SS funds only if TN signs PM SHRI pact: Centre
'An MoU has to be signed between the central government and the respective state governments. A number of state governments have signed it and the funds have been released. As far as TN is concerned, they have not yet signed it, and therefore, funds are not released,' Sundaresan told the bench.
Additional Advocate General (AAG) J Ravindran, appearing for the state government, called it a 'big brother attitude' to say that funds would be released only if the MoU is signed.
The bench asked the ASG whether an MoU could be framed without the conditions to implement the three-language policy or NEP.
He said he could reply only after discussing it with the department concerned and that would require time.
Sundaresan also informed the court that as per sub-section 6 of section 7 of RTE Act, the central government shall develop a framework of national curriculum with the help of academic authorities specified under section 29 and therefore it is a body that looks into NEP, which is applicable across the country.
The bench reserved the orders and directed the AAG to submit the minutes of the meeting of the government authorities scheduled for May 28 to discuss the issue.
Try Our AI Features
Explore what Daily8 AI can do for you:
Comments
No comments yet...
Related Articles
New Indian Express
21 hours ago
- New Indian Express
The real push education in India needs
What is the defining purpose of education? Is it to make more people literate, create economic resources for a country, skill its population, reduce unemployment, or more? Mahatma Gandhi once said, 'Literacy in itself is no education…By education I mean an all-round drawing out of the best in the child and man-body, mind and spirit.' In that vein, education can be viewed as necessary to create thoughtful citizens with the skills to navigate an ever-changing world, who can engage and negotiate with the instruments of democratic rule and create a more inclusive, sustainable future. Today, the world is made increasingly uncertain by conflicts, climate change, and the unfettered growth of artificial intelligence. In these circumstances, education systems need to produce aware, young people with the skills necessary to solve the problems they are likely to face. Mechanical knowledge of subjects is no longer prized; it is the ability to put that knowledge to use that is viewed as important. The twin responsibilities of education systems, therefore, are to prepare young people for life and its challenges, and to ensure each young person learns effectively by providing them the opportunity to do so at their own pace. Given this, where do we stand today? From a policy perspective, setting aside for a moment the political discussions under way in different parts of the country, the National Education Policy (NEP) 2020 provides a reasonable framework for progress—one that would help achieve the very goals mentioned. However, policy documents are one thing and practical implementation quite another—and it is in the latter that progress has been uneven, or we have often been found wanting. First, let's look at the foundation. The latest Annual Status of Education Report notes an uptick in reading and mathematical abilities among schoolchildren after the government's emphasis on early learning. However, that uptick starts from a low base; with only 25-45 percent of children across grades able to read or do simple maths, we are still far from where we need to be. The Unified District Information System for Education report for 2023-24 shows that only 54 percent of all schools have access to the internet while only 50 percent have functional computers for students.
The Hindu
21 hours ago
- The Hindu
The rising challenge of university and college closures
Global higher education is undergoing a paradoxical shift. On the one hand, student enrolment is booming, with over 254 million currently enrolled in higher education institutions. This figure has more than doubled over the past two decades and is projected to rise. On the other hand, despite this growing demand, university closures and mergers loom large in many countries. Much more attention needs to be focused on these failures, which affect students, staff, and society. There are many reasons for this unhappy situation — population declines, a growing scepticism about the return on investment from a university degree, populist opposition to science and higher education, shifts in government funding to higher education institutions, predatory private providers, technological disruption, rise of online learning, and others. The consequences are already visible: a wave of campus closures and mergers that is reshaping the higher education map in many countries. In many cases, closures and mergers are not signs of strategic innovation, but rather responses to institutional distress. While exact figures are difficult to determine, it is estimated that hundreds of universities and colleges worldwide have shut down or merged in recent years. The Indian case India is not immune to these trends — but at the same time is an unusual case since its population continues to grow and the number of young people seeking post-secondary education is expanding as well. While the number of universities and colleges in India continue to expand, smaller institutions, especially private engineering and management colleges, are facing closure. The National Education Policy (NEP), 2020 sets an ambitious road map for improving access in the sector. One of the most significant targets set by the NEP is to raise the Gross Enrolment Ratio (GER) in higher education to 50% by 2035. Another key recommendation is the expansion of higher education institutions into underserved regions. However, recent developments reveal a contrasting reality on the ground. The All India Council for Technical Education (AICTE) imposed a two-year moratorium on the establishment of new engineering colleges in traditional areas of engineering in 2020-21. This was lifted only in 2023-24. In the current academic year, the AICTE approved the closure of 27 private colleges nationally. These institutions have stopped accepting new students — current students can complete their programmes. Furthermore, many affiliated colleges under the supervision of State universities are quietly being phased out. For example, in 2024 alone, 14 colleges affiliated with Mahatma Gandhi University in Kerala shut down due to declining enrolment and financial difficulties. The Karnataka government is currently reviewing the continuation of nine newly established public universities in the State. Similarly, in 2024, Anna University in Tamil Nadu decided to close down 12 of its affiliated engineering colleges due to very low enrolment rate. Unfortunately, national agencies such as the University Grants Commission or State government data do not provide an accurate picture of college closures nationally. Only the AICTE provides detailed data on closures. Global phenomenon Universities and colleges in many countries are struggling to stay viable amid shifting demographics, rising operational costs, and evolving societal perceptions of higher education's value. Countries facing significant demographic declines, such as Japan, South Korea, and Taiwan, face especially serious problems — and in these countries the large majority of students are in private universities. And in all three countries, the government has considerable power over private institutions. In Japan, 33 universities have closed in the past few years and another 29 have merged with other institutions — and these numbers will significantly grow. A similar number have closed in South Korea, and others, called 'zombie' universities, are kept alive through government funding. In both South Korea and Japan, most failed institutions are in provincial areas where population decline is especially evident. In the U.S., 79 universities have closed in the past five years and at least another 80 are in imminent danger. Most of these schools are private and in rural areas with declining populations, and enrolments have declined precipitously. Mergers are also increasingly common though accurate statistics are unavailable. But a few are public — for example, in the state of Pennsylvania, which has a large number of small public colleges, the State government is merging these institutions to reduce costs. In the U.K., a majority of the non-elite universities have fiscal deficits and have been firing large number of academic and other staff. A decline in the number of overseas students, stimulated by more restrictive government policies, will exacerbate financial problems. Similar issues are evident in Canada and to a less extent in Australia. In the Canadian case, many vocationally oriented colleges, some of which have engaged in shady academic policies, have deep financial problems —estimates are that more than 80 public or non-profit colleges have already closed. Globally, closures and mergers do not affect research intensive universities but rather institutions at the lower end of the academic hierarchy. Top institutions, such as those in the U.K. and those targeted in the U.S. under the Trump administration, may face crises, but not existential threats. Early warning Competition and institutional closures are natural in any sector, including higher education. However, ignoring warning signs make the situation worse. India currently benefits from a large youth population, but changing birth rates will lead to a demographic decline in the future, similar to the East Asian and U.S. experience. This potential shift emphasises the need for sustainable strategies to ensure the stability and quality of higher education institutions. A college or university in crisis typically shows many early warning signs. In India, common indicators include a consistent drop in student admissions over time, which affect both public and private institutions. Over-reliance on tuition fees can also be considered a sign of crisis. Academically, signs of trouble include the reduction or closure of programmes, non-renewal of faculty contracts, and the resignation of prominent faculty members without proper replacements. Governance issues, such as frequent leadership changes, and reputational challenges such as poor campus infrastructure, unpaid electricity bills and inadequate student support services, further signal decline. The public, including students, parents, and faculty, should observe early warning signs of a college or university in crisis to avoid long-term harm to them. Practical steps to identify these signs include reviewing publicly available data, such as enrolment figures over the past few years. To enhance transparency, displaying this data on the institution's website should be made mandatory. Government authorities have a responsibility for tracking institutional performance and financial stability as well. (Eldho Mathews is programme officer (internationalisation) at the Kerala State Higher Education Council. Philip G. Altbach is professor emeritus and distinguished fellow, Center for International Higher Education, Boston College, United States; views are personal)
Indian Express
a day ago
- Indian Express
‘Prashasan se Parichay' : From understanding dairy models to key govt functioning, Haryana students of Sirsa experience learning beyond textbooks
Setting a model for the rest of the country, Sirsa district administration in Haryana is quietly transforming civic education with a pioneering initiative that brings governance closer to young citizens. Titled 'Prashasan se Parichay', this civic exposure programme is offering school and college students a rare, structured opportunity to experience government functioning first-hand — not through textbooks, but through direct engagement. Under the initiative launched in October 2024, five meritorious students currently in Classes 9 to 12 are invited from each school to understand the functioning of government offices in a two-day module. The programme has been designed in line with the National Education Policy (NEP) 2020, emphasising experiential learning. The selection is based on their academic performance in Classes 8, 9, 10, and 11 during 2023–24. On Mondays, students observe the working of various government offices, while Thursdays are dedicated to field visits to industries and enterprises. 'It's not just an event — it's a looped, replicable model that places young learners at the heart of real government functioning,' said Lakshit Sareen, Additional Deputy Commissioner, Sirsa, told The Indian Express. What sets the initiative apart is its immersive, hands-on approach. On Mondays, students observe key government functions — from Samadhan Shivirs handling public grievances to RTA and police departments explaining road safety and the FIR process. They learn about child protection mechanisms at the District Child Protection Office (DCPO), digitised service delivery through the District Citizen Resources Information Office (DCRIO), and grassroots governance at the Zila Parishad, Block Development Program Office. (BDPO), and Municipal Council. Sessions with the Additional Deputy Commissioner provide broader insights into the administrative framework. Thursdays connect students with the economic backbone of the region. They visit white shrimp farming units (Sirsa leads North India in this sector), Miyawaki forests developed by the Forest Department, the Vita milk plant illustrating cooperative dairy models, and procurement mandis that sustain the rural economy. These experiences provide a comprehensive understanding of how governance and development intersect on the ground. 'Exposure to real-world enterprises also helps them make informed choices about vocational subjects or future careers,' said officials from the Sirsa district administration. So far, 160 students have directly participated in the programme — 70 from seven government colleges, 70 from 14 Centre-run PM SHRI senior secondary schools, 19 from four private schools, and 9 toppers from Class 10 and 12, said Sareen. After completing a day module, each student delivers a speech in their school's morning assembly, addressing around 100 peers. They also submit reflective essays — with awards for the best entries — and proudly wear their 'Administration Ambassador' badges. Educators have responded enthusiastically. For many students, particularly first-generation learners, this has been their first meaningful interaction with public institutions. The programme fosters not just awareness, but also curiosity, confidence, and a deeper sense of civic identity, according to the feedback of students provided through essays. 'The core idea is to make governance real and inspiring for the youth. It's been heartening to see students return not just with knowledge, but with a sense of purpose,' said Sareen. At a time when civic disengagement among youth is a growing concern, Sirsa's Prashasan se Parichay offers a powerful counter-narrative — students don't just learn about democracy; they are living it. Amit Manhar, nodal officer of the programme, said that though the program has been designed for government schools and colleges private school students are also participating. 'We are getting overwhelming response from the students and their principals,' Manhar said. Tejasvi, a Class 11 humanities student from Government Girls Senior Secondary School, Nathusari Kalan, shared her thoughts: 'It was an enriching experience to be part of Prashasan se Parichay. We learned about solid waste management and how 120 tonnes of garbage is transported daily to the dump site. I also had the opportunity to interact with the District Rural Officer and understand how the official machinery functions.' Kritika, a Class 11 student from The Sirsa School, a private institution, echoed similar sentiments: 'My hesitation about visiting government offices disappeared after seeing how various departments work during our visit two weeks ago. It's important to gain practical knowledge beyond just reading theory. We interacted with the Sanitary Inspector and attended a Samadhan Shivir — a platform that addresses public grievances directly.' The programme is an initiative by the District Administration, Sirsa, conceptualized and led by Lakshit Sareen, Additional Deputy Commissioner, Sirsa. Shantnu Sharma Deputy Commissioner, Sirsa is guiding the whole team, said Manhar.
