Union Minister Bandi Sanjay asks TGPSC to provide details of selected candidates of Group-1 exam
Sanjay is seeking to implead in the petition filed by Group-1 aspirants in the Telangana High Court. Recently, several aspirants approached Sanjay alleging irregularities in the conduct of the Group-1 examination and selection process and sought justice.
Following this, the Minister of State wrote to the TGPSC chairman seeking details of all 563 selected candidates, including the marks list, the language in which the test was taken, hall ticket numbers for both Prelims and Mains, category, and details of alleged violations of rules 12.2 and 15.3, with reasons.
He also requested information about the valuation stages, the number of evaluation days and centres, and the total number of hours it took to complete the paper evaluation. Sanjay further sought details of General English and Papers 1–6, including medium-wise attendance, whether aspirants followed the biometric system, and if not, the reasons for non-compliance.
He also asked whether there were any discrepancies in attendance or absentee data. Sanjay alleged that a leak on social media suggested that 618 aspirants scored over 450 marks, which matched the official release, and questioned what action was taken against those responsible.
Sanjay also requested details on claims that over 1,500 candidates received the same marks, where hall ticket numbers were in the range of 0–50, and aspirants alleged the use of a coded marking algorithm. He questioned why only TGPSC followed this system when even UPSC and APPSC reportedly do not.
Hashtags
Try Our AI Features
Explore what Daily8 AI can do for you:
Comments
No comments yet...
Related Articles
The Hindu
2 hours ago
- The Hindu
The Derozio effect: a brief, disruptive moment in 19th century colonial Calcutta
'On or about April 1831 in Calcutta, human character changed.' Echoing Virginia Woolf's reflection about modernity, Rosinka Chaudhuri in India's First Radicals: Young Bengal and the British Empire (India Viking) describes a brief, disruptive moment in colonial Calcutta that would send ripples through the history of 19th century Bengal and the British Empire in India. But first, Henry Derozio. In 1826, the gifted 17-year-old Anglo-Portuguese poet was appointed lecturer at the Hindu College in Calcutta. The college itself had been started only a decade ago, with the aim of providing sons of affluent Indians with 'a liberal education' given to English gentlemen. Derozio published two collections of poems in English in the two years that followed: Poems and The Fakeer of Jungheera: A Metrical Tale. He directly addressed his homeland, describing it as a captured eagle: 'My country! In thy days of glory past/A beauteous halo circled round thy brow…/Where is thy glory, where the reverence now?/Thy eagle pinion is chained down at last,/And grovelling in the lowly dust art thou.' Meaning of freedom In another poem, he compared the country to a musical instrument lying unused, 'like ruined monument on desert plain.' In another, he talked about what freedom would mean to the enslaved man, suggesting that to free the unslaved is in fact the principled way forward for the right-thinking person: 'Blest be the generous hand that breaks/The chain a tyrant gave,/And, feeling for degraded man,/Gives freedom to the slave.' Derozio was a catalyst. His bright and spirited students, the Derozians, formed a group — the Academic Association — to debate social issues of the times. Fiercely committed to liberty, reason, and original thinking, the young members opposed the entrenched social, cultural, and religious orthodoxies of the times. In April 1831, Derozio was dismissed from the college on charges of propagating atheism; months later, he died of cholera. Nevertheless, his students continued to advocate for change and make efforts to shape public opinion. In 1843, with the support of British abolitionist George Thompson, the Young Bengal group set up India's first political party, the Bengal British India Society. The new party was underpinned by a powerful vision of equality: 'to secure the welfare, extend the just rights and advance the interest of all classes of our fellow subjects.' Bold and different Young Bengal was not like Macaulay's idea of a 'class of persons, Indian in blood and colour, but English in taste, in opinions, in morals, and in intellect.' These young Indians were boldly different. The Scottish missionary Alexander Duff would describe them as 'a new race of men in the East.' Their radical perspective of equality manifested in principled acts of courage. Radhanath Sikdar, a brilliant mathematics student of Hindu College and member of Derozio's inner circle, joined the Great Trigonometrical Survey of India under George Everest. When Sikdar saw his workmen being unfairly forced to carry personal goods by Indian burkandazes (footmen) of the police establishment, he confiscated the goods and confronted the British magistrate: 'There is no regulation authorising the forcible seizure and employment of anybody.' When asked, 'Who the devil are you?' Sikdar replied, 'A man and so are you.' Eventually, Sikdar filed a complaint against the magistrate in a court of law for mistreating the Indian labourers. In doing so, he set a new example for challenging British colonial rule. Some years later, as Chief Computor at the Survey of India, Sikdar would first perform the set of calculations that confirmed that Peak XV — later named Mount Everest — was the highest in the world. In due course, the Surveyor General, Andrew Waugh, would then report Sikdar's results officially, win a medal, and become a Fellow of the Royal Geographical Society. However, Sikdar would be left out of the narrative. Young Bengal was a short-lived phenomenon, but it had planted a seed that would continue to grow. Chaudhuri's engrossing history of India's 'first radicals' notes that their idea of India was similar to that of Gandhi, Nehru, and so many others: 'inclusive, tolerant, eclectic, open to the best of the world's ideas and articulations in their own formulation of the culture of the nation.' What's in a name? In The Great Arc: the Dramatic Tale of How India Was Mapped and Everest Was Named, British historian John Keay writes about the Great Trigonometrical Survey. Waugh proposed that the peak should be named after his predecessor Everest, who had not been popular among Indians. The Buddhist scholar Brian Hodgson suggested the Nepali name 'Devadhanga.' Waugh objected, setting up a committee which noted that the name Devadhanga could apply to many peaks and not just to this one. By 1857, when the great Indian rebellion broke out, the debate over the peak's name ceased. It was taken up again in the early 20th century. Keay mentions one of the Tibetan names that was suggested but not taken up: Mi-thik Dgu-thik Bya-phur Long-nga, which one writer translated as 'You cannot see the summit from near it, but you can see the summit from nine directions, and a bird which flies as high as the summit goes blind.' Disappointingly, Keay's book mentions the contribution of Sikdar in just three paragraphs of as many pages. Uma Mahadevan Dasgupta is in the IAS.
Hindustan Times
3 hours ago
- Hindustan Times
Prospects and challenges of Tamil Nadu education policy
Tamil Nadu chief minister MK Stalin released the Tamil Nadu State Education Policy – School Education on August 8, 2025 reiterating the state's two-language policy of teaching only Tamil and English and the longstanding demand towards restoration of education under the State List. Stalin described it as 'a vision document for the future' tailored to the state's 'unique character' to build an inclusive, equitable, resilient, and future-ready school education system that nurtures every child's potential, ensures holistic development, upholds social justice and empowers the children with futuristic technical skills and values rooted in the state rich cultural heritage. The policy is based on the recommendations of the 14-member committee led by Justice D Murugesan, former chief justice of the Delhi high court. The formation of this committee was announced by the government of Tamil Nadu in April 2022. Tamil Nadu CM MK Stalin described the policy as 'a vision document for the future' tailored to the state's 'unique character' to build an inclusive, equitable, resilient, and future-ready school education system (DIPR) The core challenge of 'Basic Literacy and Numeracy' (BLN) with inclusive approach to the Ennum Ezhuthum Mission (2022-2025) of the TNSEP-School Education 2025 needs to be seen in context of the overall status of school education in the State and the existing ground realities as a comparative study of the vision and reality. The most basic learning requirement of reading, writing, and arithmetic skills at the foundational level needs to be addressed seriously. The Annual Status of Education Research (ASER) report of 2022 indicates that close to 60% of the students at the national level research in Class V could not read a Class II level text and the report of 2023 reveals that 25 per cent of children in the age group of 14-18 years could not read a Class-II level text fluently in their native/regional language. This study also revealed that 40% of the children in the similar age group stated as above could not read sentences in English and the learning outcomes in foundational numeracy skills like subtraction and division is equally poor. The problem of teacher vacancies remains unaddressed for over a decade and half in Tamil Nadu and the policy should address this crisis at the policy implementation stage given the current status of several thousands of state government schools run with a single or two teachers and in most cases with the support of temporary contract staff. A key component of the TNSEP–School Education 2025 is the decision to make Tamil language compulsory across all school boards including CBSE, ICSE and the State Board until Class 10. The decision of the government to retain the board exams only for Classes 10 and 12, and not for Class 11 based on the rationale that Class 11 should be converted as a preparatory and transitional year with a focus on enrichment of subject knowledge, skill development, and academic readiness through continuous, competency-based internal assessment system in a stress-free environment is a policy with mixed opportunities and challenges. The Tamil Nadu government should review the 'no-detention' policy for Classes 1-8 by retaining the 'no-detention' policy from Class I to Class V and introducing a fair, open and inclusive evaluation mechanism (examination system) for the Classes 6-8 in full appreciation of the diverse learning challenges, abilities, conditions and environment of the children. All evaluation methods and examination models are not punitive or penalizing as the policy suggests. The successful implementation of the Basic Literacy and Numeracy (BLN) plan and language education are intrinsically linked to teacher motivation, teaching methodology and continuous evaluation system. This also requires more comprehensive teacher training and continuous teacher education/evaluation which is largely absent under the current school education system. The policy reiterates the state's commitment to its two-language policy – Tamil and English – rejecting the three – language formula prescribed by the NEP-2020. The two-language policy of Tamil Nadu is seen as a potential study or model for several states that are keen to review their three-language policy, especially in Karnataka. It is equally important for the state to strengthen the language education system and address discrepancies/challenges in mother tongue education at the primary level and the standardization of English language teaching and the performance/evaluation of Tamil and English as medium of instruction for sciences and social sciences subjects at the state-run government schools for upper primary and middle levels. The problems of enrolment, attendance and the dropout of children in hill districts and tribal areas are directly related to the dialectic/linguistic difficulties than commonly perceived learning ability challenges as attributed to the tribal children in these areas. This requires encouragement and appointment of teachers from the local tribal community as special measures besides acknowledging the problem of teacher absentees in these areas which is common due to lack of empathy, motivation and identification among the teachers appointed from outside the local/tribal community. The disparities in Gross Enrolment Ratio (GER), dropout rates, learning outcomes among Scheduled Castes, Scheduled Tribes, minority and tribal population needs to be addressed with special focus and area wise attention. Tamil Nadu is the first state in the country to formally adopt its own comprehensive school education policy signalling the growing movement within the country towards educational autonomy and raising questions about the future course of National Education Policy-2020. Although this move is seen as both political and pedagogical response(s) to the NEP-2020 yet educationists and critics believe there are several pedagogical issues and challenges similar to the NEP-2020. The Tamil Nadu government should revaluate and enhance its current budgetary allocation of 13.7% of the total budget towards education given the futuristic and technological orientation of the education policy itself by allocating 30% of the state budget to education like the Government of Karnataka. The expenditure(s) on education and Research & Development are, in fact, an investment for the future besides addressing the problems of lack of funding and financial shortages of several current scientific and technical projects. The state should develop a more stable and corpus funding than exposing the state education to the inconsistencies and vulnerabilities of private and corporate funding. (Prof Ramu Manivannan is a scholar-social activist in areas of education, human rights and sustainable development through an initiative 'Multiversity.')
Time of India
4 hours ago
- Time of India
Truck driver Harjinder Singh fails English and road sign tests after fatal Florida Turnpike crash; online backlash intensifies
Harjinder Singh, the truck driver involved in a deadly Florida highway crash that killed three people, has come under scrutiny after failing basic English language and road sign assessments. Singh, an Indian national, was tested by the Federal Motor Carrier Safety Administration (FMCSA) following the fatal collision and was found to have significant deficiencies in his ability to communicate in English and understand U.S. road signage. The incident has sparked renewed debate over immigration enforcement and commercial licensing standards in the United States. Harjinder Singh failed English language and traffic sign assessments According to the U.S. Department of Transportation, Harjinder Singh scored just 2 out of 12 on an English proficiency test administered by FMCSA after the crash. When shown four common highway traffic signs, Singh could correctly identify only one. These results raised questions about how he was able to obtain commercial driver's licenses (CDLs) in both California and Washington, despite not meeting the required language or safety standards. Authorities also confirmed that when Singh was previously stopped in New Mexico for speeding, the English Language Proficiency (ELP) test was not administered as required. This oversight, combined with failures by multiple state licensing agencies, is being investigated. X erupts with backlash X lit up with backlash as users expressed outrage over Singh's licensing and immigration history. One user wrote, "Anyone who's ever taken a CDL written test will tell you that It's impossible to legally get a CDL without being proficient in English. Someone gave him a CDL without ever taking a test." Anyone whos ever taken a CDL written test will tell you that It's impossible to legally get a CDL without being proficient in English. Someone gave him a CDL without ever taking a test. "This is idiotic. Why the actual f**k would you give a license to someone who can't read English?" another enraged user added. This is idiotic. Why the actual fuck would you give a license to someone who can't read English? Check out more reactions below: From experience, I can attest that many of these foreign-born CDL blatantly disregard everything about our country, especially safety standards. They will do the bare minimum to get paid. They do not care about America. Lots of stories. All those people who allowed this person to get behind a wheel need to be held accountable. Those responsible for the license must be severely punished! This is the social morality of antiwhiteism at we replace it with a White positive social morality it will work for good like it does for evil now. Accident occurred on April 12 on a Florida highway The fatal crash happened on April 12 when Singh attempted an illegal U-turn across a Florida highway using a cut-through designated for 'Official Use Only.' Singh's tractor-trailer blocked all four lanes of traffic. A minivan, unable to brake or swerve in time, collided at full speed with the trailer, killing three people. Singh is now facing criminal charges related to the incident, which authorities say could have been avoided if proper safety and licensing checks were in place. Singh entered the U.S. illegally and received work permit in 2021 Singh is believed to have entered the United States illegally in 2018. He was detained at the border and released on a $5,000 bond in January 2019 after claiming fear of persecution if returned to India. While his application for a work permit was denied under the Trump administration, records show that he was granted a permit in 2021 under President Biden's administration. These facts have fueled political debate, with California Governor Gavin Newsom's office and the Department of Homeland Security publicly disagreeing over Singh's immigration status and the licensing failures. Singh remains in immigration proceedings and could face deportation Harjinder Singh has been in ongoing immigration proceedings since 2019. Following the crash and failed assessments, he now faces renewed calls for deportation. Federal authorities are investigating how Singh acquired multiple CDLs despite failing to meet federal and state qualifications. The case has added to criticism of current immigration and transportation safety oversight, particularly concerning commercial drivers operating large vehicles without sufficient training or legal status. To stay updated on the stories that are going viral, follow Indiatimes Trending.
