Latest news with #NationalCurriculumFrameworkforSchoolEducation
The Hindu
a day ago
- General
- The Hindu
Outcomes not just access: The pivot India's education revolution needs
Five years ago, India launched its most ambitious education reform in decades. The National Education Policy (NEP) 2020 set out a powerful roadmap to move away from rote memorisation toward real understanding, from content delivery to competency, and from standardised instruction to personalised learning. But the success or failure of this initiative will not be defined by how many children we reach, but by how well they learn. Outcomes, not just access, are the true test of this policy. Since its introduction, we have made encouraging progress. As per the ASER 2024 report, enrollment levels have shown significant improvement across age groups and regions in rural India. Student attendance increased from 72.4% in 2018 to 75.9% in 2024. The National Curriculum Framework for School Education (NCF-SE) has been launched. There is greater awareness that education must be student-centred, application-based, and inclusive. But even as these structural shifts begin to take root, the fundamental issue remains unresolved: Is this increased access to education translating into effective learning? The data, while showing marginal improvements across the years, suggests we still have a long way to go. The ASER report shows that while 84% of rural households now have smartphones, only 42% of Class 5 students can read a Class 2 text, and approximately 30% can solve basic division problems. Results of the National Achievement Survey (2023) that tests proficiency in Language, Maths, Environmental Studies, Science, and Social Studies, indicate that only 42% of students grade 3, 33 % of students grade 5, 27% of students grade 8, and 22% of students grade 10 are at proficient and advanced levels of competency. This disparity in improvement of enrollment vs learning outcomes suggests that India's education challenge is no longer just about reach. It's about efficacy. Despite greater access to digital infrastructure, online learning content, and evolving curricula and teaching practices, we still don't have enough clarity on why student learning hasn't seen a much greater change. The private sector, too, is following a similar pattern. Edtechs have brought lessons to remote geographies, delivered tutoring at scale, and made exam prep more affordable. But success has traditionally been measured through metrics like daily active users, session time, and course completions. This mismatch between what we measure and what we value has left a generation overexposed to content but under-equipped in cognition. Beyond metrics to outcomes Slow growth isn't a policy problem. This isn't a technology problem either. It is an implementation problem. We have confused digital access with learning progress, and now we must reassess how we define the accomplishments of our tech-led offerings. Measuring educational outcomes requires different tools from measuring user engagement. It demands sophisticated assessment frameworks that can capture conceptual understanding, not just factual recall. It requires longitudinal tracking that follows students' intellectual development over months and years. And diagnostic tools that pinpoint exactly where a student is stuck and not just what they got wrong. NEP 2020 already provides a viable blueprint with its emphasis on competency-based learning, formative assessments, and flexible instructional design. What we need now are systems and tools that can implement this vision effectively at scale, and without overburdening teachers. This is where AI, used wisely, can be transformative Instead of simply digitising textbooks or recording lectures, we can now build platforms that dynamically adapt to a student's pace, identify areas of confusion, and provide targeted interventions. These systems can track learning not by time spent, but by mastery achieved. For example, compact, subject-specific AI models, when trained on real curriculum data and student performance trends, can outperform larger, generic models, offering precise feedback, remediation, and revision support. In high-stakes competitive exams, where the margin of error is razor-thin, such models have shown early promise in helping close conceptual gaps faster and more effectively. Tools can be used to allow teachers to conduct instant in-class polls, track attendance, and run real-time quizzes. These real-time diagnostics give educators immediate insight into where students are struggling without needing additional grading or paperwork. But measuring learning requires more than just technology. It requires a mindset shift. We must move from tracking activity to monitoring progress. This is why we propose building what might be called 'learning outcomes as a service', a model where content, instruction, assessment, and intervention are built around clear learning goals. Such systems would leverage existing and new assessment infrastructure to check subject proficiency, use adaptive technology to customise learning, and rely on continuous analysis to ensure target goals are met. Implementing this will require partnerships across the education ecosystem. Schools, NGOs, policy experts, and technology firms must come together to design solutions that prioritise conceptual clarity, lateral thinking, and creative problem-solving. Formative data that already exists—on classroom performance, exam trends, student behaviour—can be used more intelligently to inform remediation. But that will only happen if we set a new benchmark for both public and private educational institutions and organisations. But is there a collective will to put outcomes ahead of optics, and learning ahead of legacy? India stands at a crossroads. We can continue to find hope in marginal improvements and innovation that is limited to pilot projects. Or we can take the harder path of systemic change, creating educational ecosystems that prioritise student learning. The stakes couldn't be higher. In a global economy driven by innovation and problem solving, we are not just talking about education, we are talking about India's future competitiveness in a knowledge-first economy.
Indian Express
2 days ago
- Politics
- Indian Express
Admissions to begin in Delhi's flagship CM SHRI Schools for Classes 6 to 8 on Wednesday
Starting Wednesday, students in Delhi will be able to apply for admission to the new CM SHRI Schools. These schools are part of a plan announced by the BJP-led Delhi Government this year to 'create model educational institutions with modern infrastructure and advanced teaching methodologies'. The shortlisted CM SHRI Schools are expected to open around September, as per officials. While the Aam Aadmi Party Government in Delhi had unveiled the schools of specialised excellence (SOSEs) to admit students from Class 9 onwards, the new model begins earlier, from Class 6. This would mark a shift in the Delhi Government's school reform strategy with modern tools such as AI-enabled libraries, robotic lab infrastructure available for an early-stage academic development. A circular issued by the Directorate of Education on July 23 described the CM SHRI Schools as institutions that 'aim at ensuring greater autonomy and flexibility with a focus on promoting excellence and equity in public schooling'. It added that the schools are 'designed to serve as model educational institutions, equipped with modern infrastructure and advanced teaching methodologies aligned' with the National Education Policy 2020, the National Curriculum Framework for School Education and the National Curriculum Framework. Out of the 75 CM SHRI Schools identified this year, 33 have seats vacant in Classes 6, 7, and 8. These include schools in areas such as Surajmal Vihar, Khichripur, Civil Lines, Shalimar Bagh, Dwarka, Kalkaji, and Madanpur Khadar, among others. The CM SHRI Schools are being developed as fully digital campuses with smart classrooms, AI-powered libraries, robotics labs, solar power systems, and zero-waste facilities. Some are being rebuilt from the ground up, while others are undergoing major upgrades. The Delhi Government has also rolled out a recruitment drive for teachers and sanctioned funds to expand smart classrooms across the system, as per officials. The admission process, the circular said, will prioritise 'talented and deserving meritorious students with high potential, thereby enabling them to access high-quality education and fulfill their academic and career aspirations'. According to the circular, an admission test will be held on August 30 for entry into Classes 6, 7, and 8. Applications will be accepted online from July 30 to August 15, admit cards will be issued from August 23, and results will be announced on September 10. The circular stated that students who live in Delhi and are currently enrolled in a recognised school in the same class they are seeking admission to will be eligible to apply. At least 50 per cent of the seats are reserved for children studying in government and government-aided schools, including those run by the Directorate of Education, the Municipal Corporation of Delhi, and the New Delhi Municipal Council, as well as Kendriya Vidyalayas and Navodaya Vidyalayas. Students from Scheduled Caste, Scheduled Tribe, and Other Backward Classes (non-creamy layer) backgrounds and children with special needs will receive a 5 per cent relaxation in eligibility marks. The admission test will be an OMR-based multiple-choice paper with 100 questions, covering Hindi, English, general knowledge, mental ability, and maths. There will be no negative marking. The paper will be bilingual, and children with special needs will receive extra time.
Indian Express
3 days ago
- Entertainment
- Indian Express
NCERT is boosting the arts in secondary school. It must do the same for higher education
The NCERT is being criticised for a series of changes in history textbooks. However, many have not noticed that the NCERT has made another significant change to the secondary syllabus. From the 2025-26 session, theatre, music, and drama will be regular subjects starting in grade VIII. This change is in line with the National Education Policy (NEP) 2020 and the National Curriculum Framework for School Education (NCF-SE) 2023. This means that all students, no matter what they like or how much they know about the arts, will have to study and pass the subjects to move on to the following school year. The goal of the change is to give students a more well-rounded education that includes both traditional academic and creative and artistic learning. The NCERT has also released a new art textbook called Kriti to help with this transition. This book will be the main resource for teaching the visual and performing arts. This change is significant, as it puts equal value on both the intellectual and creative progress of a student. Since the arts soften hearts, a change like this will have an impact on society. Practitioners of fine arts are generally less likely to encourage discrimination, sectarianism, and hatred. They are often the torchbearers of love, empathy, and equity. If sincerely put into practice, the change made by the NCERT will help create an India we all dream of. Rabindranath Tagore did what the NCERT is doing many years ago. At his school in Santiniketan, the students did not just read textbooks. Singing, dancing, and painting were part of the curriculum. Tagore favoured the holistic development of students. The growth of a human mind was much more important to him than the attainment of a degree. While establishing Visva-Bharati University, Tagore ensured that it did not become a degree-granting institution. For a long time, no degree or certificate was awarded at the university. When this system was launched in collaboration with the University of Calcutta, Tagore reluctantly accepted the change. Tagore strongly argued that creativity should be given priority in teaching and research, not only at the school level but also in higher education. In 1919, in his first speech in English in India, he spoke about what an Indian university should be like: 'I have to give utterance to a truism and say with profound seriousness that music and the fine arts are among the highest means of national self-expression, without which the people remain inarticulate.' Visva-Bharati had separate departments for teaching these subjects. These changes at the secondary level, in line with the National Education Policy 2020 and Tagore's philosophy of education, are commendable. It is time they are made in higher education with the same spirit. Otherwise, the qualities acquired by a student in adolescence will inevitably be defunct with time. Soft faculties of the human mind need continuous practice and nurturing. This is where we have to ask a big question. In the last few years, the central government's budget allocation to the higher education sector has been continuously reduced. This has had a direct impact on the study and research of the humanities. It may be argued that this is a global phenomenon. As a discipline, the humanities are in crisis in academia across the globe. But if India has to distinguish itself from other countries and revive some of the best practices of its traditional knowledge systems, it should boost humanities studies and research in higher education, giving due priority to performative arts. Even massive changes in the syllabus at the secondary level won't be enough. In fact, to achieve what the NEP 2020 promises, higher education needs to be tied in closely with school education. If the great qualitative change that the NCERT has brought in the syllabus at the school level is not carried forward to the domain of higher education, the full benefits of this change will never be achieved. To quote Tagore, 'In the proposed centre of our cultures [in a university], music and art must have their prominent seats of honour, and not merely a tolerant nod of recognition.' The writer is professor, Department of English and Culture Studies, and director, Centre for Australian Studies, University of Burdwan
NDTV
4 days ago
- Science
- NDTV
NCERT's New Vocational Textbook Introduces Students To Carpentry, Animal Care
NCERT New Textbooks 2025: The National Council of Educational Research and Training (NCERT) released a new vocational textbook for Class 8 to bring hands-on learning into the classroom. This launch aligns with the National Education Policy (NEP) 2020 and the National Curriculum Framework for School Education (NCF-SE) 2023. The vocational book connects students to real-world activities like carpentry, animal care, home automation, and hydroponics-giving them practical exposure to enhance their understanding and retention of concepts. According to NCERT's official post on (formerly Twitter), the new vocational textbook "Kaushal Bodh" is aimed at empowering students with practical knowledge that blends innovation with traditional skills. NCERT has recently launched several new textbooks recently, designed to spark curiosity and improve learning outcomes among students. The new Class 8 Social Science book, "Exploring Society: India and Beyond" - Part 1, helps students explore medieval Indian history. A Class 5 Mathematics textbook introduces fun and engaging ways to learn math concepts. The Class 8 English textbook "Poorvi" features stories that highlight Indian values and iconic personalities. A new Sanskrit textbook was introduced to foster logical and creative thinking in students. All these textbooks have been designed with the goal of nurturing creativity, compassion, and curiosity in young learners.
Hindustan Times
5 days ago
- General
- Hindustan Times
NCERT book features carpentry, animal care
From learning basic carpentry skills, building hydroponics, designing home automation circuits to caring for animals and creating ethical advertisements for local businesses, the new National Council of Education Research and Training (NCERT) Class 8 vocational education activity book introduces students to six hands-on projects aimed at blending practical skills with cultural and environmental awareness among them. NCERT book features carpentry, animal care The book roots vocational education in India's traditional knowledge – from Atharva Veda's ecological ethics in woodworking to indigenous veterinary remedies and historical floating farms of Dal Lake and Loktak Lake. Developed in alignment with National Education Policy (NEP) 2020 and National Curriculum Framework for School Education (NCF-SE) 2023 provisions, the 202-page book titled 'Kaushal Bodh,' asks schools to organise 'Kaushal Mela,' an end-of-year exhibition where students would display self-made products and services, share their learning experiences, and engage with peers, teachers, and community members to celebrate skills and creativity. In National Curriculum Framework for School Education (NCF-SE) 2023, work has been categorised under three broad forms: work with life forms (plants, animals, farming); work with machines and materials (carpentry, electronics, automation); and work in human services (advertising, entrepreneurship, community engagement). Under NCF-SE, students are expected to take up nine projects across Class 6 to 8 with three projects in each Class and one from each form of work. '...The projects will help students to develop knowledge, skills, attitude and values alongside ecological sensitivity, gender sensitivity, digital skills, and life skills.' reads the foreword of the book. Project 1 on hydroponics teaches students about soil-less farming and introduces them to compost tea made with jaggery and compost, and India's age-old water-based farming techniques in floating farms like those on Dal Lake in Jammu and Kashmir and Loktak Lake in Manipur. Project 2 on animal care blends science and indigenous wisdom, covering fodder preparation, natural remedies, and livestock weight estimation using Schaeffle's formula, preparing silage, and creating a first-aid kit for livestock. The project also highlights India's history as a milk-producing nation and custodian of 43 indigenous cattle breeds. Project 3 on wood and bamboo work builds basic carpentry skills using eco-friendly materials, inspired by traditional structures like the Padmanabhapuram Palace in Thuckalay, Tamil Nadu. Under the project, the book quotes a verse from the Atharva Veda: 'Whatever we dig… may it have quick regeneration' linking woodworking to ecological ethics. Project 4 on home automation introduces beginner electronics and Internet of Things (IoT) encouraging students to design sensor-based lights and motion detectors. Project 5 on water audit focuses on water conservation, where students measure household usage, analyse data, and propose community solutions. Project 6 on creating advertisements develops creativity and media literacy among students by encouraging them to design posters, jingles, and reels for local businesses. 'The choice of projects is left entirely to schools. One project may be taken up by students or preferably, the school can design other projects based on local considerations,' reads the about the book section of the book. Jyoti Arora, principal of Mount Abu Public School in Rohini, northwest Delhi, said that the vocational education books provide hands-on learning experiences to students. 'These books provide guidance on how to conduct different activities to impart skills among students which is more important than gaining knowledge of ideas. Vocational education books raise awareness among students about the environment at a young age which is important for sustainable development. We refer to these books to conduct activities for students in our schools,' she said. NCERT had released the vocational education books for class 6 in July 2024 and for class 7 in March 2025.
