Latest news with #NEP)2020
Indian Express
9 hours ago
- Science
- Indian Express
CBSE plans to extend 2-tier STEM curriculum for Classes 11 and 12
After deciding to offer Science and Social Science at two levels – basic and advanced — at the secondary stage, the Central Board of Secondary Education (CBSE) plans to extend the model to STEM subjects at the higher secondary level, starting with Class 11, The Sunday Express has learnt. The CBSE currently offers Mathematics at two levels in Class 10 — standard and basic. The examination for the basic level is easier than that for the standard one, but the question papers for both levels are based on the same syllabus. In December last year, its governing body, the Board's highest decision-making authority, approved a proposal to extend this model to Science and Social Science in Classes 9 and 10, paving the way for all three subjects to be offered in basic and advanced formats, beginning with Class 9 in the 2026–27 academic session. This is now expected to be extended, at least for STEM subjects, at the higher secondary level, with the rollout beginning for Class 11 students in the 2026–27 academic session. Government sources, however, pointed out that the timeline remains flexible as the rollout depends on when the new NCERT textbooks for higher classes are released, and how they accommodate learning at two levels. So far, the NCERT has released new textbooks aligned with the National Education Policy (NEP) 2020 and the National Curriculum Framework for School Education (NCFSE) 2023 for Classes 1 to 4, and Classes 6 and 7. Textbooks for Classes 5 and 8 are being made available in the current academic session, leaving those for Classes 9 to 12 scheduled for the sessions ahead. According to NCERT notifications setting up textbook development teams for higher classes, textbooks for Classes 9 and 11 are expected to be ready later this year. The CBSE's decision to offer subjects at two levels is in line with the NEP and the NCFSE. For Classes 9 to 12, the NCFSE recommends that subjects and examinations be offered at different levels (basic and advanced). Similarly, the NEP says that 'all subjects and corresponding assessments, beginning with mathematics, could be offered at two levels, with students doing some of their subjects at the standard level and some at a higher level.' A source pointed out that the NCFSE envisions Classes 9 to 12 as a continuum, categorising these classes together as the 'secondary stage'. On the reasons behind introducing subjects at two levels for Classes 9 and 10, the minutes of the CBSE governing body meeting from December last year noted: 'Introducing two levels for these subjects would allow students to select the level of complexity that best aligns with their interests and future pathways, thereby promoting meaningful engagement and reducing academic stress.' The minutes also stated that students inclined towards engineering, medicine or other STEM careers could opt for an advanced level in Science. As for Social Science, the advanced level could, the meeting minutes note, 'facilitate deeper exploration of historical events, geographical patterns and economic systems, fostering analytical and critical thinking skills.' The standard level is meant to help students understand the 'broader significance of concepts in real-world contexts.' CBSE's experience with offering Mathematics at two levels in Class 10 shows that almost 30% of students prefer the basic level. In the 2023-24 Class 10 Board exam, 15,88,041 students registered for the standard paper, compared to 6,79,560 for the basic. Sources said that for Class 11, two levels of a subject like Mathematics, for instance, would give a student the option of studying it at the basic level if they don't intend to pursue it in higher education. A student may also choose one subject at a higher level and another at a basic level, they said. Last year, the CBSE had, on a pilot basis, offered Mathematics, Science and Social Science at an advanced level to Class 9 students who volunteered for it in select private schools. After the assessment, students' feedback indicated an interest in the advanced levels, sources said. The CBSE, sources said, is still considering how the final board exam results can reflect that a student has taken the advanced level. The proposal for classes 9 and 10 that the governing body considered in December pointed to the possibility of a separate question paper annexure with additional questions for students opting for the advanced level.
New Indian Express
a day ago
- Politics
- New Indian Express
Foreign univs express greater interest in partnering with Indian institutions
NEW DELHI: On an average, over 11 lakh Indian students go abroad annually to higher education. However only a paltry figure of around 49,000 international students arrive in India to study. The National Education Policy (NEP) 2020 gave a massive push to address this imbalance, and the efforts have started bearing fruit. With Australia openly announcing a cap on international students and the UK imposing immigration restrictions on foreign students, the flexibility given by NEP to foreign universities to set up shop in India has come as a boon for universities abroad as well as Indian students who want to pursue degrees in international institutions, say top officials of the Association of Indian Universities (AIU). The International Division of the AIU is in the forefront to promote foreign education in India. To facilitate this, the AIU had created a dedicated platform two years ago, the Indian Network for Internationalisation of Higher Education (INIHE). It has 1,069 universities in India and 19 associations of foreign universities under its fold. Kuldeep Dagar, Joint Secretary, Evaluation and International Division, AIU, told this newspaper, 'In alignment with the NEP 2020, the UGC regulations of November 7, 2023, has streamlined the process for foreign educational institutes.' The Setting up and Opening of Foreign Higher Education Institutes in India 2023 has created the much needed flexibility to set up campuses in India, offer dual degrees or exchange programmes, he added.
NDTV
2 days ago
- General
- NDTV
NCERT Launches New Class 8 Sanskrit Textbook To Encourage Logical Thinking In Students
NCERT New Textbook 2025: The National Council of Education, Research and Training has launched a new Sanskrit textbook for Class 8 based on the National Education Policy (NEP) 2020 and National Curriculum Framework for School Education (NCF-SE) 2023. NCERT has introduced the new Sanskrit textbook with a focus on many features. Here is a list of some of the new features included in the Sanskrit textbook. Project-based learning has been introduced to foster logical and creative thinking in students. Picture-based learning and practical grammar exercises have been incorporated with a special focus on diagnosis and improvement. Modern lessons like 'Digital India' have also been introduced in the textbook. The new Sanskrit textbook has many colorful writing exercises for fun and useful activities. The textbook has poetic glimpses of human values and introduces Sanskrit texts such as "Hitopadesha" and "Charaka Samhita". As per the post on (formerly known as twitter) by NCERT, a new Sanskrit textbook "Deepakam" for Class 8 has been launched. NCERT प्रस्तुत: 'दीपकम् – कक्षा ̊8̊ संस्कृत पाठ्यपुस्तक' अब NEP 2020 और NCF SE 2023 के अनुरूप आधारित है।* वेब पोर्टल पर डाउनलोड करें: 🔑 खास विशेषताएँ: • सोच समूह व परियोजनात्मक कार्य – तार्किक एवं रचनात्मक विचारों को प्रोत्साहित। • रंगीन लेखन… — NCERT (@ncert) July 18, 2025 NCERT has launched several textbooks for Class 5 and 8 in the past few days based on the NEP 2020 and NCF-SE 2023. Students can buy the new textbooks on the NCERT's official website and on also.
Indian Express
2 days ago
- General
- Indian Express
Mains answer practice — GS 1 : Questions on Maratha Military Landscapes and National Education Policy (Week 111)
UPSC Essentials brings to you its initiative for the practice of Mains answer writing. It covers essential topics of static and dynamic parts of the UPSC Civil Services syllabus covered under various GS papers. This answer-writing practice is designed to help you as a value addition to your UPSC CSE Mains. Attempt today's answer writing on questions related to topics of GS-1 to check your progress. 🚨 Click Here to read the UPSC Essentials magazine for July 2025. Share your views and suggestions in the comment box or at The National Education Policy (NEP) 2020 has introduced multiple measures to bridge the gender gap in education. However, societal norms, infrastructure deficits, and implementation gaps continue to hinder its full potential. Discuss. The recent inscription of the Maratha Military Landscapes—twelve Maratha forts spanning Maharashtra and Tamil Nadu—as a UNESCO World Heritage Site highlights India's assertion of its civilisational identity on the global stage. Discuss. Introduction — The introduction of the answer is essential and should be restricted to 3-5 lines. Remember, a one-liner is not a standard introduction. — It may consist of basic information by giving some definitions from the trusted source and authentic facts. Body — It is the central part of the answer and one should understand the demand of the question to provide rich content. — The answer must be preferably written as a mix of points and short paragraphs rather than using long paragraphs or just points. — Using facts from authentic government sources makes your answer more comprehensive. Analysis is important based on the demand of the question, but do not over analyse. — Underlining keywords gives you an edge over other candidates and enhances presentation of the answer. — Using flowcharts/tree-diagram in the answers saves much time and boosts your score. However, it should be used logically and only where it is required. Way forward/ conclusion — The ending of the answer should be on a positive note and it should have a forward-looking approach. However, if you feel that an important problem must be highlighted, you may add it in your conclusion. Try not to repeat any point from body or introduction. — You may use the findings of reports or surveys conducted at national and international levels, quotes etc. in your answers. Self Evaluation — It is the most important part of our Mains answer writing practice. UPSC Essentials will provide some guiding points or ideas as a thought process that will help you to evaluate your answers. QUESTION 1: The National Education Policy (NEP) 2020 has introduced multiple measures to bridge the gender gap in education. However, societal norms, infrastructure deficits, and implementation gaps continue to hinder its full potential. Discuss. Note: This is not a model answer. It only provides you with thought process which you may incorporate into the answers. Introduction: — July 12 is celebrated as Malala Day, which honours the bravery of Malala Yousafzai, who has become a symbol of the fight for girls' education. Her story continues to inspire global efforts to ensure equitable and inclusive education. — The NEP, which replaced the National Education Policy of 1986, gives a comprehensive framework for both school and higher education. The objective is to make India's education more inclusive, equitable, holistic, multidisciplinary and flexible. Body: — The NEP underlines India's commitment to the Sustainable Development Goal 4 (SDG 4), which seeks to ensure inclusive and equitable quality education and encourage lifelong learning opportunities for all. — It also seeks to rectify existing gender disparities through its measures. This is consistent with SDG 5, which seeks to promote gender equality and empower all women and girls. — The key priority areas of NEP 2020 in terms of gender are access and equity, curriculum and infrastructure development, and gender sensitisation. — When it comes to school education, India has achieved tremendous progress in females' enrolment since the passage of the Right to Education Act in 2009. According to the publication The Indian Economy: A Review, which was released by Union Finance Minister Nirmala Sitharaman in January 2024, the female gross enrolment ratio (GER) in higher education climbed from 6.7% in 2000-01 to 27.9% in 2020-21. According to the same survey, more girls than boys are currently pursuing higher education. — However, school dropout rates remain a worry. According to the Unified District Information System for Education (UDISE), in 2021-22, 12.6% of students dropped out of secondary (9-10 class), 3% from upper primary (6-8 class), and 1.5% from elementary education (1-5 class). Notably, the average dropout rate for girls in primary education is 1.4%, followed by 3.3% in upper primary and 12.3% in secondary school. — The NEP 2020 intends to reduce dropout rates by achieving a 100% Gross Enrolment Ratio (GER) in school education by 2030. As part of this endeavour, the government intends to establish a Gender Inclusion Fund (GIF), which will be accessible to states to build inclusive, safe, and sanitary facilities in schools, such as hostels and bathrooms. Conclusion: — The NEP acknowledges gender sensitivity as a necessary ability for all students and promotes gender equality as an inherent aspect of the curriculum. However, measures such as putting more emphasis on developing a gender-sensitive curriculum, incorporating sex education and menstrual health into school education, and raising awareness among girls, particularly in rural areas, about their legal, financial, and digital rights are critical for empowering them to be self-sufficient. — The NEP also urges governments to take initiatives to improve gender balance in admissions to higher education institutions. To facilitate this, professional social workers, counsellors, and teachers will need to mediate between parents and HEIs, allowing women to continue their education at higher levels. — Gender equality is viewed as a cross-cutting concern to be addressed in the NEP 2020. However, structural resistance to gender equity originates in families and society. As a result, effective implementation of the NEP on the ground would necessitate ongoing collaboration with non-governmental organisations and communities. To read more: Malala Day 2025: How India's NEP seeks to bridge gender gap in education Points to Ponder Read more about NEP Who was Malala Yousafzai? Related Previous Year Questions Discuss the main objectives of Population Education and point out the measures to achieve them in India in detail. (2021) How have digital initiatives in India contributed to the functioning of the education system in the country? Elaborate your answer. (2019) QUESTION 2: The recent inscription of the Maratha Military Landscapes—twelve Maratha forts spanning Maharashtra and Tamil Nadu—as a UNESCO World Heritage Site highlights India's assertion of its civilisational identity on the global stage. Discuss. Note: This is not a model answer. It only provides you with thought process which you may incorporate into the answers. Introduction: — Maratha military landscapes of India have been recently included in the UNESCO World Heritage List. UNESCO described the inscription as including 12 major fortifications, 11 of which are in Maharashtra, and one in Tamil Nadu. — These forts were built, adapted, or expanded by the Marathas between the late 17th and early 19th centuries. The forts are strategically located on coastal and mountainous terrain which formed a complex defence system supporting Maratha military dominance, trade protection, and territorial control. Body: Maratha military landscapes of India 1. Raigad Fort — Raigad fort was formerly the capital of the Maratha Empire due to its strategic location and massive size. It is located in Maharashtra's north Konkan area. The fort is surrounded by deep valleys, and access is only via a steep approach in front. — The fort is significant in Marathi history since it was here in 1674 CE that Shivaji Maharaj was crowned and given the title of Chhatrapati. The Mughals took control of the fort in 1689 CE, followed by the Ahmadnagar Sultanate in 1707 CE, before returning to the Marathas about 1727 CE. The British eventually took over the fort in 1818 CE. 2. Pratapgad Fort — Pratapgad Fort, built by Chhatrapati Shivaji Maharaj in 1656, is located in the harsh environment of the Western Ghats, 24 kilometres from Mahabaleshwar. — The fort is well-known for its defensive architecture, which is regarded as a symbol of strategic ingenuity. The Upper Fort at Pratapgad served as an observation point, with strong, tall walls. The Lower Fort, built down the hillside, was critical to defending the fort's buildings. 3. Panhala Fort — Panhala Fort near Kolhapur was designed to be a self-sustaining settlement. Originally built in the 12th century CE by the Shilaharas, a feudatory dynasty of the Rashtrakutas who ultimately founded their independent kingdom, the fort was occupied by the Yadavas of the Deccan, the Bahmani sultanate, the Adil Shahi kingdom of Bijapur, and finally the Marathas. 4. Shivneri Fort — Shivneri Fort, located near Junnar in Pune district, is the birthplace of Shivaji Maharaj. The antiquity of the fort, triangular in shape and surrounded by cliffs, dates back to the 6th century CE, when it was built as a strategic military outpost. 5. Lohagad Fort — The 'Iron Fort' near Lonavala was originally built by the Lohtamia dynasty in the 10th century CE and later passed into the possession of the Chalukyas, Rashtrakutas, Yadavas, Bahmanis, Nizam Shahis, Mughals, and eventually the Marathas. — Shivaji Maharaj captured the fort in 1648, but was compelled to surrender it to the Mughals in 1665. In 1670, the Marathas recovered the fort, which was then utilised as a storage facility for the booty from the Surat expedition. 6. Salher Fort — Salher Fort is located in Satana taluka of Nashik district, near the village of Salher. It is a significant landmark of the Sahayadri mountain range, the highest fort in Maharashtra and one of the highest in the Western Ghats, located at a height 1,567 metres (5,141 feet). 7. Sindhudurg Fort — The fort stands on the island of Khurte in the Arabian Sea, off the Konkan coast. It was constructed in 1664-67 by Hiroji Indulkar, the chief military engineer of Chhatrapati Shivaji Maharaj, to provide a secure base for maritime operations against the Portuguese, the British, and the local Siddis. 8. Suvarnadurg Fort — The 'Golden Fortress' is another island fortification erected by Shivaji Maharaj near Harnai port in Ratnagiri district. Suvarnadurg has a sibling stronghold on the mainland called Kanakadurga; the two constructions were once joined by a tunnel, which is no longer operational. — Suvarnadurg, originally established by the Adil Shahi dynasty, was conquered and renovated by Shivaji in 1660. As a key base for the Maratha fleet, it served as both a fortification and a shipbuilding yard. 9. Vijaydurg Fort — One of the oldest of the Maratha forts, the 'Fort of Victory' on the Arabian Sea coast in present-day Sindhudurg district was originally built by the Shilahar dynasty in the late 12th century. It was then known as Gheria. 10. Khanderi Fort — Khanderi, a small island off the coast of Alibaug, was fortified by Chhatrapati Shivaji Maharaj in 1679 to secure Maratha control over the coastal waters. 11. Rajgad Fort — The young Shivaji Maharaj took the 'King of Forts' in 1647 and used it as his capital for 26 years before establishing Raigad. This is where Shivaji Maharaj's son, Rajaram I, was born and his first wife, Saibai, died. It was also the fort where Shivaji Maharaj planned several of his military battles and kept the treasure from the Surat war of 1664. 12. Gingee Fort — Gingee Fort, located in Tamil Nadu's Villupuram district, is regarded as one of Peninsular India's most powerful fortresses. Gingee, like many other forts, has served as a bastion for various dynasties, including the Vijayanagar Nayaks, Bijapur Sultans, Mughals, Marathas, French, and English. (Source: From the Sahyadris to the sea: The 12 Maratha fortresses in UNESCO World Heritage List) To read more: Knowledge Nugget: Why are the Maratha Military Landscapes relevant for the UPSC exam? Points to Ponder Read about other important forts in Maharashtra Read in detail about each of the 12 forts Related Previous Year Question Safeguarding the Indian art heritage is the need of the moment. Discuss. (2018) UPSC Essentials: Mains answer practice — GS 3 (Week 110) UPSC Essentials: Mains answer practice — GS 3 (Week 111) UPSC Essentials: Mains answer practice — GS 2 (Week 110) UPSC Essentials: Mains answer practice — GS 2 (Week 111) UPSC Essentials: Mains answer practice — GS 1 (Week 110) UPSC Essentials: Mains answer practice — GS 1 (Week 109) Subscribe to our UPSC newsletter and stay updated with the news cues from the past week. Stay updated with the latest UPSC articles by joining our Telegram channel – IndianExpress UPSC Hub, and follow us on Instagram and X.
Time of India
3 days ago
- Science
- Time of India
Maharashtra govt sets up science and innovation activity centres in honour of scientist Jayant Narlikar
Mumbai: The state govt will set up Science and Innovation Activity Centres (SIAC) in honour of the late scientist Jayant Narlikar, announced information technology minister Ashish Shelar. In a statement in the legislative council on Friday, Shelar said these would be set up in 23 districts with 28 new technology labs. The project is expected to cost approximately Rs 192 crore, he said. "Promoting scientific temper among citizens is regarded as a fundamental duty by the Indian Constitution. In line with this vision, the Rajiv Gandhi Science and Technology Commission (RGSTC) has, since 2015, set up Science and Innovation Activity Centres (SIAC) in select districts of Maharashtra to spark scientific curiosity and interest among school-aged students. Now, this transformative initiative will be relaunched and expanded across the state under the esteemed name of legendary scientist Jayant Narlikar," said Shelar. You Can Also Check: Mumbai AQI | Weather in Mumbai | Bank Holidays in Mumbai | Public Holidays in Mumbai He said the SIAC initiative is an important step towards instilling scientific temperament among students in Maharashtra and aligns with the goals of the National Education Policy (NEP) 2020. These centres are not just meant for schools but will become hubs of knowledge for the entire community. Expanding SIACs to all districts will help create a science-friendly Maharashtra in the future. A professional team comprising curators, engineers, and retired officials will be formed to oversee implementation and operations. The initiative will involve collaboration with the central govt, the National Council of Science Museums, and other institutions, the minister added.
