Latest news with #NEP2020
News18
11 hours ago
- General
- News18
Mumbai University Admissions: Second Merit List Released At mu.ac.in, Check Details
Last Updated: Mumbai University Admissions: Candidates who have been selected will have to complete the document verification process at the respective college to reserve their seats. The Mumbai University has released the second merit for the registered candidates for various undergraduate courses. Those who applied for the admissions and were not selected in the first merit list can check the second list by visiting the official website at or can visit individual college websites for the same. Students who meet the criteria for the first merit list can submit their documents for online verification. Selected candidates must complete the document verification process at their respective colleges to reserve their seats. This process needs to be completed by June 4. Step 1- Visit the official website of the university, Step 2- On the homepage, check the latest announcements and find ' Undergraduate admission link'. Step 3- Select the link. Step 4- A new page will open where the first merit list of all the colleges affiliated with the Mumbai University will be shown. Candidates have to thoroughly check their marks and colleges and other factors. Step 5- Proceed the process after finding the requisite college and complete the process of online verification. -Hard copy of the pre-enrollment form during registration of the university -Passport size photo. Students should have at least 4 pictures in hand. -One self- attested photocopy of class 10th marksheet and passing certificate. -Migration certificate As per the official notification by Mumbai University, the third merit list will be released on June 5 at 7 pm. 'All Admissions to the First Year of Degree Programs and their Academic activities will be as per the provisions and guidelines of NEP 2020 issued by University of Mumbai, Government of Maharashtra and U.G. C. from time to time," reads the official notice. The online admission portal, launched on May 8, 2025, saw a tremendous response with 2,53,370 students registering and submitting an impressive 8,11,643 applications for various courses. The first merit list was issued on May 27. First Published: June 01, 2025, 09:35 IST
NDTV
2 days ago
- General
- NDTV
" Jan-Jan Sakshar": Goa Declared Fully Literate State On Statehood Day
Panaji: In a landmark achievement, Goa declared itself a fully literate State on Friday, becoming a beacon of inspiration for the rest of the country, officials said. This landmark announcement was made on the occasion of the 39th Goa Statehood Day and marks a significant milestone in the state's journey toward inclusive and quality education. Speaking on the occasion, Chief Minister Pramod Sawant said, "Our sustained collective efforts to strengthen the education sector with New Advancements, NEP 2020, have yielded the result." With the motto "Jan-Jan Sakshar", the initiative was instrumental in bringing lifelong learning to every citizen aged 15 years and above, by mobilising a vast network of volunteers that included retired teachers, NSS units, students from teacher training colleges, and field-level education professionals. The literacy campaign began with the identification of 2,981 non-literate learners across the twelve talukas of Goa. These learners were trained through schools and supported by Resource Adult Trainee Coordinators (RATCs), alongside a dedicated team of educators and student volunteers. To support effective adult education, the state introduced ULLAS primers in Konkani, Marathi, Hindi, and English. These multilingual materials emphasised not just reading and numeracy, but also financial literacy and essential life skills. Goa's achievement of 100 per cent literacy is a testament to what is possible through sustained effort, collaboration, and a strong vision. More than a statistical milestone, it symbolises social transformation, empowerment, and opportunity for every Goan. As the state celebrates this remarkable feat, it also looks ahead to a future where lifelong learning becomes a way of life, where no one is left behind. Education continues to be the foundation of an inclusive and progressive society. Earlier in the day, Defence Minister Rajnath Singh addressed officers and sailors onboard India's first indigenous aircraft carrier, INS Vikrant off the Goa coast, and declared that "Operation Sindoor is not just a military action, but India's frontal assault against terrorism. "Operation Sindoor is not just a military action, but India's frontal assault against terrorism, and if Pakistan resorts to anything evil or unethical, it will, this time, face the firepower and ire of the Indian Navy," said the Defence Minister. Commending the Indian Navy's "silent service" during Operation Sindoor, Rajnath Singh stated that the mighty Carrier Battle Group ensured that the Pakistani Navy did not venture out, or else it would have faced the consequences. He sent a clear message to Pakistan that if it tries to cast an evil eye, the opening of New Delhi's response will be at the hands of the Indian Navy.
Indian Express
3 days ago
- Politics
- Indian Express
Mother-tongue in the classroom: CBSE doesn't understand students' aspirations
A few days ago, we attended the orientation programme for our child who is in high school. The purpose was to make parents/guardians aware of the Central Board of Secondary Education (CBSE) guidelines on promotions based on the NEP 2020. Notably, most parents wanted the school to offer foreign languages — French, German and Spanish — instead of Hindi for Class X and above, on two grounds. First, it is difficult to score high marks in Hindi, and second, the foreign languages increase their future employability. How does one read this demand alongside the CBSE's latest directive to offer education at the primary level in the mother tongue or the dominant language prevalent in the state ? The idea aligns with the objective of the NEP 2020, which emphasises education in the mother tongue. A laudable initiative, it is fraught with many practical problems and invites questions. First, which language will be given preference in linguistically diverse cities like Delhi? Many children speak in different dialects at home, but their mother tongue is considered Hindi. Second, is it possible for the school to recruit teachers and build up academic infrastructure based on the students' linguistic preferences? Who will bear the expenses for the extra resources? If the CBSE were really serious, it would have conducted assessment studies to understand the specific requirements of the students based on regional diversity and language preferences, and trained teachers accordingly. The pedagogy and curriculum of the teachers' training institutes also need to be changed. Schools located in non-metropolitan cities would suffer more due to their lack of infrastructure and resources. Schools have been given the task of mapping students' languages and training teachers accordingly for the new academic session by July 2025. The process of knowledge production in India is dominated by the English language right from primary to institutions of higher learning. This is more apparent in technical, medical and scientific research. The policy to impart engineering education in Hindi was not very successful. Most Hindi textbooks contained several English words. The nodal agency to promote translation in India under the National Translation Mission is the Central Institute of Indian Languages in Mysuru. One wonders whether the CBSE sought its expertise as even the translated textbooks (links are provided in the CBSE circular) carry multiple English words. To illustrate, lesson No 10 of the Class II Mathematics textbook in Telugu, titled 'Joyful Mathematics', depicts kids at a funfair. The entire event is described in English. There are 13 English words, such as project, market, pen, bread packet, snacks, notebook, etc. Similarly, in the Class III Gujarati textbook for Art and Visual Images, Activity 7 contains nine English words to explain various activities for children. A simple Google search will provide the translation for these English words into Telugu or Gujarati. What purpose do these half-baked textbooks serve? In numerous families in India, parents belong to different regions, and the children speak multiple languages at home. Who decides which will be the mother tongue? Some languages do not have a standardised script. Then there are languages that exist only in an oral form. Will they be sidelined from pedagogy? Many families with transferable jobs or even migrants will find it difficult to cope with such policies. In 2020, Payal Kumari topped the BA Archaeology and History exam of Mahatma Gandhi University, Kerala. She was the odd student in the Malayalam-medium local school, the daughter of migrant labourers. The student population is rapidly declining in the state due to the low birth rate and the shift to English-medium schools. For migrant families, access to quality education even in the local language is a great investment for their children's future. Studies have found that, barring North India, where children are mostly proficient in only one language, in other regions of the country, children grow up speaking two or more languages. So, in northern India, if the schools fail to recruit teachers for multiple languages, they would end up falling back on Hindi. The easy availability of Hindi textbooks will facilitate such a choice. In a recent judgment, the Supreme Court said that it is not mandatory for states to implement the NEP 2020. Will the CBSE circular end up making the NEP mandatory? For many Indians, knowledge of English is a ticket to upward socioeconomic mobility. The changing aspirational trend is reflected in the enrolment figures of English-medium private schools, even in rural India. When the world is rapidly transitioning towards AI and digital literacy, students and parents will gravitate towards languages that ensure better employability. It seems that the CBSE is unaware of the needs and aspirations of its stakeholders. The new initiative is full of good intentions but required more precise planning. The education scenario in India is plagued with systemic inequities that have created a huge gap between those fortunate enough to be schooled in the language of global opportunities and others languishing in the shadows of mediocre schools, unimaginative pedagogy and inadequately trained teachers. The writer teaches History at the School of Liberal Studies, Ambedkar University Delhi. The views expressed are personal
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Business Standard
3 days ago
- Politics
- Business Standard
Need to create capacity at secondary, higher secondary levels: Secy
Calling for structural reforms in the higher levels of school education, School Education and Literacy Secretary Sanjay Kumar said there is a need to expand the system by establishing more secondary and higher secondary schools. Addressing the Annual Business Summit of the Confederation of Indian Industry (CII) in New Delhi, Kumar said that while the gross enrolment ratio (GER) is 93 per cent, the larger concern remains that out of every 100 children who join in Class 1, only 75 take the Class 10 exam, and just 56 remain by Class 12. 'So in the run-up from Class 1 to 12, I am losing about 44 children out of every 100,' he added. He highlighted that one reason behind this could be the country's disproportionate focus on elementary education, which goes up to Class 8. 'There are a large number of primary schools at the bottom, but when you look at secondary and higher secondary schools, it goes up like a pyramid. We need to have a cylindrical system, where if you have 100 children in Class 1, you must have 100 children in Class 12,' he said. Another contributing factor, he said, is the prevalence of primary or middle-only schools. 'For example, once you finish Class 5 in a school, you may need to go to a different school for Class 6. Similarly, after Class 8, when you move to Class 9, again the geography of the school changes,' he explained. He said the way forward is to ensure that every child remains within the schooling system, in line with the National Education Policy (NEP). 'The NEP 2020 envisages that by 2030, the GER for secondary education should be 100 per cent. That is, everyone must have at least 15 years of education—if you include three years of pre-primary classes,' he said. The policy focuses on providing competency-based skills to students and enhancing teacher education. 'Continuous professional development—50 hours of training for every teacher every year—is what NEP 2020 envisages, and this is extremely important for us,' he added. On the medium of instruction, Kumar said there needs to be consensus on teaching in the student's mother tongue or regional language, while also ensuring that English is taught as a language.
The Hindu
3 days ago
- Health
- The Hindu
Conference on life skills begins at KSOU Mysuru
A two-day conference on 'Life skills and well-being of children and youth in the digital world' began at the Karnataka State Open University (KSOU) here on Thursday. KSOU Vice-Chancellor Sharanappa V. Halse, G.R. Angadi, head of the department and dean, Department of Education, School of Education and Training, Central University of Karnataka, Registrar Naveen Kumar and Lakshmi, dean, KSOU, and others were present during the inauguration. The conference focuses on understanding psychological, social, emotional, and cultural well-being in various contexts and address life skills and psychological factors affecting education. In addition, the conference aims to discuss mental health and disabilities and well-being through educational programmes and counseling. The objectives of the conference include exploring new trends in teaching-learning processes, understanding challenges in inclusive education, promoting equality and support for differently-abled learners, integrating social, spiritual, and national well-being with education, identifying policies and interventions for inclusive learning, a conference note stated. Life skills, academic stress, mental health, disability, inclusion, vocational education, NEP 2020 and its psychological implications are among the sub-themes of the conference. Presentation by eminent speakers and interaction opportunities are part of the conference, which provides a platform to share innovations, research, and teaching experiences, the note added.
