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News18
a day ago
- Politics
- News18
Education Ministry Seeks Explanation From JNU VC For Skipping Key Conference Without Approval
The Education Ministry has asked JNU VC Santishree Pandit to explain her absence from a key VCs' meet, despite a prior invite. The Ministry of Education has sought a written explanation from Jawaharlal Nehru University (JNU) Vice-Chancellor Santishree Dhulipudi Pandit over her absence from a key conference of Central University heads, sources told PTI. Officials noted that Pandit did not attend the Vice-Chancellors' conference without obtaining prior approval from the Ministry. Her absence was flagged as a serious matter. There has been no official response from the JNU Vice-Chancellor on the issue so far. 'Her absence was viewed seriously. In such circumstances, Vice-Chancellors are required to take prior approval. There was a conference at JNU coinciding with the Vice-Chancellors' conference. But it should have been kept in mind that the invite for this conference was extended much in advance," a source said. While the Ministry's conference was scheduled for July 10–11 in Kevadia, Gujarat, JNU was hosting its own three-day conference on Indian Knowledge Systems (IKS) from July 10 to 12, which former Vice-President Jagdeep Dhankhar inaugurated. Key discussions at the event focused on assessing how Central Universities are aligning with the NEP's next-phase objectives, fostering dialogue on institutional innovations and challenges, and preparing universities for upcoming policy milestones, regulatory shifts, and the evolving global academic landscape leading up to 2047. view comments First Published: Disclaimer: Comments reflect users' views, not News18's. Please keep discussions respectful and constructive. Abusive, defamatory, or illegal comments will be removed. News18 may disable any comment at its discretion. By posting, you agree to our Terms of Use and Privacy Policy.
Indian Express
2 days ago
- Politics
- Indian Express
Ministry asks JNU V-C why she skipped meet, views it ‘seriously'
IN AN unusual move, the Ministry of Education (MoE) has sought a formal explanation from Jawaharlal Nehru University (JNU) Vice-Chancellor Santishree Dhulipudi Pandit for skipping a recent conference of Central Universities' Vice-Chancellors organised by the Centre in Gujarat, saying her absence was being 'viewed seriously', The Indian Express has learnt. In a letter sent to Pandit this week, a senior official of the Department of Higher Education noted that she had skipped both days of the conference 'without formal approval', despite being 'formally invited well in advance'. Saying that her absence was being 'viewed seriously', the letter said her 'valuable contributions to deliberations on various themes were missed.' The Vice-Chancellors' Conference was held in Kevadia, Gujarat, on July 10-11. It was attended by Union Education Minister Dharmendra Pradhan, Vice-Chancellors of Central Universities, officials from the Ministry of Education, the University Grants Commission, and other academicians. JNU hosted its own three-day conference on Indian Knowledge Systems (IKS) from July 10 to 12 — inaugurated by former Vice-President Jagdeep Dhankhar. However, the letter noted that the scheduling overlap had been taken into account and the ministry expected Pandit to attend at least on the second day. 'While acknowledging that this conference coincided with the conference on IKS at JNU, it was expected that you would join the Vice-Chancellors' Conference on the second day (11th July 2025), following the inaugural event at your university,' the letter said, and asked Pandit to apprise the ministry of the reasons for her absence. The Indian Express did not receive any response to calls, messages and emails sent to the V-C and the media relations officer. Higher Education Secretary Vineet Joshi declined to comment on the matter. However, a senior official in the ministry confirmed that the JNU V-C was the only institutional head to whom such a communication was sent, as she was the only one absent from the conference. 'She should have gone for both things — both were important. People could have benefitted from her presence at the Vice-Chancellors' conference,' the official said. 'When people get together, it's an opportunity to exchange ideas. This sort of communication is just to remind somebody that if one is in some position, it is not just about doing well in that position. So much money was being spent, so many people were coming for this conference, and time was spent learning from each other… this was a reminder that this is important,' the official said. According to the official, such communications have been sent in the past to absentees to 'sensitise' them. The two-day conference focused on Central Universities as 'drivers of educational transformation' and their contribution to Viksit Bharat @2047, as well as on 'critical themes in higher education policy, institutional governance, research and innovation, and national development priorities,' according to a Press Information Bureau statement. The discussions at the conference aimed to assess 'how the Central Universities are aligned with the policy's next-phase goals', 'foster dialogue among academic leaders on institutional innovations, enabling environments and shared challenges,' and 'prepare institutions for upcoming policy milestones, regulatory transitions, and the global academic landscape of 2047.'
NDTV
4 days ago
- Politics
- NDTV
6 Big Changes In NEP 2020 That Every Parent, Student, Educator Should Know
Major Changes In NEP 2020: The National Education Policy (NEP) 2020 introduced several changes in the education sector to boost learning outcomes and skill development, aiming to improve the overall quality of education across the country. From starting school at age 3 to flexible college degrees, mandatory teacher qualifications, and new-age courses rooted in Indian knowledge, NEP 2020 promises a future-ready education framework. Here are the 6 big changes every student, parent, and educator should know: 1. 4-Year Undergraduate Program With Multiple Entry and Exit Options NEP 2020 introduced new 3 and 4-year Undergraduate (UG) programs with multiple entry and exit options. Students opting to quit after a year in the program will be awarded a certificate, a diploma after 2 years, or a bachelor's degree after a 3 or 4-year program. 2. Classes Start at Age 3 The earlier 10+2 structure included 10 years of primary and secondary education and two years of higher secondary education. The new structure introduced under NEP 2020 classifies the class structure into four categories - Foundational, Preparatory, Middle, and Secondary. Foundational Stage (ages 3-8): Includes 3 years of pre-school (ages 3-5) and Classes 1-2 (ages 6-7) Preparatory Stage (ages 8-11): Classes 3-5 Middle Stage (ages 11-14): Classes 6-8 Secondary Stage (ages 14-18): Classes 9-12 This new structure is designed to align learning with a child's developmental needs. 3. PARAKH Surveys The NEP 2020 introduced PARAKH Surveys, which aim to improve the overall quality of education through student assessment. For example, the survey assesses what percentage of Class 3 students can read and write, and how many can make a simple transaction using 100 rupees. This survey was conducted in December 2024 and results were released in July 2025, which showed a significant learning deficit in Classes 3, 6, and 9. PARAKH, which is a National Assessment Centre, works directly with boards of school education to develop reforms pertaining to examination and help schools make necessary changes to support the overall growth of students and education. 4. Vocational Education Vocational education involves teaching practical skills and knowledge required for a particular job. The 12th Five-Year Plan had estimated that only 5 per cent of Indian students aged between 19-24 had access to vocational education, while in countries like the USA, Germany, and South Korea, the numbers stood at 52, 75, and 96 per cent respectively. The NEP 2020 aims to integrate vocational education programs with mainstream education for at least 50 per cent of students by 2025 in middle and secondary schools. 5. New Courses on Indian Knowledge Systems The NEP 2020 introduced an elective course on Indian Knowledge Systems for secondary school students. This course includes knowledge from ancient India and its contributions to modern India. This new course will be integrated with various subjects like Mathematics, Astronomy, Philosophy, Yoga, Architecture, Medicine, Agriculture, Engineering, Linguistics, Literature, Sports, Games, as well as Governance, Polity, and Conservation. 6. Minimum 4-Year Degree for Teaching Required Candidates will have to mandatorily complete a four-year integrated program to become qualified for the role of a teacher. This four-year program will be a dual-major, which will include a bachelor's in education and a specialized subject such as language, history, music, mathematics, computer science, chemistry, economics, art, physical education, etc. This program will become the minimum qualification required for the role of a teacher by 2030.
Indian Express
4 days ago
- Politics
- Indian Express
NEP 2020, Five Years On: Curricular flexibility improves, but multiple entry-exit remains rigid
Five years after its approval by the Union Cabinet in July 2020, the National Education Policy (NEP) — envisioned to transform India into a 'global knowledge superpower' — has led to notable systemic reforms. These include greater curriculum flexibility, the integration of Indian Knowledge Systems (IKS) into classrooms, and the establishment of new institutions. However, despite this progress, several structural challenges remain. According to the first 'QS I-GAUGE Implementation Report' by Quacquarelli Symonds, only 36% of higher education institutions (HEIs) have implemented multiple entry and exit points. The report, based on data from 165 higher education institutions (HEIs) across 24 states and union territories, assesses the policy's progress across key areas. The most visible impact of the NEP has been the shift away from rigid disciplinary boundaries. Nearly 90% of surveyed institutions now report offering flexible, multidisciplinary curricula, often integrated with vocational components. Environmental education is nearly universal, and ethics-based courses such as Mulya Pravah 2.0 are now offered by 62% of institutions. The multiple entry and exit points — touted as a revolutionary student-centric reform — has failed to take root meaningfully. Just 36% of HEIs surveyed have implemented this provision, and only 64% maintain records in the Academic Bank of Credits (ABC), the mechanism required for credit portability. The NEP placed significant emphasis on improving student well-being. Nearly 86% of institutions report having a dedicated student services centre to address emotional and psychological needs. However, more specialised mental health support, especially in collaboration with national institutes such as NIMHANS or AIIMS, is rare. Only 14% of the surveyed HEIs have formal partnerships with such institutions, the report found. This shortfall is further reflected in faculty preparedness: while the NEP encourages teacher training in counselling and mentoring, only 64% of HEIs reported that their faculty undergo refresher courses on mental health support. A lack of formal training could limit the efficacy of mental wellness services already in place. A major NEP goal was to bring industry closer to academia by appointing 'Professors of Practice' (PoPs) to teach applied, experience-based courses. However, this vision remains far from realised. While many HEIs support the idea in principle, only 14% of institutions have actually appointed such professors. Likewise, only 19% of HEIs involve industry experts in curriculum design, even though this is key to keeping academic content aligned with market demands. Internships have become more widespread, 98% of institutions offer them with academic credit but deeper, sustained industry engagement through curriculum and faculty collaboration remains largely limited. According to the QS report, just 22% of institutions currently enjoy autonomous status. What are the barriers? Nothing out of the blue: 153 institutions cite financial dependence as a key issue, 143 mention bureaucratic delays, and 131 point to limited institutional capacity. But does institutional autonomy really matter? Short answer, yes. It restricts the ability of HEIs to redesign curricula, establish interdisciplinary departments, or forge international partnerships, all crucial to the NEP's vision of 'globally competitive' Indian universities. Global collaboration has not kept pace with NEP's ambitions. Fewer than half the institutions surveyed (41%) have signed MoUs with foreign universities. Just 33% reserve seats for international students, and only 39% report having dedicated infrastructure to host them. Cross-border research collaboration is also underwhelming, with only 45% of faculty reportedly engaging with international peers on joint research or teaching. In effect, while the aspiration for global engagement is widespread, the ecosystem to support it, infrastructure, regulatory ease, and funding, remains weak. The NEP's emphasis on Indian Knowledge Systems (IKS) has led to the introduction of electives in areas like Ayurveda, Yoga, Sanskrit, and ancient sciences. But progress here is slow and inconsistent, the report has revealed. Only 38% of institutions offer IKS electives for credit, and just 36% run short-term non-degree courses in these domains. Notably, a mere 8% of HEIs have empanelled 'Kala Gurus', traditional scholars meant to teach and research indigenous knowledge. The report notes that while IKS enjoys rhetorical support, its practical implementation is often limited by a lack of teaching staff, infrastructure, or institutional clarity on integrating traditional and modern epistemologies. NEP envisioned universities pooling resources and forming large knowledge clusters to promote research and innovation. Yet, 61% of institutions surveyed said they are not part of any such cluster. The barriers cited include infrastructural limitations (138 institutions), financial constraints (140), and cultural or administrative differences (123). Moreover, only 64% of institutions reported collaboration with regional R&D partners, pointing to the early stages of a research ecosystem that NEP aims to build. One of NEP's strongest adoption areas has been digital learning. According to the report, 96% of institutions use platforms like SWAYAM, DIKSHA, or SWAYAM PRABHA. Additionally, 94% report investment in digital infrastructure, and 85% offer faculty training in creating high-quality online content. Yet, equitable access remains a challenge. Only 28% of institutions offer two-year postgraduate diplomas via open and distance learning, an option that could democratise access in underserved regions. And while MOOCs are accepted for credit in 72% of institutions, standardised assessment and integration into degree programs are still evolving. The NEP has succeeded in reshaping perceptions around higher education in India. Over the last five years, several new public institutions including the Indian Institute of Heritage and multiple Central Tribal Universities have been launched. Funding models are being reconsidered, and digital learning is seeing greater traction than before. Yet, as the QS I-GAUGE report shows, India's higher education reform remains a work in progress. The policy vision is in place, but its realisation depends on operational support, targeted funding, and regulatory simplification. Without addressing foundational issues like faculty shortages and financial dependency, even the best policy ideas risk being stuck in an implementation limbo.
Hans India
18-07-2025
- Politics
- Hans India
Centre launches NSCSTI 2.0 to strengthen India's civil services training ecosystem
New Delhi: Union Minister of State (Independent Charge) for Personnel, Public Grievances and Pensions, Dr. Jitendra Singh, launched the National Standards for Civil Service Training Institutes 2.0 (NSCSTI 2.0) on Friday, marking a significant step forward in strengthening the India's civil services training ecosystem to build a future-ready citizen-centric civil service. Prime Minister Narendra Modi-led government has removed unreasonable barriers separating public and private sectors, enabling the best practices from all domains to be harnessed. This framework is an outcome of that vision. The Minister emphasised the need for extending customised training modules to scientific institutions, stressing the importance of administrative preparedness in addition to technical expertise. The upgraded NSCSTI 2.0 framework presents a more refined, inclusive, and future-ready approach to civil services training. It has been simplified and streamlined, with the number of evaluation metrics rationalized from 59 to 43, ensuring greater clarity and a sharper focus on outcome-based assessments. The framework is field-informed, drawing extensively from consultations with over 160 Civil Service Training Institutes (CSTIs), assessors, and domain experts, making it grounded in real-world training challenges and needs. Its inclusive design makes it adaptable for training institutes across all levels of government -- Central, State, and Urban Local Bodies (ULBs). Recognising the shifting learning landscape, the framework is also digitally aligned, embracing hybrid learning models and AI-driven training mechanisms. Most importantly, it is forward-looking, integrating progressive elements such as Indian Knowledge Systems (IKS), the Karmayogi Competency Model (KCM), and the Amrit Gyaan Kosh (AGK), thereby aligning with India's vision of building a future-ready, competent, and citizen-centric civil service. Recounting the global interest in India's civil services reform model, Dr. Jitendra Singh shared that countries like Bangladesh, South Africa, and Maldives have shown keen interest in studying Mission Karmayogi. 'This is a testament to India's leadership in governance reform,' he said. NSCSTI 2.0 also enhances policy visibility, reaffirming the government of India's commitment to institutional excellence and long-term capacity building. The framework serves as a strong motivational tool for CSTIs, encouraging them to embrace innovation, adopt best practices, and pursue continuous improvement. It also builds public awareness by positioning accreditation not merely as a compliance requirement but as a meaningful driver of quality and performance. With the reactivation of the accreditation portal, the framework ensures full operational readiness for a streamlined and transparent accreditation process. Additionally, it fosters cross-learning, enabling training institutes to benefit from the shared experiences and success stories of top-performing CSTIs across the country In just two years, over 195 CSTIs have already been accredited under NSCSTI. The upgraded version builds on real-time feedback and CBC's principle of participatory governance. Developed by the Capacity Building Commission (CBC), the revamped framework marks a major leap in India's mission to build a future-ready civil service. The Minister highlighted how the framework supports cooperative and competitive federalism, empowering institutes to evaluate and upgrade themselves. 'Just as the Aspirational Districts Programme enabled backward districts to outshine expectations, NSCSTI 2.0 encourages CSTIs to introspect, innovate and pursue excellence,' Dr. Singh noted.
