QS World University Rankings&rsquo; is an<strong> annual publication of university rankings</strong> which comprises the global overall and subject rankings.</li>
<li><strong>Six parameters</strong> and their weightage for the evaluation:<br />
<ul style="list-style-type: circle;">
<li>Academic Reputation (40%)</li>
<li>Employer Reputation (10%)</li>
<li>Faculty/Student Ratio (20%)</li>
<li>Citations per faculty (20%)</li>
<li>International Faculty Ratio (5%)</li>
<li>International Student Ratio (5%)</li>
</ul>
</li>
</ul>
</div>
<h3>Key Points</h3>
<ul style="list-style-type: square;">
<li><strong>Global Rankings:</strong><br />
<ul style="list-style-type: circle;">
<li><strong>Top Ranks:</strong><br />
<ul style="list-style-type: disc;">
<li><strong>Massachusetts Institute of Technology (MIT)</strong> of the US is the top university for the <strong>10<sup>th</sup> consecutive year.</strong></li>
<li>The <strong>University of Oxford (UK)</strong> has risen to <strong>second rank for the first time since 2006,</strong> while Stanford University (US) and the University of Cambridge (UK) share third spot.</li>
</ul>
</li>
<li><strong>Asian Institutions:</strong><br />
<ul style="list-style-type: disc;">
<li>Singapore&rsquo;s<strong> National University of Singapore</strong> and<strong> Nanyang Technological University, </strong>and China<strong>&rsquo;s Tsinghua University </strong>and<strong> Peking University, </strong>are<strong> the only Asian universities in the global top 20.</strong></li>
</ul>
</li>
</ul>
</li>
<li><strong>Indian Institutions:<a href="http://www.drishtiias.com/images/uploads/1623234961_image1.png" target="_blank" rel="noopener"><img class="content-img" src="http://www.drishtiias.com/images/uploads/1623234961_image1.png" style="display: block; margin-left: auto; margin-right: auto;" width="400" caption="false" /></a></strong>
<ul style="list-style-type: circle;">
<li>Overall, there are<strong> 22 Indian institutions in the top 1,000 list</strong> compared to <strong>21 in the <a href="/daily-updates/daily-news-analysis/qs-world-university-rankings-2021" target="_blank" rel="noopener">2021 Rankings</a></strong>, with the <strong>Indian Institutes of Technology (IITs) in Guwahati, Kanpur, Kharagpur and Madras making major strides in rankings.</strong></li>
<li><strong>Jawaharlal Nehru University</strong> has <strong>entered the top 1,000 of the rankings for the first time,</strong> as its new undergraduate engineering programme now makes it eligible for the rating.</li>
<li><strong>IIT Bombay</strong> maintained its position as the<strong> top Indian institution for the fourth consecutive year,</strong> although it fell five places in the global rankings to the joint 177<sup>th</sup> position.</li>
<li><strong>IIT Delhi</strong> (185 rank) overtook the<strong> Indian Institute of Science,</strong> Bangalore (186 rank), giving <strong>India three institutions in the world&rsquo;s top 200.</strong> <br />
<ul style="list-style-type: disc;">
<li><strong>IISc</strong> was also declared the<strong> world&rsquo;s top research university by the indicator of most citations per faculty member,</strong> when adjusted for faculty size.</li>
</ul>
</li>
</ul>
</li>
<li><strong>India&rsquo;s Performance:</strong><br />
<ul style="list-style-type: circle;">
<li>Indian universities have <strong>improved their performance on academic reputation metric and research impact,</strong> but continue to<strong> struggle on the teaching capacity metric.</strong> <br />
<ul style="list-style-type: disc;">
<li>No Indian university ranks among the top 250 for faculty-student ratio.</li>
<li><strong>Poor performance on teaching capacity</strong> is not because of any drop in hiring, but rather <strong>an increased student intake mandated by the government</strong> to implement reservations for <a href="/daily-updates/daily-news-analysis/constitution-bench-for-ews-quota" target="_blank" rel="noopener"><strong>economically weaker sections.</strong></a></li>
</ul>
</li>
</ul>
</li>
<li><strong>Concerns:</strong><br />
<ul style="list-style-type: circle;">
<li><strong>No Objective Methodology:</strong><br />
<ul style="list-style-type: disc;">
<li>The rankings<strong> do not accurately reflect the quality of education in India,</strong> as they are largely dependent on international perception factors.</li>
<li>Half of the score comes from reputation indicators which are <strong>based on perception, rather than any objective methodology. </strong></li>
</ul>
</li>
<li><strong>Manipulation:</strong><br />
<ul style="list-style-type: disc;">
<li>It is being blamed that this year&rsquo;s improvement in scores was simply a <strong>manipulation of numbers by the rankings agency, driven by commercial pressures. </strong></li>
</ul>
</li>
</ul>
</li>
<li><strong>Related Indian Initiatives:</strong><br />
<ul style="list-style-type: circle;">
<li><strong><a href="/daily-updates/daily-news-analysis/institutions-of-eminence-ioe-scheme" target="_blank" rel="noopener">Institutions of Eminence (IoE) Scheme</a>:</strong><br />
<ul style="list-style-type: disc;">
<li>It is a government's scheme to provide the <strong>regulatory architecture for setting up or upgrading of 20 Institutions</strong> (10 from public sector and 10 from the private sector) as world-class teaching and research institutions called &lsquo;Institutions of Eminence&rsquo;.</li>
</ul>
</li>
<li><strong><a href="/daily-updates/daily-news-analysis/national-education-policy-2020" target="_blank" rel="noopener">National Education Policy, 2020</a>:</strong><br />
<ul style="list-style-type: disc;">
<li>It aims to introduce several changes in the Indian education system - from the school to college level and <strong>make India a global knowledge superpower.</strong></li>
</ul>
</li>
<li><strong><a href="/daily-updates/daily-news-analysis/new-research-project-proposals-selected-under-imprint-2" target="_blank" rel="noopener">Impacting Research Innovation and Technology (IMPRINT)</a>:</strong><br />
<ul style="list-style-type: disc;">
<li>It is a first-of-its-kind Pan-IIT and IISc joint initiative to<strong> develop a new education policy and a roadmap for research to solve major engineering and technology challenges</strong> that India must address and champion to enable, empower and embolden the nation for inclusive growth and self-reliance.</li>
</ul>
</li>
<li><a href="/daily-updates/daily-news-analysis/techex-technology-and-innovation-platform" target="_blank" rel="noopener"><strong>Uchhatar Avishkar Yojana (UAY):</strong></a><br />
<ul style="list-style-type: disc;">
<li>It was announced with a view to promote innovation of a higher order that directly impacts the needs of the Industry and thereby improves the competitive edge of Indian manufacturing.</li>
</ul>
</li>
</ul>
</li>
</ul>
<p><a href="https://www.thehindu.com/news/national/jnu-enters-top-1000-global-varsities-ranking/article34764068.ece" target="_blank" rel="noopener"><strong>Source:TH</strong></a></p>',
		'posturl' => 'qs-world-university-rankings-2022',
		'publishon' => object(Cake\I18n\FrozenTime) {},
		'tag' => 'Education',
		'[new]' => false,
		'[accessible]' => [
			[maximum depth reached]
		],
		'[dirty]' => [[maximum depth reached]],
		'[original]' => [[maximum depth reached]],
		'[virtual]' => [[maximum depth reached]],
		'[errors]' => [[maximum depth reached]],
		'[invalid]' => [[maximum depth reached]],
		'[repository]' => 'articles'
	
	},
	(int) 11 => object(Cake\ORM\Entity) {

		'article_id' => (int) 8542,
		'category_id' => (int) 21,
		'title' => 'Performance Grading Index (PGI)',
		'description' => '<h3>Why in News</h3>
<p>The Union Education Minister has approved the release of <strong>Performance Grading Index (PGI) 2019-20</strong> for States and Union Territories.</p>
<ul style="list-style-type: square;">
<li>The PGI is a <strong>tool to provide insights on the status of school education in States and UTs</strong> including key levers that drive their performance and critical areas for improvement.</li>
</ul>
<p><a href="http://www.drishtiias.com/images/uploads/1623055830_image%201.jpg" target="_blank" rel="noopener"><img class="content-img" src="http://www.drishtiias.com/images/uploads/1623055830_image 1.jpg" style="display: block; margin-left: auto; margin-right: auto;" width="500" caption="false" /></a></p>
<h3>Key Points</h3>
<ul style="list-style-type: square;">
<li><strong>About the Performance Grading Index (PGI):</strong><br />
<ul style="list-style-type: circle;">
<li><strong>Background:</strong> The PGI for States and Union Territories was <strong>first published in 2019</strong> with reference year 2017-18.<br />
<ul style="list-style-type: disc;">
<li>The<strong> PGI : States/UTs for 2019-20 is the third publication</strong> in this series.</li>
</ul>
</li>
<li><strong>Objectives:</strong><br />
<ul style="list-style-type: disc;">
<li>The PGI exercise envisages that the index would propel States and UTs towards <strong>undertaking multi-pronged interventions</strong> that will bring about the much-desired optimal education outcomes.</li>
<li>The PGI helps the States/UTs to <strong>pinpoint the gaps</strong> and accordingly prioritise areas for intervention to ensure that the school education system is robust at every level.</li>
</ul>
</li>
<li><strong>Implementing Agency:</strong><br />
<ul style="list-style-type: disc;">
<li>It is initiated by the <strong>Department of School Education and Literacy (DoSEL).</strong></li>
</ul>
</li>
<li><strong>Source of Information:</strong><br />
<ul style="list-style-type: disc;">
<li>The information on the indicators are drawn from data available with the DoSEL from the <a href="/to-the-points/Paper2/year-end-review-2019-ministry-of-human-resource-development" target="_blank" rel="noopener"><strong>Unified District Information System for Education (UDISE)</strong></a>, <strong>National Achievement Survey (NAS) of NCERT, <a href="/daily-updates/daily-news-analysis/midday-meal-scheme" target="_blank" rel="noopener">Mid Day Meal</a> website, <a href="/daily-updates/daily-news-analysis/public-financial-management-system-pfms" target="_blank" rel="noopener">Public Financial Management System (PFMS)</a></strong> and the information uploaded by the States and UTs on the <a href="/daily-updates/daily-news-analysis/shagun-integrated-online-junction-for-school-education" target="_blank" rel="noopener"><strong>Shagun portal</strong></a> of DoSEL.</li>
</ul>
</li>
<li><strong>Methodology:</strong> <br />
<ul style="list-style-type: disc;">
<li>The PGI is structured <strong>in two categories</strong>, namely, <strong>Outcomes and Governance &amp; Management</strong> and comprises <strong>70 indicators</strong> in aggregate with a total weightage of 1000.</li>
<li><strong>Domains</strong> under categories include: <strong>Access, Infrastructure &amp; Facilities, Equity, Governance process.</strong></li>
</ul>
</li>
</ul>
</li>
<li><strong>Important Findings of the PGI 2019-20:</strong><br />
<ul style="list-style-type: circle;">
<li><strong>State-wise Performance:</strong> <br />
<ul style="list-style-type: disc;">
<li>Shows that 33 <strong>States and UTs have improved their PGI scores</strong> in 2019-20 compared to the previous year.</li>
<li><strong>Andaman and Nicobar Islands, Arunachal Pradesh, Manipur, Puducherry, Punjab and Tamil Nadu have improved</strong> their overall PGI scores by 10%.</li>
</ul>
</li>
<li><strong>Inter-state Differential:</strong> <br />
<ul style="list-style-type: disc;">
<li>On a maximum possible of 1000 points, the range between the States and UTs with the highest and the lowest score is <strong>more than 380 points</strong> in the year 2019-20.</li>
</ul>
</li>
</ul>
</li>
<li><strong>Domain-wise Performance:</strong><br />
<ul style="list-style-type: circle;">
<li><strong>Access: Andaman and Nicobar Islands, Lakshadweep and Punjab</strong> have shown improvement of 10% or more in the &lsquo;Access&rsquo; domain.</li>
<li><strong>Infrastructure and Facilities:</strong> Thirteen states and UTs have shown improvement by 10% or more in &lsquo;Infrastructure and Facilities&rsquo; while <strong>Andaman and Nicobar Islands and Odisha</strong> have improved their scores in the domain by 20% or more.</li>
<li><strong>Equity:</strong> In &lsquo;Equity&rsquo;, <strong>Arunachal Pradesh, Manipur and Odisha</strong> have shown an improvement of more than 10%.</li>
<li><strong>Governance Process:</strong> 19 states have shown improvement by 10% or more. <br />
<ul style="list-style-type: disc;">
<li><strong>Andaman and Nicobar Islands, Andhra Pradesh, Arunachal Pradesh, Manipur, Punjab, Rajasthan and West Bengal</strong> have shown improvement by at least 20%.</li>
</ul>
</li>
</ul>
</li>
</ul>
<h3>Way Forward</h3>
<ul style="list-style-type: square;">
<li>A reliable, timely and participative information system coupled with a robust and efficient data analytics framework is the key to successful implementation of any Government programme.</li>
<li>In the arena of School Education &amp; Literacy, guided by the enabling legislative framework of the <a href="/to-the-points/Paper2/right-to-education" target="_blank" rel="noopener"><strong>Right to Education</strong></a>, the <a href="/daily-updates/daily-news-analysis/national-education-policy-2020" target="_blank" rel="noopener"><strong>National Education Policy 2020</strong></a> and visionary <a href="/to-the-points/paper3/sustainable-development-3" target="_blank" rel="noopener"><strong>Sustainable Development Goals (SDGs)</strong></a>, Government Schemes like <a href="/daily-updates/daily-news-analysis/samagra-shiksha" target="_blank" rel="noopener"><strong>Samagra Shiksha (SS)</strong></a>, Mid-Day Meal (MDM) and similar such schemes by the States would deliver the desired result if they are monitored effectively.</li>
<li>The framework of a real time data availability system (namely, UDISE+, Shagun, etc.) and an objective and holistic performance evaluation framework provided through the PGI would provide the right combination for effective implementation of policy in the School Education sector.</li>
<li>A performance-based grant would provide the required incentive to the States and UTs to ensure their continuous and focused attention to this sector, which is crucial for overall growth and development of the country.</li>
</ul>
<p><a href="https://www.pib.gov.in/PressReleseDetailm.aspx?PRID=1724890" target="_blank" rel="noopener"><strong>Source: PIB</strong></a></p>',
		'posturl' => 'performance-grading-index-pgi',
		'publishon' => object(Cake\I18n\FrozenTime) {},
		'tag' => 'Education',
		'[new]' => false,
		'[accessible]' => [
			[maximum depth reached]
		],
		'[dirty]' => [[maximum depth reached]],
		'[original]' => [[maximum depth reached]],
		'[virtual]' => [[maximum depth reached]],
		'[errors]' => [[maximum depth reached]],
		'[invalid]' => [[maximum depth reached]],
		'[repository]' => 'articles'
	
	},
	(int) 12 => object(Cake\ORM\Entity) {

		'article_id' => (int) 8506,
		'category_id' => (int) 21,
		'title' => 'PM-CARES for Children Scheme',
		'description' => '<h3>Why in News</h3>
<p>The government has announced a special<strong> &ldquo;PM-CARES for Children&rdquo; scheme</strong> for all those orphaned due to <a href="/daily-updates/daily-news-editorials/comprehensive-action-plan-for-covid-19" target="_blank" rel="noopener"><strong>Covid-19.</strong></a></p>
<ul style="list-style-type: square;">
<li>Also, the <a href="/important-institutions/drishti-specials-important-institutions-national-institutions/supreme-court-of-india" target="_blank" rel="noopener"><strong>Supreme Court</strong> </a>has ordered the district authorities to upload the details of children in need of care and protection on <a href="/daily-updates/daily-news-analysis/children-abandoning-education-in-mica-mining-districts" target="_blank" rel="noopener"><strong>NCPCR</strong></a> (National Commission for Protection of Child Rights) <strong>portal Bal Swaraj.</strong></li>
</ul>
<p><a href="http://www.drishtiias.com/images/uploads/1622628093_image2.png" target="_blank" rel="noopener"><strong><img class="content-img" src="http://www.drishtiias.com/images/uploads/1622628093_image2.png" style="display: block; margin-left: auto; margin-right: auto;" width="500" caption="false" /></strong></a></p>
<h3>Key Points</h3>
<ul style="list-style-type: square;">
<li><strong>About the &lsquo;PM-CARES for Children&rsquo; Scheme:</strong><br />
<ul style="list-style-type: circle;">
<li><strong>Eligibility:</strong><br />
<ul style="list-style-type: disc;">
<li><strong>Children</strong> who have <strong>lost both parents</strong> or their <strong>lone surviving parent</strong> or their <strong>legal guardian</strong> or <strong>adoptive parent</strong> due to <a href="/daily-updates/daily-news-editorials/comprehensive-action-plan-for-covid-19" target="_blank" rel="noopener"><strong>Covid-19.</strong></a><br />
<ul style="list-style-type: disc;">
<li>There are a total <strong>577 Covid-19</strong> orphans identified across the country. Also, there has been a rise in cases of <a href="/daily-updates/daily-news-analysis/covid-leaves-orphaned-children-vulnerable-to-trafficking" target="_blank" rel="noopener"><strong>child trafficking.</strong></a></li>
</ul>
</li>
</ul>
</li>
<li><strong>Features of the Scheme:</strong><br />
<ul style="list-style-type: disc;">
<li><strong>Corpus of Rs. 10 Lakh:</strong><br />
<ul style="list-style-type: disc;">
<li>A corpus of<strong> Rs. 10 lakh will be allocated to each of these children</strong> from the PM CARES fund.</li>
<li>This corpus will be <strong>used to give a monthly stipend from 18 years of their age,</strong> for the next five years and<strong> on reaching the age of 23 years, he or she will get the corpus amount as one lump-sum</strong> for personal and professional use.</li>
</ul>
</li>
<li><strong>Education to the Children:</strong><br />
<ul style="list-style-type: disc;">
<li>The education expenses of younger children will be supported by way of <strong>admission to Kendriya Vidyalayas and private schools</strong> up to higher secondary level.</li>
<li>These children will also be supported during <strong>their higher</strong> <strong>education</strong> through either a <strong>scholarship</strong> equivalent to the tuition fees or <strong>educational loans</strong> where the interest on the loan will be paid by the PM-CARES fund.</li>
</ul>
</li>
<li><strong>Health Insurance:</strong><br />
<ul style="list-style-type: disc;">
<li>All children will be <strong>enrolled as a beneficiary under <a href="/daily-updates/daily-news-editorials/ayushmanbharat" target="_blank" rel="noopener">Ayushman Bharat Scheme</a></strong> with a health insurance cover of Rs. 5 lakh.</li>
<li>The <strong>premium amount will be paid by PM-CARES till a child turns 18.</strong></li>
</ul>
</li>
</ul>
</li>
</ul>
</li>
</ul>
<div class="border-bg">
<p><strong>PM-CARES Fund</strong></p>
<ul style="list-style-type: square;">
<li>The government has set up the <a href="/daily-updates/daily-news-analysis/pm-cares-fund" target="_blank" rel="noopener"><strong>Prime Minister&rsquo;s Citizen Assistance and Relief in Emergency Situations Fund (PM-CARES Fund)</strong> </a>to deal with any kind of emergency or distress situation like posed by the Covid-19 pandemic.</li>
<li>The Fund is a <strong>public charitable trust</strong> with the <strong>Prime Minister as its Chairman.</strong> Other Members include <strong>Defence Minister, Home Minister </strong>and <strong>Finance Minister.</strong></li>
<li>The Fund <strong>enables micro-donations</strong> as a result of which a large number of people will be able to contribute with the <strong>smallest of denominations.</strong></li>
<li>It will strengthen <strong>disaster management capacities</strong> and encourage research on <strong>protecting citizens.</strong></li>
<li><strong>Contribution</strong> to <strong>PM - CARES</strong> Fund Qualifies as <a href="/daily-updates/daily-news-analysis/corporate-social-responsibility-csr-expenditure" target="_blank" rel="noopener"><strong>CSR (Corporate Social Responsibility) Expenditure</strong></a>.</li>
</ul>
</div>
<ul style="list-style-type: square;">
<li><strong>Bal Swaraj COVID-Care</strong><br />
<ul style="list-style-type: circle;">
<li>The<strong> NCPCR</strong> has devised <strong>an online tracking portal &ldquo;Bal Swaraj (COVID-Care)&rdquo;</strong> for children in need of care and protection.</li>
<li>This has been created with a purpose<strong> for online tracking and digital real time monitoring mechanism of children</strong> who are in need of care and protection.</li>
</ul>
</li>
</ul>
<div class="border-bg">
<p><strong>National Commission for Protection of Child Rights</strong></p>
<ul style="list-style-type: square;">
<li><strong>NCPCR</strong> is <strong>a statutory body</strong> set up in March 2007 under the <strong>Commissions for Protection of Child Rights (CPCR) Act, 2005.</strong></li>
<li>It is under the administrative control of the <strong>Ministry of Women &amp; Child Development.</strong></li>
<li>The Commission's mandate is<strong> to ensure</strong> that all <strong>laws, policies, programmes, and administrative mechanisms</strong> are in consonance with the <a href="/to-the-points/Paper2/fundamental-rights-part-1" target="_blank" rel="noopener"><strong>child rights perspective as enshrined in the Constitution of India</strong></a> and also the <a href="/daily-updates/daily-news-analysis/threats-to-children#:~:text=and%20institutional%20knowledge.-,Convention%20on%20the%20Rights%20of%20the%20Child,their%20race%2C%20religion%20or%20abilities." target="_blank" rel="noopener"><strong>UN Convention on the Rights of the Child.</strong></a></li>
<li>It <strong>inquires into complaints</strong> relating to a child's right to free and compulsory education under the<a href="/daily-updates/daily-news-analysis/aser-report-2018" target="_blank" rel="noopener"><strong> Right to Education Act, 2009.</strong></a></li>
<li>It <strong>monitors</strong> the implementation of <a href="/daily-updates/daily-news-analysis/cabinet-approved-changes-to-pocso-act" target="_blank" rel="noopener"><strong>Protection of Children from Sexual Offences (POCSO) Act, 2012.</strong></a></li>
</ul>
</div>
<p><a href="https://www.thehindu.com/news/national/10-lakh-corpus-fund-for-every-child-orphaned-by-covid-19/article34676913.ece" target="_blank" rel="noopener"><strong>Source: TH</strong></a></p>',
		'posturl' => 'pm-cares-for-children-scheme',
		'publishon' => object(Cake\I18n\FrozenTime) {},
		'tag' => 'Education',
		'[new]' => false,
		'[accessible]' => [
			[maximum depth reached]
		],
		'[dirty]' => [[maximum depth reached]],
		'[original]' => [[maximum depth reached]],
		'[virtual]' => [[maximum depth reached]],
		'[errors]' => [[maximum depth reached]],
		'[invalid]' => [[maximum depth reached]],
		'[repository]' => 'articles'
	
	},
	(int) 13 => object(Cake\ORM\Entity) {

		'article_id' => (int) 8400,
		'category_id' => (int) 21,
		'title' => 'Initiative for Digital Transformation of Tribal Schools',
		'description' => '<h3>Why in News</h3>
<p>Recently, the <strong>Ministry of Tribal Affairs (MTA)</strong> inked a Memorandum of Understanding (MoU) with <strong>Microsoft</strong> to support the digital transformation of schools such as <strong>Eklavya Model Residential Schools (EMRS)</strong> and<strong> Ashram Schools,</strong> among others under the Ministry.</p>
<ul style="list-style-type: square;">
<li>It is aimed at building an inclusive, skills-based economy.</li>
</ul>
<h3>Key Points</h3>
<ul style="list-style-type: square;">
<li><strong>About the MoU:</strong><br />
<ul style="list-style-type: circle;">
<li><a href="/loksabha-rajyasabha-discussions/in-depth-artificial-intelligence" target="_blank" rel="noopener"><strong>Artificial Intelligence</strong></a> curriculum will be made available to tribal students in both English and Hindi at all EMRS schools to skill educators and students in next-generation technologies.</li>
<li>In the<strong> first phase, 250 EMRS schools have been adopted by Microsoft,</strong> out of which 50 EMRS schools will be given intensive training and 500 master trainers would be trained in the first phase.</li>
<li><strong>Teachers across states in India will be trained in a phased manner</strong> for using productivity technologies like Office 365 and AI applications in teaching.</li>
<li>The program will also offer opportunities for<strong> teachers to earn professional e-badges and e-certificates</strong> from the Microsoft Education Centre.</li>
<li>Students from schools under the Ministry will be mentored on projects that involve AI applications for <strong>societal good</strong> and the <a href="/to-the-points/paper3/sustainable-development-3#:~:text=To%20bring%20sustainable%20development%20in,over%20the%20next%2015%20years.&amp;text=SDGs%20are%20not%20legally%20binding." target="_blank" rel="noopener"><strong>UN&rsquo;s Sustainable Development Goals (SDGs).</strong></a></li>
</ul>
</li>
<li><strong>Expected Benefits:</strong><br />
<ul style="list-style-type: circle;">
<li>This program will ensure that tribal students get a chance to <strong>change their future, their environment, their village, and overall community.</strong></li>
<li>The initiative will also enable the <strong>professional development of educators, enabling them to use technology in classrooms.</strong></li>
<li>It will help in the success of <a href="/loksabha-rajyasabha-discussions/in-depth-digital-india" target="_blank" rel="noopener"><strong>digital India Mission.</strong></a></li>
<li>It will be able to<strong> bridge the gap between the tribal students and others.</strong></li>
</ul>
</li>
<li><strong>Other Educational Schemes for Tribals:</strong><br />
<ul style="list-style-type: circle;">
<li><strong>Rajiv Gandhi National Fellowship Scheme (RGNF):</strong> RGNF was introduced in the year 2005-2006 with the objective to encourage the students belonging to the ST community to pursue higher education.</li>
<li><strong>Vocational Training Center in Tribal Areas:</strong> The aim of this scheme is to develop the skill of ST students depending on their qualification and present market trends.</li>
<li><strong>National Overseas Scholarship Scheme:</strong> It provides financial assistance to 20 students selected for pursuing higher studies abroad for PhD and postdoctoral studies.</li>
<li><a href="/daily-updates/daily-news-analysis/pre-matric-scholarship-scheme" target="_blank" rel="noopener"><strong>Pre and Post Matric Scholarship Schemes.</strong></a></li>
</ul>
</li>
</ul>
<div class="border-bg">
<p><strong>Eklavya Model Residential Schools</strong></p>
<ul style="list-style-type: square;">
<li><a href="/daily-updates/daily-news-analysis/eklavya-model-residential-and-day-boarding-schools" target="_blank" rel="noopener"><strong>EMRS</strong> </a>started in the<strong> year 1997-98</strong> to impart quality education to <a href="/daily-updates/daily-news-analysis/national-commission-for-scheduled-tribes" target="_blank" rel="noopener"><strong>Schedule Tribes</strong></a> children in remote areas.</li>
<li>The schools focus not only on academic education but on the all-round development of the students.</li>
<li>The <strong>objective</strong> of EMRS is to provide quality middle and high level education to ST students in remote areas, not only to enable them to avail of reservation in high and professional educational courses and as jobs in government and public and private sectors but also to have access to the best opportunities in education at par with the non ST population.</li>
<li>Each school has a capacity of <strong>480 students, catering to students from Class VI to XII.</strong></li>
<li>These are being set up by grants provided <strong>under <a href="/daily-updates/daily-news-analysis/post-devolution-revenue-deficit" target="_blank" rel="noopener">Article 275(1) of the Constitution</a>.</strong></li>
<li>These are <strong>funded by the Ministry of Tribal Affairs.</strong></li>
<li>In order to give further impetus to EMRS, it has been decided that by <strong>the year 2022, every block with more than 50% ST population and at least 20,000 tribal persons,</strong> will have an EMRS.</li>
<li>Eklavya schools are on <strong>par with Navodaya Vidyalaya</strong> and have special facilities for preserving local art and culture besides providing training in sports and skill development.<br />
<ul style="list-style-type: circle;">
<li><strong>Navodaya Vidyalaya Samiti (NVS) scheme</strong> envisages setting up of one Navodaya Vidyalaya in each district of the country. It is under the <strong>Ministry of Education.</strong></li>
<li>These residential schools impart<strong> good quality modern education to rural talented children</strong> irrespective of their socio-economic background including ST children.</li>
</ul>
</li>
</ul>
<p><strong>Ashram Schools</strong></p>
<ul style="list-style-type: square;">
<li>Ashram schools are residential schools, in which <strong>free boarding and lodging along with other facilities and incentives are provided to the students.</strong></li>
<li>Apart from formal education, there is emphasis put upon <strong>physical activities, meditation, sight-seeing, play, sports, games, and other.</strong></li>
<li><strong>The Ministry of Tribal Affairs</strong> provides construction costs and the<strong> State Government</strong> is responsible for running and overall maintenance of these Ashram schools including selection of medium of instruction.</li>
<li>So far, the Ministry has funded<strong> 1,205 Ashram Schools</strong> across the country for quality education of ST children.</li>
</ul>
</div>
<p><a href="https://pib.gov.in/PressReleasePage.aspx?PRID=1719441" target="_blank" rel="noopener"><strong>Source: PIB</strong></a></p>',
		'posturl' => 'initiative-for-digital-transformation-of-tribal-schools',
		'publishon' => object(Cake\I18n\FrozenTime) {},
		'tag' => 'Education',
		'[new]' => false,
		'[accessible]' => [
			[maximum depth reached]
		],
		'[dirty]' => [[maximum depth reached]],
		'[original]' => [[maximum depth reached]],
		'[virtual]' => [[maximum depth reached]],
		'[errors]' => [[maximum depth reached]],
		'[invalid]' => [[maximum depth reached]],
		'[repository]' => 'articles'
	
	},
	(int) 14 => object(Cake\ORM\Entity) {

		'article_id' => (int) 8378,
		'category_id' => (int) 21,
		'title' => 'New Approach for Post-Covid Education',
		'description' => '<h3>Why in News</h3>
<p>Due to a <strong>surge in <a href="/daily-updates/daily-news-editorials/comprehensive-action-plan-for-covid-19" target="_blank" rel="noopener">Covid-19 infections</a></strong> in the <a href="/daily-updates/daily-news-analysis/reasons-for-rising-covid-19-infections-second-wave" target="_blank" rel="noopener"><strong>Second Wave</strong></a> of infections, the education of students in the entire nation is affected.</p>
<h3>Key Points</h3>
<ul style="list-style-type: square;">
<li><strong>Concerns:</strong><br />
<ul style="list-style-type: circle;">
<li><strong>Availability of Online Education:</strong><br />
<ul style="list-style-type: disc;">
<li>Online education was envisioned as an alternative means of spreading education, but it too fails, given the Indian students&rsquo; conditions.</li>
<li>The <strong>availability and affordability of this system poses a barrier. </strong></li>
<li><strong>While e-education is a privilege for the students from an upper and middle class</strong>, it has proved to be a <strong>nuisance for students from the lower middle class</strong> and people living <strong>below the poverty line.</strong></li>
</ul>
</li>
<li><strong>Long-Term Exposure to Internet:</strong><br />
<ul style="list-style-type: disc;">
<li>There are also implications of longer exposure to the internet for these young kids.</li>
<li>This may create <strong>impediments to the development of the thinking process</strong> in the younger generation.</li>
</ul>
</li>
<li><strong>Decreasing Analytical Thinking:</strong><br />
<ul style="list-style-type: disc;">
<li>The other important question is about the <strong>learning outcomes of online education.</strong></li>
<li>Google is the prominent and only platform to all queries, and as a result of that, <strong>students are not thinking on their own.</strong><br />
<ul style="list-style-type: disc;">
<li>Scientific outlook was the key parameter stressed upon since the inception of modern education in India.</li>
</ul>
</li>
</ul>
</li>
<li><strong>Increasing Student Isolation:</strong><br />
<ul style="list-style-type: disc;">
<li>Due to the pandemic and lack of physical classroom teaching, a peculiar <strong>feeling of isolation is developing in the minds of students.</strong> That&rsquo;s a very serious issue. The trauma of the second wave will put a deep imprint on the student&rsquo;s mind.</li>
<li><strong>Physical interaction and activities have been entirely absent</strong>, and that may also be contributing to <strong>new problems.</strong></li>
</ul>
</li>
</ul>
</li>
<li><strong>Possible Solutions:</strong><br />
<ul style="list-style-type: circle;">
<li><strong>Use of Infrastructure:</strong><br />
<ul style="list-style-type: disc;">
<li>The whole <strong>infrastructure should be fully utilised</strong>, and if necessary, many <strong>more facilities should be invested in</strong> (and created) to impart education. <br />
<ul style="list-style-type: disc;">
<li>As classroom teaching gives us the opportunity to impart many more things apart from information.</li>
</ul>
</li>
</ul>
</li>
<li><strong>New Content:</strong><br />
<ul style="list-style-type: disc;">
<li>Institutions should <strong>contemplate new content generation for each subject</strong> to overcome the absence of classroom teaching within the framework of the existing syllabus.</li>
<li>This content would be of a <strong>new type, self-explanatory, and considering the lowest IQ of the class</strong>, it has to be attractive.</li>
<li>The content <strong>should produce the same effect on the minds of the students that the best book imparts</strong> on the thinking faculty.</li>
</ul>
</li>
<li><strong>Personal Supervision:</strong><br />
<ul style="list-style-type: disc;">
<li>The teachers and non-teaching staff should <strong>visit the locality of the students (in and around the school area) on a weekly basis</strong> to supervise the whole work.</li>
<li>They should <strong>take notes on the problems faced by students</strong> in understanding the reading material and also whether things are reaching them on time.</li>
</ul>
</li>
<li><strong>New Evaluation System:</strong><br />
<ul style="list-style-type: disc;">
<li>The evaluation should be<strong> based on the capacity of analysis, and the questions</strong> should be framed in such a way that <strong>students need to apply their minds</strong> to answer the questions on each subject.</li>
</ul>
</li>
<li><strong>Prioritizing Vaccination:</strong><br />
<ul style="list-style-type: disc;">
<li>In addition, the <strong>government should take the responsibility to <a href="/loksabha-rajyasabha-discussions/the-big-picture-india-and-the-vaccination-drive" target="_blank" rel="noopener">vaccinate</a> the whole teaching community</strong> as fast as possible to advance this learning process.</li>
</ul>
</li>
</ul>
</li>
<li><strong>Related Government Initiatives for E-Learning:</strong><br />
<ul style="list-style-type: circle;">
<li><strong>E-PG Pathshala:</strong> <br />
<ul style="list-style-type: disc;">
<li>An initiative of the Ministry of Human Resource Development to provide e-content for studies.</li>
</ul>
</li>
<li><strong><a href="/daily-updates/daily-news-analysis/swayam-and-swayam-prabha" target="_blank" rel="noopener">SWAYAM</a>:</strong> <br />
<ul style="list-style-type: disc;">
<li>It provides for an integrated platform for online courses.</li>
</ul>
</li>
<li><strong><a href="/daily-updates/daily-news-analysis/national-educational-alliance-for-technology-neat-scheme" target="_blank" rel="noopener">NEAT</a>:</strong> <br />
<ul style="list-style-type: disc;">
<li>It aims to use <a href="/loksabha-rajyasabha-discussions/in-depth-artificial-intelligence" target="_blank" rel="noopener"><strong>Artificial Intelligence</strong></a> to make learning more personalized and customized as per the requirements of the learner</li>
</ul>
</li>
<li><strong><a href="/daily-updates/daily-news-analysis/pragyata-guidelines-on-digital-education" target="_blank" rel="noopener">PRAGYATA</a>:</strong><br />
<ul style="list-style-type: disc;">
<li>The Ministry of Human Resource Development (MHRD) released guidelines on <a href="/daily-updates/daily-news-editorials/education-in-post-covid-era" target="_blank" rel="noopener"><strong>digital education</strong></a> titled PRAGYATA.</li>
<li>Under the PRAGYATA guidelines, only 30 minutes of screen time per day for interacting with parents is recommended for kindergarten, nursery and pre-school.</li>
</ul>
</li>
<li><strong><a href="/daily-updates/daily-news-editorials/digital-education-learning-amid-the-pandemic" target="_blank" rel="noopener">National Programme on Technology Enhanced Learning</a>:</strong><br />
<ul style="list-style-type: disc;">
<li>The NPTEL is a project of MHRD initiated by seven Indian Institutes of Technology (IIT), along with the Indian Institute of Science Bangalore.</li>
<li>It was started in 2003 and its aim was to have <strong>web and video courses in engineering, sciences, and management.</strong></li>
</ul>
</li>
</ul>
</li>
</ul>
<h3>Way Forward</h3>
<ul style="list-style-type: square;">
<li><strong>Covid-19</strong> has shown the extent to which the Indian system of education exploits inequalities.</li>
<li>Thus, there is a <strong>need for renewed commitments to the synergy between the private and public education sector.</strong> In this context, there is a <strong>need to make education a common good and digital innovation can help in achieving the feat.</strong></li>
</ul>
<p><a href="https://indianexpress.com/article/opinion/columns/how-schooling-during-the-pandemic-can-be-transformed-7315318/" target="_blank" rel="noopener"><strong>Source:IE</strong></a></p>',
		'posturl' => 'new-approach-for-post-covid-education',
		'publishon' => object(Cake\I18n\FrozenTime) {},
		'tag' => 'Education',
		'[new]' => false,
		'[accessible]' => [
			[maximum depth reached]
		],
		'[dirty]' => [[maximum depth reached]],
		'[original]' => [[maximum depth reached]],
		'[virtual]' => [[maximum depth reached]],
		'[errors]' => [[maximum depth reached]],
		'[invalid]' => [[maximum depth reached]],
		'[repository]' => 'articles'
	
	},
	(int) 15 => object(Cake\ORM\Entity) {

		'article_id' => (int) 8313,
		'category_id' => (int) 21,
		'title' => 'Maratha Reservation Struck Down: SC',
		'description' => '<h3>Why in News</h3>
<p>Recently, the <a href="/important-institutions/drishti-specials-important-institutions-national-institutions/supreme-court-of-india" target="_blank" rel="noopener"><strong>Supreme Court (SC)</strong></a> declared a <a href="/daily-updates/daily-news-analysis/maharashtra-assembly-passes-bill-for-reservation-for-marathas" target="_blank" rel="noopener"><strong>Maharashtra law</strong></a> which provides <a href="/daily-updates/daily-news-analysis/maratha-quota" target="_blank" rel="noopener"><strong>reservation benefits to the Maratha</strong></a> community, taking the quota limit in the State in excess of 50%, as unconstitutional.</p>
<h3>Key Points</h3>
<ul style="list-style-type: square;">
<li><strong>Background:</strong><br />
<ul style="list-style-type: circle;">
<li><strong>2017:</strong> A 11-member <strong>commission headed by Retired Justice N G Gaikwad</strong> recommended <strong>Marathas should be given reservation</strong> under <strong><a href="/daily-updates/daily-news-analysis/extension-to-obc-sub-categorisation-commission" target="_blank" rel="noopener">Socially and Educationally Backward Class (SEBC)</a>.</strong></li>
<li><strong>2018:</strong> Maharashtra Assembly passed a Bill proposing <strong>16% reservation for Maratha community.</strong></li>
<li><strong>2018:</strong> The Bombay High Court while upholding the reservation pointed out that instead of 16% it should be <strong>reduced to 12% in education and 13%in jobs.</strong></li>
<li><strong>2020:</strong> The SC stayed its implementation and <strong>referred the case to Chief Justice of India for a larger bench.</strong></li>
</ul>
</li>
<li><strong>Current Ruling:</strong><br />
<ul style="list-style-type: circle;">
<li><strong>Violation of Fundamental Rights:</strong><br />
<ul style="list-style-type: disc;">
<li>A separate reservation for the Maratha community violates <strong><a href="/to-the-points/Paper2/fundamental-rights-part-1#:~:text=Equality%20Before%20Law%3A%20Article%2014,within%20the%20territory%20of%20India." target="_blank" rel="noopener">Articles 14 (right to equality) and 21 (due process of law)</a>.</strong></li>
<li>Reservation breaching the 50% limit <strong>will create a society based on &ldquo;caste rule&rdquo;.</strong><br />
<ul style="list-style-type: disc;">
<li>The Maratha reservation of 12% and 13% (in education and jobs) had <strong>increased the overall reservation ceiling to 64% and 65%, respectively.</strong></li>
<li>In the <strong><a href="/daily-updates/daily-news-editorials/creamy-layer-for-sc-s-st-s" target="_blank" rel="noopener"><em>Indira Sawhney judgment</em></a> 1992</strong>, SC had categorically said <strong>50% shall be the rule</strong>, only in certain <strong>exceptional and extraordinary situations</strong> for bringing far-flung and remote areas' population into mainstream said 50% rule can be relaxed.</li>
</ul>
</li>
</ul>
</li>
<li><strong>No Further Benefits:</strong><br />
<ul style="list-style-type: disc;">
<li><strong>Appointments made under the Maratha quota</strong> following the Bombay High Court judgment endorsing the State law <strong>would hold</strong>, but <strong>they would get no further benefits.</strong></li>
</ul>
</li>
<li><strong>Deprived States of the Power to Identify SEBCs:</strong><br />
<ul style="list-style-type: disc;">
<li>There will <strong>only be a single list of SEBC with respect to each State and Union Territory notified by the President</strong> of India, and that <strong>States can only make recommendations</strong> for inclusion or exclusion, with any subsequent change to be made only by Parliament.</li>
<li>The Bench unanimously <strong>upheld the constitutional validity</strong> of the <a href="/loksabha-rajyasabha-discussions/the-big-picture-reviewing-50-cap-of-reservation" target="_blank" rel="noopener"><strong>102<sup>nd</sup> Constitution Amendment</strong></a> but differed on the question whether it affected the power of states to identify SEBCs.</li>
</ul>
</li>
<li><strong>Direction to NCBC:</strong><br />
<ul style="list-style-type: disc;">
<li>Asked the <a href="/important-institutions/drishti-specials-important-institutions-national-institutions/national-commission-for-backward-classes-ncbc" target="_blank" rel="noopener"><strong>National Commission for Backward Classes (NCBC)</strong></a> to expedite the <strong>recommendation of SEBCs</strong> so that the President can publish the notification containing the list of SEBCs in relation to States and Union Territories expeditiously.</li>
</ul>
</li>
</ul>
</li>
</ul>
<div class="border-bg">
<p><strong>102<sup>nd</sup> Amendment Act of 2018</strong></p>
<ul style="list-style-type: square;">
<li>It introduced <strong>Articles 338B and 342A in the Constitution.</strong></li>
<li><strong>Article 338B</strong> deals with the newly established National Commission for Backward Classes.</li>
<li><strong>Article 342A</strong> empowers the President to specify the socially and educationally backward communities in a State. <br />
<ul style="list-style-type: circle;">
<li>It says that it is for the Parliament to include a community in the Central List for socially and backward classes for grant of reservation benefits.</li>
</ul>
</li>
</ul>
</div>
<p><a href="https://www.thehindu.com/news/national/sc-declares-maratha-quota-law-unconstitutional/article34487043.ece" target="_blank" rel="noopener"><strong>Source:TH</strong></a></p>',
		'posturl' => 'maratha-reservation-struck-down-sc',
		'publishon' => object(Cake\I18n\FrozenTime) {},
		'tag' => 'Education',
		'[new]' => false,
		'[accessible]' => [
			[maximum depth reached]
		],
		'[dirty]' => [[maximum depth reached]],
		'[original]' => [[maximum depth reached]],
		'[virtual]' => [[maximum depth reached]],
		'[errors]' => [[maximum depth reached]],
		'[invalid]' => [[maximum depth reached]],
		'[repository]' => 'articles'
	
	},
	(int) 16 => object(Cake\ORM\Entity) {

		'article_id' => (int) 8113,
		'category_id' => (int) 21,
		'title' => 'Meeting of Education Ministers of E9 Countries',
		'description' => '<h3>Why in News</h3>
<p>Recently, <strong>a consultation meeting of Education Ministers of E9 countries</strong> was held.</p>
<ul style="list-style-type: square;">
<li>The meeting was held on the theme &lsquo;E9 initiative: <strong>Scaling up digital learning to accelerate progress towards SDG4&rsquo;.</strong></li>
</ul>
<h3>Key Points</h3>
<ul style="list-style-type: square;">
<li><strong>Scaling up Digital Learning to Accelerate Progress towards SDG4 (Concept):</strong><br />
<ul style="list-style-type: circle;">
<li>The <a href="/important-institutions/drishti-specials-important-institutions-international-institution/united-nations-1" target="_blank" rel="noopener"><strong>United Nations (UN)</strong></a> is <strong>spearheading a global initiative on digital learning and skills for all,</strong> targeting marginalized children and youth and aiming to close the digital divide and drive rapid change in education systems.</li>
<li>This initiative <strong>focuses on three of the five priorities of the 2020 Global Education Meeting (GEM) Declaration:</strong> supporting teachers; investing in skills; and narrowing the digital divide.</li>
<li><strong>E9 countries offer a starting gate</strong> to accelerate progress on digital learning and skills in the immediate term and ultimately on the SDG4 agenda in the longer term.</li>
</ul>
</li>
<li><strong>E9 Countries:</strong><br />
<ul style="list-style-type: circle;">
<li><strong>E9 Partnership</strong> was first established in <strong>1993</strong>, formed to achieve the goals of <strong>UNESCO's Education For All (EFA)</strong>.</li>
<li>A group of <strong>E9 countries (Bangladesh, Brazil, China, Egypt, India, Indonesia, Mexico, Nigeria, and Pakistan)</strong> aims at strengthening political will and collective effort to ensure quality education and lifelong learning opportunities for all.</li>
<li>E9 Partnership is working for the achievement of <strong>SDG4 &ndash; Education 2030</strong>.</li>
</ul>
</li>
<li><strong>Education For All (EFA):</strong><br />
<ul style="list-style-type: circle;">
<li>An international initiative, first launched at the <strong>World Conference on Education for All</strong> by <a href="/important-institutions/drishti-specials-important-institutions-international-institution/unesco-5" target="_blank" rel="noopener"><strong>UNESCO</strong></a>, <a href="/daily-updates/daily-news-analysis/human-development-index-undp" target="_blank" rel="noopener"><strong>UNDP</strong></a>, <a href="/daily-updates/daily-news-analysis/state-of-the-world-population-2020-unfpa" target="_blank" rel="noopener"><strong>UNFPA</strong></a>, <a href="/important-institutions/drishti-specials-important-institutions-international-institution/unicef-1" target="_blank" rel="noopener"><strong>UNICEF</strong></a> and the <a href="/important-institutions/drishti-specials-important-institutions-international-institution/world-bank-group" target="_blank" rel="noopener"><strong>World Bank</strong></a> in <strong>Thailand in 1990</strong>.</li>
<li>Participants endorsed an <strong>'expanded vision of learning'</strong> and pledged to <strong>universalize primary education </strong>and<strong> massively reduce illiteracy</strong> by the end of the decade.</li>
<li>Ten years later, with many countries far from having reached this goal, a broad coalition of national governments, civil society groups, and development agencies <strong>met again in Dakar, Senegal,</strong> and <strong>affirmed the commitment to achieving EFA by the year 2015</strong>. <br />
<ul style="list-style-type: disc;">
<li>They <strong>identified six key education goals</strong> which aim to meet the learning needs of all children, youth and adults by 2015 (e.g. the Dakar Framework for Action).</li>
</ul>
</li>
</ul>
</li>
</ul>
<div class="border-bg">
<p><strong>2020 Global Education Meeting Declaration</strong></p>
<ul style="list-style-type: square;">
<li>As part of the Decade of Action to accelerate progress on SDG4 and in response to Covid-19, the 2020 GEM Declaration <strong>identified five priorities</strong> for urgent action:<br />
<ul style="list-style-type: circle;">
<li>Education financing;</li>
<li>Safe school reopening;</li>
<li>Supporting teachers as frontline workers;</li>
<li>Investment in skills; and</li>
<li>Narrowing the digital divide.</li>
</ul>
</li>
<li>The <strong>Covid-19 crisis</strong> revealed the weakness and unpreparedness of the current education systems worldwide, prompting the deployment of <a href="/daily-updates/daily-news-editorials/digital-education-learning-amid-the-pandemic" target="_blank" rel="noopener"><strong>digital learning</strong></a> during mass school closures across almost all countries.</li>
</ul>
<p><strong>SDG4</strong></p>
<ul style="list-style-type: square;">
<li>To bring sustainable development in the mainstream, the <strong>United Nations (UN) member states, in 2015, adopted the 2030 Agenda for Sustainable Development and Sustainable Development Goals (<a href="/to-the-points/paper3/sustainable-development-3" target="_blank" rel="noopener">SDGs</a>)</strong>.<br />
<ul style="list-style-type: circle;">
<li>There are <strong>17 goals and 169 specific targets to be achieved by 2030</strong>.</li>
<li>SDGs are <strong>not legally binding</strong>.</li>
</ul>
</li>
<li><strong>SDG4</strong> is to <strong>ensure inclusive and equitable quality education</strong> and <strong>promote lifelong learning opportunities</strong> for all.</li>
</ul>
<p style="text-align: center;"><a href="http://www.drishtiias.com/images/uploads/1618038328_image2.png" target="_blank" rel="noopener"><img class="content-img" src="http://www.drishtiias.com/images/uploads/1618038328_image2.png" /></a></p>
</div>
<p><a href="https://pib.gov.in/PressReleaseIframePage.aspx?PRID=1709692" target="_blank" rel="noopener"><strong>Source: PIB</strong></a></p>',
		'posturl' => 'meeting-of-education-ministers-of-e9-countries',
		'publishon' => object(Cake\I18n\FrozenTime) {},
		'tag' => 'Education',
		'[new]' => false,
		'[accessible]' => [
			[maximum depth reached]
		],
		'[dirty]' => [[maximum depth reached]],
		'[original]' => [[maximum depth reached]],
		'[virtual]' => [[maximum depth reached]],
		'[errors]' => [[maximum depth reached]],
		'[invalid]' => [[maximum depth reached]],
		'[repository]' => 'articles'
	
	},
	(int) 17 => object(Cake\ORM\Entity) {

		'article_id' => (int) 7901,
		'category_id' => (int) 21,
		'title' => 'Pradhan Mantri Swasthya Suraksha Nidhi',
		'description' => '<h3>Why in News</h3>
<p>The Union Cabinet has approved the <strong>Pradhan Mantri Swasthya Suraksha Nidhi (PMSSN)</strong> as<strong> a single non-lapsable reserve fund for Health</strong> from the proceeds of Health and Education Cess.</p>
<ul style="list-style-type: square;">
<li>The proceeds of<a href="/daily-updates/daily-news-editorials/system-of-cess-in-india" target="_blank" rel="noopener"><strong> Health and Education Cess</strong></a> are levied under <strong>Section 136-b of Finance Act, 2007.</strong></li>
</ul>
<h3>Key Points</h3>
<ul style="list-style-type: square;">
<li><strong>Salient Features of the Pradhan Mantri Swasthya Suraksha Nidhi (PMSSN):</strong><br />
<ul style="list-style-type: circle;">
<li>It is a non-lapsable reserve fund for Health in the<a href="/daily-updates/daily-news-analysis/mp-s-salaries-cut-and-mplads-suspended" target="_blank" rel="noopener"><strong> Public Account.</strong></a></li>
<li>Proceeds of share of health in the <strong>Health and Education Cess</strong> will be credited into PMSSN.</li>
<li>Accruals into the PMSSN will be utilized for the flagship schemes of the Ministry of Health &amp; Family Welfare namely,<br />
<ul style="list-style-type: disc;">
<li><strong><a href="/daily-updates/daily-news-editorials/ayushmanbharat" target="_blank" rel="noopener">Ayushman Bharat</a> - Pradhan Mantri Jan Arogya Yojana (AB-PMJAY).</strong></li>
<li>Ayushman Bharat - <strong>Health and Wellness Centres (AB-HWCs).</strong></li>
<li><a href="/daily-updates/daily-news-analysis/national-health-mission-and-janani-suraksha-yojana" target="_blank" rel="noopener"><strong>National Health Mission.</strong></a></li>
<li><strong><a href="/daily-updates/daily-news-analysis/important-facts-for-prelims-11th-january-2019" target="_blank" rel="noopener">Pradhan Mantri Swasthya Suraksha Yojana</a> (PMSSY).</strong></li>
<li>Emergency &amp; disaster preparedness and <strong>responses during health emergencies.</strong></li>
<li>Any<strong> future programme/scheme</strong> that targets to achieve progress towards <a href="/to-the-points/paper3/sustainable-development-3" target="_blank" rel="noopener"><strong>Sustainable Development Goals (SDGs)</strong></a> and the targets set out in the <a href="/daily-updates/daily-news-analysis/national-digital-health-mission" target="_blank" rel="noopener"><strong>National Health Policy (NHP) 2017.</strong></a></li>
</ul>
</li>
<li><strong>Administration and maintenance</strong> of the PMSSN is entrusted to the <strong>Ministry of Health &amp; Family Welfare (MoHFW).</strong> <br />
<ul style="list-style-type: disc;">
<li>In any financial year, the expenditure on such schemes of the MoHFW would be initially incurred from the PMSSN and thereafter, from Gross Budgetary Support (GBS).</li>
</ul>
</li>
</ul>
</li>
<li><strong>Benefits of PMSSN:</strong> <br />
<ul style="list-style-type: circle;">
<li><strong>Enhanced access to universal &amp; affordable health care</strong> through availability of earmarked resources, while ensuring that the amount does not lapse at the end of financial year.</li>
</ul>
</li>
<li><strong>Significance of Spending on Healthcare: </strong><br />
<ul style="list-style-type: circle;">
<li><strong>Improved Developmental Outcomes:</strong> From an economic standpoint, better health improves productivity, and reduces losses due to premature death, prolonged disability and early retirement.</li>
<li><strong>Enhance Opportunities:</strong> One extra year of population life expectancy raises GDP per capita by 4%, investment in health creates millions of jobs, largely for women, through a much needed expansion of the health workforce.</li>
</ul>
</li>
<li><strong>Health and Education Cess:</strong> <br />
<ul style="list-style-type: circle;">
<li>In the <strong>Budget speech 2018,</strong> the Finance Minister while announcing Ayushman Bharat Scheme, also announced<strong> replacement of existing 3% Education Cess by 4% Health and Education Cess.</strong><br />
<ul style="list-style-type: disc;">
<li>It is collected with the aim of addressing the educational and healthcare needs of rural families in India.</li>
</ul>
</li>
</ul>
</li>
</ul>
<div class="border-bg">
<p><strong>Cess</strong></p>
<ul style="list-style-type: square;">
<li>Different from the usual taxes and duties like excise and personal income tax, a <strong>Cess is imposed as an additional tax besides the existing tax (tax on tax)</strong> with a purpose of raising funds for a specific task.</li>
<li>The Union government is empowered to raise revenue through a gamut of levies, including taxes (both direct and indirect), surcharges, fees and cess.<br />
<ul style="list-style-type: circle;">
<li>A cess, generally paid by everyday public, is added to their basic tax liability paid as part of total tax paid.</li>
<li><strong>Article 270</strong> of the Constitution allows<strong> cess to be excluded from the purview of the divisible pool of taxes</strong> that the Union government must share with the States.</li>
</ul>
</li>
<li>Cess collected for a particular purpose <strong>cannot be used for or diverted to other purposes.</strong> A particular cess continues to be levied till the time the government collects enough funds for the purpose that it was introduced for.<br />
<ul style="list-style-type: circle;">
<li>For example, the <strong>Swachh Bharat cess</strong> (abolished in 2017) was levied by the government for cleanliness activities.</li>
</ul>
</li>
<li><strong>Difference between Surcharge and Cess: </strong><br />
<ul style="list-style-type: circle;">
<li><strong>Surcharge</strong> is <strong>an additional charge or tax levied on existing tax.</strong> The main surcharges are on personal income tax (on high income slabs and on super rich) and on corporate income tax.</li>
<li>Despite <strong>both are not shareable with state governments,</strong> surcharge can be kept with the <a href="/daily-updates/daily-news-analysis/mp-s-salaries-cut-and-mplads-suspended" target="_blank" rel="noopener"><strong>Consolidated Fund of India (CFI)</strong></a> and spent like any other taxes, the cess should be kept as a separate fund after allocating to CFI and can be spent only for a specific purpose.</li>
<li>A <strong>surcharge is discussed under Article 270</strong> and <strong>271</strong> of the Indian Constitution.</li>
<li>Unlike a cess, which is meant to raise revenue for a temporary need,<strong> surcharge is usually permanent in nature.</strong></li>
</ul>
</li>
</ul>
</div>
<p><a href="https://www.thehindu.com/news/national/cabinet-clears-non-lapsable-fund-for-health-care/article34036353.ece" target="_blank" rel="noopener"><strong>Source: TH</strong></a></p>',
		'posturl' => 'pradhan-mantri-swasthya-suraksha-nidhi',
		'publishon' => object(Cake\I18n\FrozenTime) {},
		'tag' => 'Education',
		'[new]' => false,
		'[accessible]' => [
			[maximum depth reached]
		],
		'[dirty]' => [[maximum depth reached]],
		'[original]' => [[maximum depth reached]],
		'[virtual]' => [[maximum depth reached]],
		'[errors]' => [[maximum depth reached]],
		'[invalid]' => [[maximum depth reached]],
		'[repository]' => 'articles'
	
	},
	(int) 18 => object(Cake\ORM\Entity) {

		'article_id' => (int) 7898,
		'category_id' => (int) 22,
		'title' => 'Universal Primary Education in India',
		'description' => '<div class="border">
<p>This article is based on <a href="https://indianexpress.com/article/opinion/a-kerala-model-for-universal-education-7220535/" target="_blank" rel="noopener"><strong>&ldquo;A Kerala model for universal education&rdquo;</strong></a> which was published in The Indian Express on 09/03/2021. It talks about the Kerala model of education.</p>
</div>
<p>Nelson Mandela highlighted that Education is the liberator from the shackles of ignorance, poverty, and social and economic exclusion, through his famous quote &ldquo;Education is the most powerful weapon which you can use to change the world.&rdquo;</p>
<p>The same thought is enshrined in the Universal Declaration of Human Rights (UDHR) in Article 26 which held that every individual has the right to education. However, seven decades after the UDHR, 58 million children are out of school globally and more than 100 million children get eliminated from the schooling system before completing primary education.</p>
<p>Ironically, India which once held the position of &ldquo;Vishwa Guru&rdquo; (world&rsquo;s teacher), tops the list of countries with out-of-school children. But Kerala has shown a silver lining as it is now all set to be declared the first state in the country to achieve complete primary education.</p>
<p>In this context, other states, especially Bihar, Jharkhand, West Bengal, Uttar Pradesh and Assam which rank low on the primary education levels in the country, could follow the Kerala Model of Education.</p>
<h3>Kerala Model of Education</h3>
<ul style="list-style-type: square;">
<li>Kerala that led the way by achieving complete literacy way back in 1991 has once shown that it is possible to achieve complete literacy even at the primary school level.</li>
<li>However, this success story has roots in the historic royal rescript of Rani Gouri Parvati Bai, 1817 which proclaimed education as the &ldquo;responsibility&rdquo; of the state.
<ul style="list-style-type: circle;">
<li>Simultaneously, it emphasized that &ldquo;political will&rdquo; is more important than the political economy to decide the expenditure on education.</li>
</ul>
</li>
<li>Based on the efforts of the successive governments, Kerala is known for its highest literacy rate in the country and one hundred percent primary and secondary education enrollment.</li>
<li>In order to universalize primary education, the Kerala government launched a special scheme Athulyam in October 2014.</li>
<li>Through extensive surveys, people living in panchayats who had not yet completed their primary education or had dropped out of schools were traced. Convincing them to study again and sit for exams was the next step.</li>
<li>They were given five months of training, enabling them to attend the fourth equivalency examination.</li>
<li>Amartya Sen attributes the Kerala economic and social success to the consistency with which school education expanded, based on sustained public policies and action.</li>
</ul>
<h3>Challenges in Universalization of Education</h3>
<p>The Constitution of India provides for free and compulsory education for all children up to 14 years of age. In pursuance of this Government of India has enacted the Right to Education Act, 2009. However, the goal of universalization of primary education is still far from our reach. The factors that can be attributed to this are as follows:</p>
<ul style="list-style-type: square;">
<li><strong>Low Public Spending:</strong> The Incheon Declaration to which India is a signatory, expects member states to spend 4-6% of their GDP on education to achieve SDG4. to this declaration. However, the Union Budget 2021 budget allocates only 2.75 percent of the GDP to education.</li>
<li><strong>Exclusive Private Sector:</strong> Many reports and available data shows a rise in the privatization of education with a large number of children being eliminated from the system at early stages, cost of education going up due to systemic inefficiencies, and students committing suicide for want of data and laptops.</li>
<li><strong>Qualitative Issue:</strong> Universalization of compulsory education has failed to catch up to the desired target because quality control of primary education has not been maintained.
<ul style="list-style-type: circle;">
<li>The successive ASER survey reflects the poor state of learning outcomes in primary education.</li>
</ul>
</li>
<li><strong>Other Factors:</strong> Factors like ignorance and illiteracy of parents, lack of cooperation between school and local community, and corruption in recruitment of teachers affects the goal of universalization of education.</li>
</ul>
<h3>Way Forward</h3>
<ul style="list-style-type: square;">
<li><strong>Active Role of State:</strong> To make education universal the state must find resources to provide ancillary services such as school health, mid-day meals, free supply of textbooks, writing materials, school uniform, etc.
<ul style="list-style-type: circle;">
<li>The Kerala model shows that comprehensive interventions pertaining to nutrition, health, sanitation, and early stimulation can help to achieve sustainable growth in human development.</li>
</ul>
</li>
<li><strong>Social Auditing:</strong> There should be a Village or Mohalla School Committee in each village or urban area.
<ul style="list-style-type: circle;">
<li>Such a committee would look after the construction and maintenance of buildings, playgrounds, and school gardens, provision for ancillary services, the purchase of equipment, etc.</li>
<li>To discharge the duties, the committee will have sufficient funds by way of donations and grants-in-aid from the state government.</li>
<li>For example, successive governments in Kerala have increased the capital outlay to education and simultaneously decentralized financing of education through local bodies</li>
</ul>
</li>
<li><strong>Engaging Civil Society:</strong> The success of Kerala is made possible thanks to the collective efforts of the various departments of the government, officials, volunteers, NGOs, and friendly associations.</li>
</ul>
<h3>Conclusion</h3>
<p>The provision for Universal Elementary Education is crucial for spreading mass literacy, which is a basic requirement for economic development, modernization of social structure, and the effective functioning of democratic institutions.</p>
<p>It also represents an indispensable first step towards the provision of equality of opportunity to all citizens. Thus, Indian society as a whole should take necessary steps to achieve universalization of primary education.</p>
<table border="1" style="border-collapse: collapse; width: 100%;">
<tbody>
<tr>
<td style="width: 100%; border-style: dotted; border-color: #ff0000; background-color: #fffff7;">
<p><span style="color: #000080;"><em><strong>Drishti Mains Question</strong></em></span></p>
<p>India which once held the position of &ldquo;Vishwa Guru&rdquo;, now tops the list of countries with out-of-school children. In light of the statement, discuss what various Indian states can learn from Kerela&rsquo;s model of education.</p>
</td>
</tr>
</tbody>
</table>
<p style="text-align: center;"><iframe width="560" height="315" src="https://www.youtube.com/embed/uBi_DJXZvQo" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="allowfullscreen"></iframe></p>
<p>This editorial is based on <a href="https://economictimes.indiatimes.com/blogs/et-editorials/twere-well-it-were-done-quickly/" target="_blank" rel="noopener"><strong>&ldquo;Twere well, it were done quickly&rdquo;</strong> </a>published in The Economic Times on March 08<sup>th</sup>, 2020. Now watch this on our Youtube channel.</p>',
		'posturl' => 'universal-primary-education-in-india',
		'publishon' => object(Cake\I18n\FrozenTime) {},
		'tag' => 'Education',
		'[new]' => false,
		'[accessible]' => [
			[maximum depth reached]
		],
		'[dirty]' => [[maximum depth reached]],
		'[original]' => [[maximum depth reached]],
		'[virtual]' => [[maximum depth reached]],
		'[errors]' => [[maximum depth reached]],
		'[invalid]' => [[maximum depth reached]],
		'[repository]' => 'articles'
	
	},
	(int) 19 => object(Cake\ORM\Entity) {

		'article_id' => (int) 7858,
		'category_id' => (int) 21,
		'title' => 'QS World Subject Rankings 2021',
		'description' => '<h3>Why in News</h3>
<p><strong>25 programmes</strong> offered by higher education institutions in India <strong>ranked among the top 100 in the world</strong> in their respective subject categories, according to the <strong>latest edition (11<sup>th</sup>) of the QS World University Rankings by Subject.</strong></p>
<h3>Key Points</h3>
<ul style="list-style-type: square;">
<li><strong>About the QS World Subject Rankings:</strong><br />
<ul style="list-style-type: circle;">
<li><strong>Quacquarelli Symonds (QS):</strong> It is a leading global career and education network for ambitious professionals looking to further their personal and professional development.<br />
<ul style="list-style-type: disc;">
<li>QS develops and successfully implements methods of comparative data collection and analysis used to highlight institutions&rsquo; strengths.</li>
</ul>
</li>
<li><strong>QS World University Rankings:</strong> It is <a href="/daily-updates/daily-news-analysis/qs-world-university-rankings" target="_blank" rel="noopener"><strong>an annual publication</strong></a> of university rankings which <strong>comprises the global overall and subject rankings.</strong><br />
<ul style="list-style-type: disc;">
<li><strong>Six parameters and their weightage</strong> for the evaluation:<br />
<ul style="list-style-type: disc;">
<li>Academic Reputation (40%)</li>
<li>Employer Reputation (10%)</li>
<li>Faculty/Student Ratio (20%)</li>
<li>Citations per faculty (20%)</li>
<li>International Faculty Ratio (5%)</li>
<li>International Student Ratio (5%)</li>
</ul>
</li>
</ul>
</li>
<li><strong>QS World University Rankings by Subject:</strong> It calculates performance based on <strong>four parameters</strong> &mdash; academic reputation, employer reputation, research impact (citations per paper) and the productivity of an institution&rsquo;s research faculty.</li>
</ul>
</li>
<li><strong>Top Performers:</strong><br />
<ul style="list-style-type: circle;">
<li>Globally <strong>Massachusetts Institute of Technology</strong> (MIT -USA) and <strong>Harvard</strong> (USA) <strong>are among top performers, Russia and China record best-ever performances.</strong></li>
</ul>
</li>
<li><strong>India&rsquo;s Performance:</strong><br />
<ul style="list-style-type: circle;">
<li>The 2021 QS&rsquo;s global university performance comparison offered independent <strong>data on the performance of 253 programs at 52 Indian higher education institutions, across 51 academic disciplines.</strong></li>
<li>The <strong>number of Indian universities/institutes in the top 100 subject rankings </strong>has<strong> increased from 8 to 12 this year.</strong><br />
<ul style="list-style-type: disc;">
<li><strong>12 Indian institutions</strong> that have made it to the top 100 of the world - IIT Bombay, IIT Delhi, IIT Madras, IIT Kharagpur, IISC Bangalore, IIT Guwahati, IIM Bangalore, IIM Ahmedabad, JNU, Anna University, University of Delhi and OP Jindal University.</li>
<li><strong>IIT-Bombay has cornered more top 100 positions</strong> than any other Indian institution.</li>
</ul>
</li>
<li><strong>Except one, all the 25 programmes are in institutions run by either the state or union government.</strong> However, <strong>last year, this number stood at 26.</strong><br />
<ul style="list-style-type: disc;">
<li><strong>17 of the 25</strong> globally ranked Indian programmes are in <strong>engineering. IIT-Madras&rsquo;s Petroleum Engineering programme registered the best performance among Indian institutes</strong> - 30<sup>th</sup> in the world.</li>
</ul>
</li>
<li>The <strong>government-run <a href="/daily-updates/daily-news-analysis/institutions-of-eminence-scheme" target="_blank" rel="noopener">Institutions of Eminence (IoE)</a> remains significantly better-represented in the rankings</strong> than the private ones.<br />
<ul style="list-style-type: disc;">
<li><strong>OP Jindal Global University</strong> has entered the global top-100 for law (76<sup>th</sup>). This is the <strong>only top-100 result achieved by a private IoE.</strong></li>
<li><strong>IoE:</strong> It is a government's scheme to provide the regulatory architecture for setting up or upgrading of 20 Institutions (10 from public sector and 10 from the private sector) as world-class teaching and research institutions.</li>
</ul>
</li>
<li>The<strong> All India Institute of Medical Sciences remained the only institution in the top 300 in the area of life sciences and medicine,</strong> but also dropped more than 10 places.</li>
</ul>
</li>
<li><strong>Analysis:</strong><br />
<ul style="list-style-type: circle;">
<li>One of the biggest <strong>challenges faced by India is providing high-quality tertiary education</strong> in the face of exploding demand - this much was recognized by last year&rsquo;s <a href="/daily-updates/daily-news-analysis/national-education-policy-2020" target="_blank" rel="noopener"><strong>National Education Policy (NEP)</strong></a>, which set the ambitious target of a 50% gross enrolment ratio by 2035. <br />
<ul style="list-style-type: disc;">
<li>It should therefore be <strong>small cause for concern that the number of Indian programs featuring across 51 subject rankings has actually decreased over the last year &ndash;</strong> from 235 to 233.</li>
<li>While this is a minor decrease, it is indicative of the fact that<strong> expanding provision in a way that does not sacrifice quality</strong> remains a highly-challenging task.</li>
</ul>
</li>
<li>A <strong>number of programs at India&rsquo;s privately-run prospective Institutions of Eminence have made progress</strong> this year, demonstrating the positive role that well-regulated private provision can have in enhancing India&rsquo;s higher education sector.</li>
<li><strong>India</strong> remains<strong> at the forefront of global environmental science research.</strong> Data indicates that <strong>India ranks 5<sup>th</sup> in terms of its research footprint</strong> in this field &ndash; behind only Germany, China, the United Kingdom, and the United States.</li>
<li><strong>Commonalities between nations</strong> that are improving and nations that are not <strong>(three factors):</strong><br />
<ul style="list-style-type: disc;">
<li>First, <strong>an international outlook &ndash;</strong> both in terms of faculty body and research relationships&ndash; correlates strongly with improved performance.</li>
<li>Second, rising universities have received<strong> strong targeted investment from governments</strong> over a decade or more&ndash; particularly in China, Russia, and Singapore.</li>
<li>Third, <strong>improving relationships with industry</strong> is correlated with better employment, research, and innovation outcomes.</li>
</ul>
</li>
</ul>
</li>
</ul>
<div class="border-bg">
<p><strong>National Institutional Ranking Framework</strong></p>
<ul style="list-style-type: square;">
<li>The <strong>Ministry of Human Resource Development (now Ministry of Education)</strong> established the <strong><a href="/daily-updates/daily-news-analysis/india-rankings-2020-nirf" target="_blank" rel="noopener">National Institutional Ranking Framework (NIRF)</a> in September 2015.</strong></li>
<li>This framework <strong>outlines a methodology to rank institutions across the country</strong> according to parameters covering: Teaching, Learning and Resources; Research and Professional Practice; Graduation Outcomes; Outreach and Inclusivity; and Perception.</li>
</ul>
</div>
<p><a href="https://indianexpress.com/article/education/india-score-in-qs-subject-ranking-25-programmes-12-institutes-in-top-100-7214720/" target="_blank" rel="noopener"><strong>Source: IE</strong></a></p>',
		'posturl' => 'qs-world-subject-rankings-2021',
		'publishon' => object(Cake\I18n\FrozenTime) {},
		'tag' => 'Education',
		'[new]' => false,
		'[accessible]' => [
			[maximum depth reached]
		],
		'[dirty]' => [[maximum depth reached]],
		'[original]' => [[maximum depth reached]],
		'[virtual]' => [[maximum depth reached]],
		'[errors]' => [[maximum depth reached]],
		'[invalid]' => [[maximum depth reached]],
		'[repository]' => 'articles'
	
	}
]
$tags = [
	(int) 0 => object(Cake\ORM\Entity) {

		'id' => (int) 310,
		'tag' => 'Education',
		'colorcode' => 'FFFFFF',
		'posturl' => 'education',
		'status' => (int) 1,
		'sort_order' => (int) 5,
		'type' => (int) 0,
		'relivant' => (float) 1,
		'metatitle' => 'Education',
		'metakeyword' => 'Education',
		'metadescription' => 'Education',
		'addedby' => (int) 9,
		'updatedby' => (int) 9,
		'added' => object(Cake\I18n\FrozenTime) {},
		'modified' => object(Cake\I18n\FrozenTime) {},
		'[new]' => false,
		'[accessible]' => [
			[maximum depth reached]
		],
		'[dirty]' => [[maximum depth reached]],
		'[original]' => [[maximum depth reached]],
		'[virtual]' => [[maximum depth reached]],
		'[errors]' => [[maximum depth reached]],
		'[invalid]' => [[maximum depth reached]],
		'[repository]' => 'tags'
	
	}
]
$title = 'Article Tags'
$lastyear = (int) 2018
$year = '2021'
$i = (int) 2017
$selected = ''
$m = (int) 13
$month = 'December'

include - ROOT/plugins/Drishti/src/Template/Element/rightsection.ctp, line 100
Cake\View\View::_evaluate() - CORE/src/View/View.php, line 1196
Cake\View\View::_render() - CORE/src/View/View.php, line 1157
Cake\View\View::_renderElement() - CORE/src/View/View.php, line 1554
Cake\View\View::element() - CORE/src/View/View.php, line 668
include - ROOT/plugins/Drishti/src/Template/Element/articlebox.ctp, line 5
Cake\View\View::_evaluate() - CORE/src/View/View.php, line 1196
Cake\View\View::_render() - CORE/src/View/View.php, line 1157
Cake\View\View::_renderElement() - CORE/src/View/View.php, line 1554
Cake\View\View::element() - CORE/src/View/View.php, line 668
include - ROOT/plugins/Drishti/src/Template/Articles/tags.ctp, line 61
Cake\View\View::_evaluate() - CORE/src/View/View.php, line 1196
Cake\View\View::_render() - CORE/src/View/View.php, line 1157
Cake\View\View::render() - CORE/src/View/View.php, line 765
Cake\Controller\Controller::render() - CORE/src/Controller/Controller.php, line 623
Cake\Http\ActionDispatcher::_invoke() - CORE/src/Http/ActionDispatcher.php, line 125
Cake\Http\ActionDispatcher::dispatch() - CORE/src/Http/ActionDispatcher.php, line 93

Achievers Corner

Prelims

Mains & Interview

Current Affairs

Drishti Specials

Free Downloads

Test Series

Videos

Tag Search Results

You searched “Education”. Your tag search matches the following results: