In News:

The ‘no-detention’ policy was a significant part of India’s education reforms under the Right to Education (RTE) Act of 2009. This policy aimed to prevent the detention or expulsion of students until the completion of elementary education (Classes 1-8), with a focus on reducing dropout rates and ensuring every child receives at least basic education. However, the policy has been contentious, with arguments both for and against its implementation.

What was the ‘No-Detention’ Policy and Why Was It Introduced?

The RTE Act (2009) made education free and compulsory for children aged 6 to 14, under Article 21A of the Constitution. Section 16 of the Act specifically prohibited the detention or expulsion of students in elementary education (Classes 1-8). The rationale was to prevent the demotivation and fear of failure that might cause children to drop out of school, especially those from marginalized backgrounds. By promoting automatic progression through grades, the policy aimed to ensure that no child was left behind due to academic struggles.

Key to this system was Continuous and Comprehensive Evaluation (CCE), which assessed students on a holistic basis, beyond just formal exams, encouraging learning through regular feedback and assessments.

Amendments to the RTE Act (2017 and 2019)

In 2017, a Bill was introduced to amend the RTE Act, following concerns about the effectiveness of the ‘no-detention’ policy. The amended policy allowed for regular exams in Classes 5 and 8. If students failed, they would be given a re-examination within two months. If they still did not meet promotion criteria, detention could be enforced. This amendment empowered the Centre and states to decide whether to detain students in these grades.

The amendment came after criticism of the original policy for promoting students without sufficient learning progress. States like Madhya Pradesh and Punjab argued that no-detention was leading to poor academic performance, and called for a return to the traditional system of promoting students based on examination results.

Arguments for and Against the No-Detention Policy

Arguments for No-Detention:

• Reduced Dropout Rates: The policy helped ensure students, especially from disadvantaged backgrounds, continued in school without the fear of failure, leading to a drop in dropout rates.
• Holistic Development: It encouraged a child-centric learning approach where students were assessed on their overall development rather than just exam performance.
• Social Inclusivity: By promoting students regardless of performance, it was hoped that education would be more inclusive, preventing marginalization of students from lower socio-economic backgrounds.

Arguments Against No-Detention:

• Decline in Learning Outcomes: The policy led to a lack of motivation for students to perform academically. Without the accountability of exams, many students became less serious about their studies.
• Low Teacher Accountability: With automatic promotion, teachers had less incentive to ensure quality learning, leading to an overall dip in teaching standards.
• Impact on Educational Standards: Data indicated a decline in learning levels in government schools, as students were passed through the system without mastering the required skills.

In 2015, the Central Advisory Board of Education (CABE) conducted a study suggesting that more flexibility was needed in the policy, allowing schools to retain students who were significantly behind. However, there were differing views within the committee. Some members argued that detention had no proven benefits, and that the real issue was the poor quality of the education system itself.

In 2016, the TSR Subramanian Committee on the New Education Policy suggested continuing the no-detention policy until Class 5, citing evidence of reduced dropout rates and increased enrollment. However, other states pushed for scrapping it due to concerns over declining educational standards.

The Shift Toward Scrapping the No-Detention Policy

By 2019, the RTE Act was amended to give states the discretion to hold back students in Classes 5 and 8, if they failed to meet the promotion criteria. This change came after state feedback that the no-detention policy was having adverse effects on learning outcomes and teacher accountability.

In 2024, the Ministry of Education took further steps to formalize this shift by introducing new rules under the RTE Act Amendment. Students failing to meet the promotion criteria in Classes 5 and 8 will be given additional instruction and an opportunity for a re-examination. If they still fail, they can be detained, with specialized guidance provided to help them catch up.

Which States Continue or Scrapped the No-Detention Policy?

The decision to maintain or scrap the policy varies across states and union territories:

• States Retaining No-Detention Policy: Andhra Pradesh, Arunachal Pradesh, Goa, Karnataka, Kerala, Maharashtra, Odisha, Telangana, Uttar Pradesh, among others, continue to implement the no-detention policy, citing its role in minimizing dropouts and promoting inclusivity.
• States That Have Scrapped the Policy: Delhi, Punjab, Madhya Pradesh, Rajasthan, West Bengal, and Gujarat have already discarded the policy, opting for examinations and re-examinations in Classes 5 and 8 to ensure better academic accountability.

Why the Controversy?

The debate over the no-detention policy hinges on balancing academic accountability with social inclusivity. Supporters argue that it ensures children from marginalized communities receive their full elementary education, while opponents point to the decline in learning standards, especially in government schools, as a major issue.

In summary, while the no-detention policy was introduced with the noble aim of reducing school dropouts and ensuring every child completed at least elementary education, its effectiveness has been questioned due to concerns over declining learning outcomes. The recent changes represent a shift towards better accountability and quality in education, while still ensuring that children receive additional support before being detained.

In News:

Union Minister for Education, launched the PMeVIDYA DTH 24x7 Channel No. 31 dedicated to Indian Sign Language (ISL) on December 6, 2024, in New Delhi.

Channel Purpose and Vision:

• Objective: To bridge the communication gap between the hearing-impaired and hearing populations by promoting ISL.
• Significance: Channel 31 aims to unlock talent and ensure equal opportunities for all, making society more inclusive and progressive.
• ISL's Role: Pradhan emphasized the importance of alternative communication methods like ISL, which ensures that individuals with hearing impairments have equal access to education, employment, and societal participation.

Government's Focus on Inclusivity:

• Legal Framework: Pradhan highlighted the expansion of recognized disabilities from 7 to 21, making the legal framework more comprehensive.
• National Education Policy (NEP) 2020: The policy focuses on inclusive education, with particular attention to Children with Special Needs (CwSN). The NEP promotes the standardization of ISL and its inclusion in educational curricula.
• Employment and Cultural Expression: ISL is not only essential for communication but also contributes to cultural expressions like dance and drama. Pradhan emphasized that learning ISL would open employment opportunities and allow individuals to express themselves fully.

Importance of Channel 31:

• The launch of Channel 31 aligns with India’s commitment to ensuring equal rights and access to education, as enshrined in the Constitution.
• Pradhan urged for widespread adoption of ISL, ensuring that more people learn the language to better support the hearing-impaired community.

PM e-Vidya Initiative:

• Launch Date: PM e-Vidya was launched as part of the Atmanirbhar Bharat Abhiyaan on May 17, 2020, to bridge the digital divide and ensure inclusive education.
• Key Components:
  • DIKSHA: A national platform providing e-content for all grades.
  • DTH TV Channels: Initially started with 12 channels, now expanded to 200, offering supplementary education in multiple languages.
  • SWAYAM: A platform for online courses and MOOCs for both school and higher education.
  • Community Radio & Podcasts: These platforms are used for wider educational outreach, especially in rural and remote areas.
  • e-Content for Teachers: Interactive videos and resources aimed at enhancing teacher education.

Channel Content:

• Channel 31 will provide 24x7 educational content for children with hearing impairments, teachers, and other stakeholders.
• The content will include school curricula, career guidance, skill training, mental health support, and promotion of ISL as a subject.
• The content will be available on YouTube, increasing its reach and accessibility.

In News:

• The University Grants Commission (UGC) has approved new guidelines for undergraduate (UG) degree completion, offering flexibility in the duration of academic programs.

Key Details:

• Two Options for Degree Completion:
  • Accelerated Degree Programme:Students with exceptional academic performance or those completing additional credits can graduate earlier than the standard duration.
  • Extended Degree Programme:Students facing personal, financial, or academic challenges can extend the time for degree completion without facing penalties.
• Objective:
  • Enhance flexibility and a student-centric approach to higher education.
  • Address challenges like balancing education with personal or professional commitments.
• Institutional Autonomy:Higher Education Institutions (HEIs) can implement these options based on available infrastructure and academic resources.
• Recognition of Flexibility:Degrees completed earlier or later will be treated on par with those completed within the standard duration.
• Alignment with Global Trends:This initiative aligns with global educational trends towards flexible learning paths.
• Support for Interdisciplinary Studies:The new regulations are expected to benefit students pursuing interdisciplinary studies or professional courses.
• NEP 2020 Alignment:The move is in line with the National Education Policy (NEP) 2020, which promotes learner-centric education and skill development.
• Impact:The decision is likely to provide more options for students, making higher education more accessible and tailored to individual needs.

In News:

Cabinet approves One Nation One Subscription (ONOS) Scheme.

Key Highlights:

• Objective: It is a new initiative to provide unified access to international scholarly research articles and journals for all government-managed higher education institutions and research institutions in India.
• Scheme Overview:ONOS aims to make nearly 13,000 scholarly journals accessible to over 1.8 crore students, faculty, researchers, and scientists in more than 6,300 institutions across India. These journals will cover all academic disciplines, promoting both core and interdisciplinary research, including in tier 2 and tier 3 cities.
• Digital Platform:The scheme will be implemented through a fully digital process, coordinated by the Information and Library Network (INFLIBNET), an autonomous center under the University Grants Commission (UGC). The platform will provide easy access to the journals and facilitate a streamlined subscription process.
• Investment and Coverage:A total of ?6,000 crore has been allocated for ONOS for three years (2025-2027). The scheme will cover major international publishers such as Elsevier, Springer, Wiley, and Oxford University Press. It will enable institutions to access 13,000 journals from 30 global publishers.

Benefits of the Scheme:

• Access to Top-Quality Research:ONOS will provide wide access to top-tier scholarly journals, benefiting institutions, researchers, and students across various fields. It will significantly improve the research environment in the country, especially for institutions that previously lacked the resources to access high-impact journals.
• Fostering Research and Development:The initiative aligns with India's vision of becoming an Atmanirbhar and Viksit Bharat by 2047, supporting the government's goals under the National Education Policy (NEP) 2020 and the Anusandhan National Research Foundation (ANRF). It will help foster a culture of research and innovation in Indian institutions.
• Inclusivity:The scheme will particularly benefit institutions in smaller towns and rural areas, helping bridge the knowledge gap between urban and rural academic institutions.
• Simplified Access:The scheme eliminates the need for separate subscriptions to individual journals by different institutions, streamlining access to high-quality content through a single platform.

Implementation Details:

• Platform and Process:The ONOS platform will allow institutions to access journals through a unified portal, providing easy and coordinated access. The Department of Higher Education (DHE)will be responsible for conducting awareness campaigns about the initiative, ensuring widespread utilization among students and faculty.
• Review Mechanism:The ANRF will monitor and periodically review the usage of ONOS and track the contributions of Indian authors in the journals, ensuring that the initiative continues to support India’s research landscape.
• Operational Date:The ONOS platform is set to become operational on January 1, 2025, providing comprehensive access to research materials for government-managed higher education and research institutions.

The One Nation One Subscription scheme is a major step towards enhancing India's position in the global research ecosystem. It will provide unparalleled access to scholarly resources, supporting research excellence and innovation across the country.

In News:

Over 1.76 crore school students from all 36 States and UTs participated in Project Veer Gatha 4.0.

Key Highlights:

• Activities: Students submitted poems, paintings, essays, videos, and other creative works in honor of the bravery and sacrifice of Armed Forces personnel.
• Objective: Instituted in 2021, the project aims to spread the inspiring stories of Gallantry Awardees to foster patriotism among students.
• Platform for Creativity: Students engage in creative projects based on the heroic deeds and sacrifices of Gallantry Award winners.
• Previous Editions:
  • Edition 1 (2021): 8 lakh students.
  • Edition 2 (2022): 19.5 lakh students.
  • Edition 3 (2023): 1.36 crore students.
• School-Level Activities: Schools conducted various activities from 16.09.2024 to 31.10.2024, uploading 4 best entries per school to the MyGov portal.
• Awareness Programs: The Ministry of Defence organized virtual and face-to-face awareness sessions across schools.
• Winner Recognition:
  • Past Editions: 25 winners in Editions I and II, and 100 winners in Edition 3.
  • Project 4.0: 100 National winners, each receiving Rs. 10,000.
  • District & State/UT Winners: 4 District-level and 8 State/UT-level winners will be felicitated by respective authorities.
  • Collaborative Initiative: The project is a joint effort of the Ministry of Defence and Ministry of Education.

In News:

National Education Day is celebrated annually on November 11 to honor the birth anniversary of Maulana Abul Kalam Azad, India's first Education Minister and a prominent freedom fighter, scholar, and educator.

Key Highlights:

• Establishment:
  • The observance was instituted by the Ministry of Human Resource Development (now Ministry of Education) in 2008 to recognize Azad’s pivotal contributions to India’s education system and his vision for a progressive, educated society.
• Azad's Contributions to Education:
  • Azad played a significant role in shaping India's post-independence educational landscape, establishing critical institutions such as:
    • University Grants Commission (UGC)
    • All India Council for Technical Education (AICTE)
    • Indian Institutes of Technology (IIT), including IIT Kharagpur
    • Indian Council for Cultural Relations (ICCR)
    • Promoted scientific research, cultural institutions, and technical education.
• Significance of National Education Day:
  • Reflects India’s commitment to promoting quality and inclusive education.
  • Emphasizes the importance of education in empowering individuals and fostering national progress.
  • Highlights educational reforms, literacy, and equal access to education as tools for societal transformation and empowerment.
• Theme for 2024:
  • Although not officially published yet, the theme is expected to focus on inclusive, high-quality education, underlining the need for educational systems that equip students with skills to thrive in a rapidly evolving world.
• Focus Areas:
  • Promoting literacy, equal access to education, and educational reforms.
  • Developing critical thinking, creativity, and emotional intelligence in students.

In News:

The QS World University Rankings: Asia 2025 spotlights the top institutions in Eastern, Southern, South-Eastern, and Central Asia, emphasizing academic excellence, research, innovation, and internationalization.

India's Performance:

India has shown a remarkable upward trajectory, featuring:

• Two institutions in the Top 50:
  • IIT Delhi ranked 44th (up from 46th), with a 99% employer reputation score.
  • IIT Bombay ranked 48th, excelling with a 99.5% employer reputation score and 96.6% academic reputation score.
• Top 100 Institutions:
  • IIT Madras (56th), IIT Kharagpur (60th), Indian Institute of Science (62nd), IIT Kanpur (67th), and University of Delhi (81st).
• Top 150 Institutions:
  • IIT Guwahati, IIT Roorkee, Jawaharlal Nehru University, Chandigarh University (120th), UPES (148th), and VIT (150th).

Key Indicators for India:

• International Research Network and Citations per Paper contribute to India's growing global academic reputation.
• Papers per Faculty and Staff with PhD are India’s strongest indicators, reflecting robust research output and high teaching standards.
• Anna University achieved a perfect score of 100 in the Papers Per Faculty indicator, emphasizing high research output.
• North Eastern Hill University and University of Agricultural Sciences, Bangalore received a perfect score of 100 in the Faculty-Student Indicator.

Growth of Indian Institutions:

• India now has 46 institutions in the 2025 rankings, up from just 11 in 2015, marking a 318% increase over the past decade.
• India dominates Southern Asia with seven institutions in the top 10, showcasing the country's strengthening educational landscape.

India's Growing Global Influence:

• India's achievements underscore its commitment to academic excellence, competitiveness, and resilience in global higher education.
• Institutions like IIT Delhi and IIT Bombay highlight India’s ability to balance research productivity with high-quality teaching, enhancing its reputation as a global education hub.

In News:

• Released at the Global Education Meeting, hosted in Fortaleza by Brazil, the G20 President.
• Highlights progress and challenges in global education, with a focus on leadership, financing, and access.

Key Observations:

Leaders as Agents of Change:

• Education leadership is defined as social influence towards achieving common educational goals.
• Education leaders must:
  • Define clear purposes and influence change.
  • Balance learning outcomes with equity, quality, and inclusion.

Funding Deficits:

• 4 out of 10 countries spend less than 4% of their GDP on education.

Out-of-School Children:

• 251 million children and youth globally remain out of school, with only a 1% reduction since 2015.

Regional Disparities in Education Access:

• Central and Southern Asia show significant progress, but countries like Afghanistan, Bangladesh, India, and Pakistan still have large out-of-school populations.

Recommendations:

• Leadership Development: Empower school principals with the autonomy to manage schools effectively.
• Capacity Building for System Leaders: Strengthen the ability of education officials to act as system leaders.
• Climate Change Education: Introduce climate change topics in early education across subjects, not limited to science.

India’s Educational Initiatives:

• National Education Policy (NEP) 2020: Focuses on developing school leadership through training and workshops for principals.
• NISHTHA Program: Aims to improve leadership and management competencies of school heads and teachers.

Current Educational Landscape:

• Since 2015, 110 million children have entered school, and 40 million more complete secondary education.
• However, 33% of children in low-income countries remain out of school, compared to only 3% in high-income countries.
• Sub-Saharan Africa houses more than half of the global out-of-school youth.

Challenges in Education Financing:

• UNESCO–World Bank report highlights that 40% of countries allocate less than 15% of their public expenditure to education.
• Countries investing less than 4% of GDP in education face significant resource shortages.
• Low-income countries spend an average of $55 per learner, while high-income countries spend $8,543 per learner.

Need for Innovative Financing Mechanisms:

• Debt-for-Education Swaps: Proposes converting unsustainable debt into funding for education, leveraging past successful initiatives.
• Multilateral Platforms: Suggested to facilitate global negotiations for converting debt into educational investments, involving entities like UNESCO and the G20.

International Cooperation and Solidarity:

• Decline in Education Assistance: Official development assistance for education has decreased from 9.3% in 2019 to 7.6% in 2022.
• Strengthening Partnerships: The need for enhanced global cooperation to fill the educational financing gap and ensure equitable access to quality education.

Why is it in the News?

Each organ transplant case will receive a distinctive National Organ and Tissue Transplant Organisation (NOTTO) ID assigned to both the donor and the recipient.

Highlights of the News:

• The Union Health Ministry has mandated the cessation of commercial organ transactions, particularly those involving foreign nationals, and emphasized the need for stringent oversight by local authorities.
• For deceased donor transplants, a NOTTO-ID is required for organ allocation, while in living donor transplants, the ID must be generated within 48 hours post-surgery through the NOTTO website by the hospital.

What is the National Organ and Tissue Transplant Organization (NOTTO)?

• NOTTO is a national organization established under the Directorate General of Health Services, Ministry of Health and Family Welfare, Government of India.

It serves as the central coordinating hub for:

• Organ and tissue procurement and distribution.
• Maintaining a registry of organ and tissue donation and transplantation activities across the country.

NOTTO comprises two divisions:

• National Human Organ and Tissue Removal and Storage Network:
  • Acts as the primary center for nationwide coordination of organ and tissue procurement, distribution, and registry.
  • Established in accordance with the Transplantation of Human Organs (Amendment) Act 2011.
• National Biomaterial Centre (National Tissue Bank):
  • This center focuses on filling the gap between demand and supply while ensuring quality assurance in tissue availability.
  • The Transplantation of Human Organs (Amendment) Act 2011 has expanded NOTTO's scope to include tissue donation and registration of tissue banks.

Activities performed by NOTTO include:

• • Coordinating tissue procurement and distribution
  • Donor tissue screening
  • Tissue removal and storage
  • Tissue preservation
  • Laboratory screening of tissues
  • Tissue tracking
  • Sterilization
  • Record maintenance
  • Data protection and confidentiality
  • Quality management in tissues
  • Patient information on tissues
  • Developing guidelines, protocols, and standard operating procedures
  • Training and assistance in registering other tissue banks

Why is it in the News?

The National Education Policy 2020 is taking forward the vision of social reformer Swami Dayanand Saraswati, Prime Minister Narendra Modi said recently.

Who was Maharishi Dayanand Saraswati?

• Maharishi Dayanand Saraswati, born on February 12, 1824, in Tankara, Gujarat, was a pioneering social reformer.
• He established the Arya Samaj in 1875 with the aim of addressing prevailing social injustices.

Religious and Social Reforms:

• Rejection of Idolatry and Ritualism: Dayanand Saraswati staunchly opposed idol worship and ritualistic practices, advocating instead for the worship of a formless, attributeless God as outlined in the Vedas.
• Shuddhi Movement: He initiated the Shuddhi Movement to reclaim individuals who had converted to religions like Islam or Christianity, aiming to reintegrate them into Hinduism.
• Back to Vedas: Recognizing the importance of Vedic wisdom, he spearheaded a movement to revive the teachings of the Vedas, emphasizing their relevance in modern society.
• Women’s Rights: Dayanand Saraswati championed women’s rights, advocating for their education and equal participation in social and religious spheres alongside men.
• Opposition to Child Marriage and Sati: He vehemently opposed practices like child marriage and sati, viewing them as detrimental to society and antithetical to Vedic principles.

Educational Reforms:

• Dayanand Saraswati established several Gurukuls to impart Vedic knowledge to his followers and empower them to disseminate this wisdom further.
• Influenced by his philosophy and vision, his disciples founded the Dayanand Anglo Vedic (DAV) College Trust and Management Society following his demise in 1883.
• The first DAV High School was founded in Lahore on June 1, 1886, under the leadership of Mahatma Hans Raj.

Literary Contributions:

• Dayanand Saraswati's philosophical ideas are encapsulated in his notable works like "Satyartha Prakash" and "Veda Bhashya," shedding light on his vision for Hindu reform.
• His thoughts were further disseminated through the journal "Arya Patrika," which he edited, reflecting his philosophical convictions.

Arya Samaj:

• Founded by Dayanand Saraswati in Bombay in 1875, the Arya Samaj, meaning "society of the nobles," aimed to reform Hinduism by steering it away from superstition.
• With the motto "Krinvanto Vishwam Aryam" meaning "Make this world noble," the Samaj advocated for a return to the true essence of Hinduism, rejecting ritualistic practices like idol worship, pilgrimage, and animal sacrifice.
• In the 1880s, the Samaj actively supported widow remarriage, promoting social reforms aligned with its principles.

• The Arya Samaj's influence extends beyond India, with active branches worldwide.

Why is it in the News?

The All India Council for Technical Education (AICTE) recently introduced a scheme named 'Support to Students for Participating in Competitions Abroad' (SSPCA).

About the Support to Students for Participating in Competitions Abroad (SSPCA) Initiative:

• The SSPCA Initiative, spearheaded by the All India Council for Technical Education (AICTE), aims to enhance the global competitiveness of Indian students in technical education.
• Crafted to provide financial backing to students aspiring to excel in international scientific events, the initiative offers a comprehensive support system.

Financial Assistance and Mentorship:

• Under the SSPCA scheme, individual students or student teams can avail themselves of travel grants to engage in international competitions.
• This assistance encompasses financial aid, mentorship, logistical support, and networking opportunities, empowering students to effectively represent India on the global stage.
• Financial aid extended by the AICTE scheme amounts to up to Rs 2 lakh per student, covering various expenses such as international and domestic travel, registration fees, visa applications, accommodation, airport taxes, travel insurance, and equipment costs associated with the competition.

Eligibility:

• Eligibility for the SSPCA initiative extends to students enrolled in diploma, B.E./B. Tech, integrated M. Tech, and M./M. Tech programs in AICTE-approved institutions.
• Each team of students is entitled to financial support under the scheme once during the course of their study.

About the All India Council for Technical Education (AICTE):

• Established as the statutory body and national-level council for technical education in India, the AICTE has played a pivotal role in shaping the landscape of technical education in the country.
• Founded in 1945 as an advisory body, it gained statutory status through an Act of Parliament in 1987.

Functions:

• The AICTE is responsible for granting approval for the establishment of new technical institutions, the introduction of new courses, and variations in intake capacity.
• It sets and upholds norms and standards for technical institutions to ensure quality development.
• Additionally, the AICTE promotes technical education through various schemes aimed at fostering innovation, faculty development, research and development, and inclusivity for women, the handicapped, and marginalized sections of society.
• Technical institutions under the AICTE's purview encompass a wide array of programs, including post-graduate, undergraduate, and diploma courses across multiple disciplines.
• Headquartered in New Delhi, the AICTE continues to be at the forefront of advancing technical education and innovation in India.

Why is it in the News?

In a recent observation, the Supreme Court, headed by Chief Justice of India D Y Chandrachud, highlighted that the right granted to religious and linguistic minorities to establish and administer their educational institutions under Article 30(1) of the constitution was not intended to "ghettoise" them.

What is Article 30 of the Indian Constitution?

• Article 30 of the Indian Constitution states the right of minorities to establish and administer educational institutions.
  • It says: “All minorities, whether based on religion or language, shall have the right to establish and administer educational institutions of their choice.”

When was Article 30 adopted?

• Article 30 was adopted on December 8, 1948.

Features of Article 30 of the Indian Constitution:

• Article 30 of the Indian constitution consists of provisions that safeguard various rights of the minority community in the country keeping in mind the principle of equality as well.
• Article 30(1) says that all minorities, whether based on religion or language, shall have the right to establish and administer educational institutions of their choice.
• Article 30(1A) deals with the fixation of the amount for the acquisition of property of any educational institution established by minority groups.
• Article 30(2) states that the government should not discriminate against any educational institution on the ground that it is under the management of a minority, whether based on religion or language while giving aid.

The debate around Article 30:

• On December 8, 1948, the Constituent Assembly debated the need for imparting primary education in one's mother tongue.
  • One of the members of the Assembly moved an amendment to restrict the scope of this article to linguistic minorities.
  • He argued that a secular state should not recognise minorities based on religion.
• Another member of the Assembly proposed to guarantee linguistic minorities the fundamental right to receive primary education in their language and script.
  • He was concerned about the status of minority languages, even in regions which had a significant minority population.
• The Constituent Assembly rejected the proposals.

What is Article 29 of the Indian Constitution?

• Both Article 29 and Article 30 guarantee certain rights to minorities.
• Article 29 protects the interests of minorities by making a provision that any citizen/section of citizens having a distinct language, script or culture has the right to conserve the same.
• Article 29 mandates that no discrimination would be done on the grounds of religion, race, caste, language or any of them.

Concept of Minority in the Indian Constitution:

Religious minorities:

• While Article 30 and Article 29 of the Constitution do not specify 'minorities' in India, it is classified into religious minorities and linguistic minorities.

Religious Minorities in India:

• The basic ground for a community to be nominated as a religious minority is the numerical strength of the community.
  • For example, in India, Hindus are the majority community.
  • As India is a multi-religious country, it becomes important for the government to conserve and protect the religious minorities of the country.
• Section 2, clause (c) of the National Commission of Minorities Act, declares six communities as minority communities. They are:
  • Muslims
  • Christians
  • Buddhists
  • Sikhs
  • Jains and
  • Zoroastrians (Parsis)

Linguistic Minorities:

• A class or group of people whose mother language or mother tongue is different from that of the majority groups is known as the linguistic minority.
  • The Constitution of India protects the interests of these linguistic minorities. 

Why is it in the News

The Ministry of Education on Thursday launched ‘Prerana’, an experiential learning programme, which will operate from the vernacular school in Prime Minister Narendra Modi’s birthplace Vadnagar, Gujarat where Mr. Modi studied when he was a student.

Context:

• The Department of School Education & Literacy, operating under the Ministry of Education, Government of India, has unveiled 'Prerana: An experiential learning program.'
• This innovative initiative is specifically crafted to deliver a profound, distinctive, and motivational learning experience to its participants.
• The overarching goal of this program is to cultivate and nurture leadership qualities among the individuals involved, thereby contributing to their holistic development and empowering them with the skills necessary for effective leadership in various contexts.

What is ‘Prerna’ Program?

• Prerana is driven by a strong commitment to integrate principles of Indian education system and the philosophy of value-based education which is a corner stone of the National Education Policy (NEP) 2020.
• It is a week-long residential program for selected students of class IX to XII.
• It is an experiential and inspirational learning program for students with the best-in-class technology where heritage meets innovation.
• A batch of 20 selected students (10 boys and 10 girls) will attend the program, every week from various parts of the country.
• Prerana program will run from a Vernacular School, established in 1888, in one of the oldest living cities of India, Vadnagar, district Mehsana, Gujarat.
• The curriculum of Prerana School prepared by IIT Gandhi Nagar is rooted in nine value based themes:
  • Swabhiman and Vinay
  • Shaurya and Sahas
  • Parishram and Samarpan
  • Karuna and Sewa
  • Vividhta and Ekta
  • Satyanishtha and Shuchita
  • Navachar and Jigyasa
  • Shraddha aur Vishwas, and
  • Swatantrata and Kartavya.
• The program based on above themes will inspire the youth and foster respect for Bharat's unity in diversity, embodying the spirit of "Vasudhaiva Kutumbakam" and will contribute by making the youth of today, a flame holder for Viksit Bharat.
• Towards this endeavour, the participants will be guided by mentors from prestigious institutions.
• Selection Procedure: Students can register through the portal, wherein applicants can fill the requisite details to be a part of the ambitious and aspirational Prerana program.
  • The registered applicants will go through a selection process, as prescribed on the portal.
  • Applicants can also join the selection procedure conducted at the School/block level,  on designated ‘Prerana Utsav’ day, through various activities based on the ethos of Prerana to evaluate for well rounded personalities keen to shape the future of our nation.
  • Upon selection, the 20 participants (10 boys and 10 girls) will be attending the Prerana program and embark on a journey of inspiration, innovation, and self-discovery.
• After the program, the participants will carry the ethos of Prerana into their respective communities,  become change makers and spark positive change to inspire others.

Why in the News?

The Study In India (SII) portal was recently introduced by the Education Ministry, aiming to promote Indian education among international students.

About the Study in India (SII) portal:

• The Study in India (SII) portal serves as a dedicated website offering comprehensive information about higher education institutions (HEIs) in India.
• The main objective of the portal is to establish India as a global education hub and attract students from diverse backgrounds.
• The portal showcases a wide range of academic programs available in the HEIs, including undergraduate, postgraduate, and doctoral courses, along with courses related to the Indian Knowledge System (IKS), such as Yoga, Ayurveda, and classical arts.
• Detailed information about the academic facilities, research support, and other related offerings in the institutes is provided on the portal.
• It acts as a convenient one-stop platform for students, enabling them to register, apply for a visa, select desired courses, and receive offer letters from their chosen institutes.
• The portal allows students to apply to multiple institutes or courses of their preference, simplifying the application process.
• Study in India (SII) offers a streamlined and well-organized application process, providing international students with easy access to higher education opportunities in India.

What is Study in India (SII) Programme?

• The Study in India (SII) program is a prominent initiative initiated by the education ministry in 2018 with the aim of positioning India as a premier education destination for international students.
• The program seeks to attract foreign students to pursue higher education in India, providing them with valuable educational opportunities offered by renowned Indian universities.

Why in the News?

In New Delhi, the logo, slogan "Jan Jan Sakshar," and mobile application of ULLAS were recently unveiled by Shri Dharmendra Pradhan, the Union Minister of Education and Minister of Skill Development and Entrepreneurship.

About the ULLAS Initiative:

• The ULLAS (Understanding Lifelong Learning for All in Society) initiative, holds the potential to revolutionize education and literacy nationwide.
• Its primary objective is to create a learning ecosystem that reaches every individual, bridging the gaps in basic literacy and essential life skills.
• Targeting citizens aged 15 and above who missed the opportunity to attend formal schooling, the initiative imparts basic education, digital and financial literacy, and critical life skills.
• Implementation is driven by volunteerism, emphasizing community participation.
• The slogan of the initiative is "ULLAS: Nav Bharat Saksharta Karyakram."
• To support its goals, the ULLAS app was launched, designed with user-friendliness and interactivity in mind.
• Available on both Android and iOS platforms, the app serves as a digital gateway for learners to access a diverse range of learning resources through the DIKSHA portal of NCERT.
• The ULLAS app facilitates the registration of learners and volunteers, either through self-registration or with the assistance of surveyors.
• Significance:
• This app plays a crucial role in promoting functional literacy, vocational skills, and vital life skills such as financial literacy, legal literacy, digital literacy, and empowering citizens to actively participate in nation-building efforts.
• Furthermore, the ULLAS Initiative nurtures a culture of continuous learning and knowledge-sharing within communities across India, fostering a brighter future for the nation.

What is the News ?

The National Medical Commission (NMC) of India has recently earned a 10-year recognition status from the World Federation for Medical Education (WFME).

Facts About:

WFME is a worldwide organization dedicated to the training and education of medical doctors.

Their mission is to work towards better healthcare for all people.

WFME's primary goal is to elevate the quality of medical education on a global scale by promoting the highest scientific and ethical standards.

They achieve this goal through several means, including:

• Establishing standards in medical education
• Advocating for the accreditation of medical schools
• Developing databases related to medical education
• Initiating projects focused on the future of medicine and medical education
• Publishing informative materials and forming partnerships

WFME was established in 1972 and has its headquarters in Ferney-Voltaire, France.

Notably, WFME is the organization that officially represents medical teachers and medical teaching institutions on a global scale, serving as their voice before the World Health Organization (WHO).

WFME's accreditation program plays a crucial role in ensuring that medical institutions meet and uphold the highest international standards in education and training.

What is the News ?

Recently, the final National Curriculum Framework (NCF) has been released by the National Council of Educational Research and Training (NCERT).

Facts About:

• Framed by: The NCF was drafted by the National steering committee headed by former Chairman of the Indian Space Research Organisation (ISRO), K. Kasturirangan.
• Key points:
  • For languages: 
    • From now, Students in Classes 9 and 10 will need to learn three languages, of which at least two will be native to India.
    • Classes 11 and 12, students will learn two languages, including one of Indian origin.
  • Board Exams: The NCF states that all students will be allowed to take Board exams on at least two occasions during any given school year, with only the best score being retained.
  • New Text books: It follows the lead of the National Education Policy (NEP) 2020, and gives assent for formulating new textbooks from Grades 3 to 12 under the Central Board of Secondary Education (CBSE).
  • Number of Subjects: For students from Classes 9 to 12 has to study five mandatory subjects, with an option of adding one more subject.
  • Now, the number of mandatory subjects for Classes 9 and 10 is seven and six for Classes 11 and 12.
  • Optional subjects have been grouped in three parts in the NCF.
    • The first optional group includes art education, physical education and vocational education.
    • The second group includes Social Science, the Humanities, and interdisciplinary areas.
    • The third group includes Science, Mathematics, and computational thinking.
  • Shift to semester-based term: The NCF has recommended that in the long term, all Boards should change to semester or term-based systems.
  • Now, there is no hard separation between academic and vocational subjects, or between Science, Social Science, Art, and Physical Education.

NCF from NEP 2020:

The NCF brings the aims and commitments of the NEP:

• This includes the full range of human capacities, values and dispositions that are aimed to be developed in school education.
• Pedagogy, practices, and culture must work in tandem to develop these, and move away from an overemphasis on memorization and content accumulation; in fact, content reduction is required to create space for such development.
• The 5+3+3+4 Curricular and Pedagogical structure of school education is reflected in the learning standards, the content, the pedagogy, and the assessment approaches.
• It is integrative and holistic with equal status to all subjects and learning domains from Math to Sports. 
• It integrates vocational education in all schools, and there is integration across subjects while developing rigorous subject understanding and capacities.

National Council of Educational Research and Training (NCERT):

• The National Council of Educational Research and Training (NCERT) is an autonomous organisation set up in 1961 by the Government of India to assist and advise the Central and State Governments on policies and programmes for qualitative improvement in school education.
• The major objectives of NCERT and its constituent units are to:
  • Undertake, promote and coordinate research in areas related to school education
  • Prepare and publish model textbooks, supplementary material, newsletters, and journals and develops educational kits, multimedia digital materials, etc.
  • organize pre-service and in-service training of teachers
  • develop and disseminate innovative educational techniques and practices
  • Collaborate and network with state educational departments, universities, NGOs and other educational institutions

Source: https://pib.gov.in/PressReleaseIframePage.aspx?PRID=1951485

What is the News ?

Recently, Union Education Minister Dharmendra Pradhan launched the first State of Elementary Education in Rural India report.

Facts About:

Key Highlight of the Report:

Pan-India survey was conducted by the Development Intelligence Unit (DIU), across 6,229 rural households in 20 states, focussing on 6 to 16-year-old children in rural communities.

Equality Among Gender: Parents from rural communities believe that a child’s gender, whether a boy or a girl, should not hinder their educational aspirations. 

• Total of 78 percent of parents of girls and 82 per cent of parents of boys wanted to educate their children to graduation and above.

Parental participation: About 84 percent of parentsregularly attend parent-teacher meetings, demonstrating their active involvement in their children’s education.

Role of Parents: Majority of children (62.5 per cent) are under the supervision of their mothers when it comes to their studies, while 49 per cent are supervised by their fathers.

• Over 38 per cent of parents opt for private tutors to further enhance their children’s education.
• About 26 per cent of the children study under the supervision of a private tutor.

Drop Outs: Out of the total dropped-out children, around one-fourth of male children discontinued their education during primary schooling, due tolack of interest in studies.

• Dropout rate for female children is high at 35 per cent, due to the need to contribute to the family’s earnings. 
• A higher proportion of both boys and girls dropped out of school after completing the primary school education (75 per cent for boys and 65 per cent for girls).

Increased access to smartphones: Nearly half, 49.3 percent of students in rural India have access to smartphones. 

• 76.7 percent of these students primarily use their phones for entertainment purposes, such as playing video games and watching movies. 
• Only 34 percent of smartphone-accessible students use their devices for study-related downloads, while 18 percent access online learning through tutorials.

Learning Environment at Home: 40 percent of parents have age-appropriate reading materials available at home, beyond school books. 

• Only 40 percent of parents engage in daily conversations with their children about their school learning, while 32 percent have such discussions a few days a week.

Source: https://indianexpress.com/article/education/78-parents-in-rural-india-want-their-daughters-to-study-till-graduation-and-beyond-report-8885528/#:~:text=in%20family's%20earnings.-  ,According%20to%20the%20survey%2C%20one%2Dfourth%20of%20male%20children%20dropped,after%20completing%20primary%20school%20education.