U'khand govt starts 'Super 100' program to give free coaching to medical, engineering aspirants
School Education Minister Dr. Dhan Singh Rawat started the programme for Class 12 science students studying in government schools under the "
Samagra Shiksha Abhiyan
".
Under the programme, 100 meritorious students of the state have been selected on the basis of entrance examination.
He said that in this programme to be run in Dehradun for a total of 45 days from June 1 to July 15, all the facilities will be given free to the selected students, which includes food, accommodation, study material and arrangement of teachers for coaching.
The minister said that the cooperation of Avanti Fellows organisation is also being taken in this programme.
Additional State Project Director of Samagra Shiksha Kuldeep Gairola said that after 45 days of offline studies, these students will return to their schools and after that they will be given online coaching for the whole year.
He said that during coaching, students will be continuously evaluated so that they can prepare for competitive examinations in a better way. PTI
Hashtags
Try Our AI Features
Explore what Daily8 AI can do for you:
Comments
No comments yet...
Related Articles
New Indian Express
2 days ago
- New Indian Express
EWS quota in Andhra Pradesh: Notification for class 1 admissions out
VIJAYAWADA: The State government has issued an additional notification for Class 1 admissions in private unaided schools under the 25% quota for children from economically weaker sections (EWS) and disadvantaged groups for 2025-26. According to Samagra Shiksha, the notification is aimed at filling the remaining seats after earlier admission rounds. Online applications will be accepted from August 12 to 20, with eligibility verification on August 21. The lottery will be held on August 25, and final admissions will be completed by August 31. Parents can apply through the official website, where detailed guidelines will be available from August 12. Only schools within a 5 km radius of the applicant's residence will be shown, provided they have quota seats available. Sibling preference will be given if an elder child is already enrolled in the same school. Aadhaar details of the child, parents or guardian are mandatory. Income proof under EWS requires an AAY card or rice card. Children admitted in previous rounds or those declared ineligible under the BPL category cannot apply in this phase. Samagra Shiksha State Project Director B Srinivasa Rao urged parents to apply within the given dates.
The Hindu
2 days ago
- The Hindu
Applications invited for vacant seats for free education in private schools in Andhra Pradesh
The Samagra Shiksha on Saturday issued an additional notification for Class 1 admissions in private schools from August 12. In a statement, Samagra Shiksha State Project Director B. Srinivasa Rao said 25% of the seats in Class 1 in all private unaided schools across Andhra Pradesh were reserved for children from economically weaker sections and disadvantaged groups. In continuation of the earlier notification, the remaining vacant seats will be filled through this notification and parents can apply online for admissions under this quota. The online applications can be submitted from August 12 to August 20, while verification of the student's eligibility will be done on August 21. Lottery results will be announced on August 25 and admissions in schools will be finalised on August 31. Mr. Rao said detailed guidelines for the application process will be available on the website from August 12. 'Once submitted, no changes or corrections to the applications will be allowed,' he said. The official said that only the names of private schools within a 5 km radius will appear on the website. Schools will be listed only if seats are available under the 25% quota in them. Referring to the rule pertaining to sibling preference, he said if the applicant's sibling is already studying at the same school, that school will be given first preference for admission. The Aadhaar details of the child, parents or guardian are mandatory. If the child does not have an Aadhaar card, the parents' Aadhaar cards can be used. For orphans or wards, the guardian's Aadhaar can be used, he said. Children who have already been admitted in the first and second rounds of admissions are not eligible to apply this time. The applicants previously declared ineligible under the BPL category also should not apply.
Hindustan Times
3 days ago
- Hindustan Times
What gets counted, counts
Sixteen years have passed since India last counted its people in the decadal Census. With the next Census finally notified to collect data till March 1, 2027, the country is set to fill a critical gap in its data landscape. Since 2011, several laws and policies have been introduced, often in the absence of updated, reliable data. Yet, one of the most persistently overlooked areas remains the education of children with disabilities. Education (HT) The last decade-and-a-half has seen a major shift in the way India approaches education for children with disabilities. The country has moved from segregated or integrated models to a more inclusive system, where children with disabilities study alongside their peers. This shift has been formalised through the Rights of Persons with Disabilities Act, 2016 (RPWDA), which guarantees inclusive education as a right, and the 2011 amendment to the Right to Education Act, 2009, which extended the right to education to children with disabilities. On the policy front, schemes like the Samagra Shiksha Abhiyan and the National Education Policy 2020 have laid out a framework for inclusive education. But, amidst all these sweeping changes, one thing has remained unchanged--the absence of comprehensive data on children with disabilities. It would be inaccurate to say that no efforts have been made to gather data, but the real question is: Have they been adequate? Or are we still building policies on an incomplete picture? The primary source of data on children with disabilities in India remains the outdated Census 2011. While it provided insights on total numbers, age and gender distribution, and school enrolment, it only accounted for seven categories of disabilities–far fewer than the 21 recognised under the RPWDA. A more recent effort, the 76th National Sample Survey (2018), offered limited insights on school enrolment, but lacked disaggregation by age or type of disability. Two other datasets offer some insights. The first is the 8th All India School Education Survey (2009), which is now outdated and of limited relevance. The more current and comprehensive source is the Unified District Information System for Education (UDISE) 2023–24. It captures key indicators like enrolment, drop-out rates, accessible infrastructure, special schools, and teacher training. Importantly, it also recognises all 21 disability categories under the RPWDA. Yet, even UDISE has significant blind spots. It excludes data on out-of-school children and those receiving home-based education and does not disaggregate the data by disability. As a result, there is currently no single, comprehensive, and up-to-date source that captures the full picture of children with disabilities in education. As discussed, the absence of updated and intersectional data leads to policies that wander aimlessly. But the cost of poor data goes beyond ineffective governance. When we don't know the scale of a problem, it fails to trigger urgency. Take, for instance, the NFHS 2016 findings on child malnutrition and anaemia in women, which spurred public concern and led to the launch of the Poshan Abhiyaan in 2018. When data is lacking, the issue itself becomes invisible in public discourse and sidelined in policy. This has long been the case with children with disabilities. Consider this: As per Census 2011, India had 78.6 lakh children with disabilities. Yet, according to UDISE 2023–24, only records 21 lakh enrolled in schools. What happened in these 16 years? Did the number decline drastically, or are millions simply out of school? This data vacuum fosters a dangerous complacency, weakening both public pressure and government response. The 2021 Census, now rescheduled for completion by 2027, offers a long-overdue opportunity to correct course. It can close the data gap for children with disabilities, but only if designed with intentionality. At a minimum, it must align with the RPWDA and recognise all 21 legally defined disability categories. It should also collect disaggregated data by age, gender, and location, and include specific questions on school enrolment and educational access. But better questions are only the starting point. The quality of disability data depends significantly on how it is collected. Enumerators must be trained to sensitively identify all forms of disability, the language and format of questions must be accessible and inclusive, and caregivers and community workers should be involved in the process. As NITI Aayog's Strategy for New India@75 notes, accurate identification remains a challenge, as many families hide disabilities to avoid discrimination. At the same time, a decadal exercise alone cannot anchor inclusive planning. Census data, while useful for macro-level analysis, is too infrequent to reflect the dynamic realities of children's lives, such as transitions in and out of school or changing support needs. That's why the Census must be complemented not replaced by robust, annual, and integrated data systems that monitor the full journey of children with disabilities, from enrolment to learning outcomes and transitions to higher education or employment. This requires strengthening databases like UDISE to include out-of-school children and those in home-based education, and disaggregating key indicators by type of disability. It also calls for better coordination across ministries to build a shared understanding of needs. For children with disabilities, the absence of data is not just a technical flaw, it signals exclusion. What isn't counted isn't seen, and what isn't seen isn't served. The Census is not just a chance to update numbers; it is a test of our national commitment to inclusion. If designed well, it could catalyse a decade of data-driven reform. But it cannot stand alone. Real accountability means treating disability data not as a one-time exercise, but as an ongoing responsibility. Inclusion begins with visibility. This article is authored by Somya Jain, research fellow, disability, inclusion and access, Vidhi Centre for Legal Policy, New Delhi.
