Latest news with #NewEducationPolicy
The Print
14 hours ago
- Politics
- The Print
Abdullah calls for holistic implementation of NEP, calls it ‘magnificent and far-reaching' framework
Abdullah underscored the need for comprehensive, inclusive and locally adaptable implementation of the NEP 2020, calling it a visionary document whose success depends entirely on its understanding and execution at the grassroots level. The chief minister was addressing a one-day conference on NEP-2020 themed 'Empowering Education Leaders for Holistic Education' in Srinagar. Srinagar, Jul 22 (PTI) Jammu and Kashmir Chief Minister Omar Abdullah on Tuesday advocated for a holistic implementation of the National Education Policy, and urged educators to empower learners. Emphasising the importance of reflection and course correction, the chief minister said, 'The New Education Policy is now five years old. This is the time to evaluate where we have succeeded, where we have fallen short, and what more can be done to implement it better'. A policy is only as effective as its application and understanding, he said. Terming the NEP-2020 a 'magnificent and far-reaching' framework, Abdullah stressed that the real change will come only when the policy is understood in its true spirit and implemented with sensitivity to local needs and realities. Pointing to gaps in subject availability and staff, the chief minister said that many government schools and colleges are unable to offer a wide range of subjects due to faculty shortages. 'In Jammu, only a few schools offer Urdu; in Kashmir, a few offer Hindi. Even regional languages like Kashmiri, Dogri, or Punjabi are taught in very limited number of institutions. These gaps need to be filled gradually, within our available resources,' he said. He also addressed frequent comparisons between government and private schools, highlighting that government institutions operate in areas where private schools often do not venture. 'Setting up a school in Srinagar is easy. Try opening one in Gurez, Tangdhar, or Machil. Our teachers work in extreme conditions, away from the spotlight, and deserve recognition,' he said. Abdullah also emphasized the importance of inclusivity in education. 'Every child — regardless of physical or learning challenges — deserves a chance to learn. Are our schools truly inclusive and accessible to all? This workshop is a good step in that direction,' he said. The chief minister expressed hope that such engagements will continue to inspire a positive change across the educational landscape of Jammu and Kashmir. PTI SSB MNK MNK This report is auto-generated from PTI news service. ThePrint holds no responsibility for its content.
NDTV
21 hours ago
- Business
- NDTV
Southampton University Opens First Foreign Campus In Gurugram
Southampton University became the first foreign university to open a campus in India under the New Education Policy (NEP). The new campus was inaugurated in Gurugram on July 16, 2025. "This is a landmark moment in India-UK educational cooperation," a senior official said. "Education continues to be one of the strongest pillars of our bilateral relationship." The United Kingdom remains a top choice for Indian students. In the 2023-2024 academic year, around 1.7 lakh Indians were studying in UK institutions. India and the UK share a Comprehensive Strategic Partnership, established in 2021, with strong cooperation across trade, defence, energy, education, and people-to-people ties. "Our partnership with the UK is robust and multi-faceted. It continues to grow across all key sectors," a senior government source said. PM Narendra Modi and UK PM Sir Keir Starmer met twice in one year - during the G20 Summit in Brazil (Nov 2024) and the G7 Summit (June 2025). UK Foreign Secretary David Lammy visited India twice (July 2024 and June 2025). External Affairs Minister S. Jaishankar visited the UK in March 2025. In the past six months, key Indian leaders including the Finance Minister, Commerce Minister, Law Minister, and NSA have visited the UK. On the other side, UK ministers for Culture, Business, Trade, Climate, and Security have travelled to India. Bilateral trade crossed a record USD 55 billion (Rs 4.26 lakh crore) in 2024, a 10% increase over the previous year. A major boost came with the India-UK Free Trade Agreement, announced on May 6, 2025. UK is India's 6th largest investor, with USD 36 billion in FDI (2000-2025). Indian investment in the UK stands at USD 20 billion. Nearly 1,000 Indian companies operate in the UK, employing over 1 lakh people, while 700 British companies operate in India, employing more than 5 lakh people. The Technology Security Initiative (TSI), launched in July 2024, is a major area of joint work. It covers AI, telecom, semiconductors, biotech, critical minerals, and quantum technologies. India-UK defence cooperation has seen consistent growth. The UK Carrier Strike Group will visit Mumbai in October 2025, following earlier joint exercises like Konkan Shakti in 2021. A Statement of Intent to deepen cooperation on Electric Propulsion was signed in November 2024. In climate collaboration, the UK continues to support India's ISA and CDRI initiatives. Joint efforts include "One Sun One World One Grid" launched at COP26, and IRIS, aimed at Small Island Developing States.
The Hindu
3 days ago
- Politics
- The Hindu
Reframing the language question
Political scientist Samuel Huntington warned that when societies undergo rapid sequences of change without the parallel strengthening of institutions, they invite disorder rather than development. In post-colonial states, efforts to emulate models of modernity often take the form of sudden thrusts and dramatic reconstructions. But without institutional maturity, these transformations can fracture rather than unify. In this context, India's New Education Policy (NEP), 2020 is a bold step towards much-needed modernisation in the education sector. Yet, in its implementation, especially of the three-language formula, it reveals signs of the very breakdown Huntington warned of. The policy promises that no language will be imposed, but in practice, this assurance falters amid infrastructure gaps, uneven capacity, and socio-political fault lines. For many, the multilingualism offered feels less like inclusion and more like pressure. Much of the national conversation has centred on the idea of language 'imposition'. But this framing reflects only one side of the debate: the question. To move forward, we must reframe the question itself, from 'What language should be imposed?' to 'How can language be used to empower?' That shift, from political to governance, opens space for solutions that affirm identity, foster equity, and strengthen learning. Choice without capacity? The real test of any policy lies not in its prose but in its practice. Across States, reports continue to highlight teacher shortages for third-language instruction. A news report found that 'underfunding and a lack of qualified teachers plague the system', forcing schools to hire part-time or retired instructors to teach languages such as Sanskrit and Hindi. In Maharashtra, some schools reportedly assigned untrained teachers, or none at all. But the issue cannot be reduced to an administrative hiccup. In tribal and rural hinterlands, it increasingly feels like a policy devoid of participation. For instance, in Odisha and West Bengal, Santhali-speaking students are expected to study in Bengali or Hindi without any transition support. In the absence of trained teachers, schools fall back on patchwork solutions, hiring retirees, rotating unqualified staff, or offering no support at all. Add English and their native tongue to the mix, and students face what educationist calls a 'four-language burden'. The NEP's written assurance of 'choice' often breaks down in practice, particularly in under-resourced schools. If there is no Santhali teacher available, can Santhali truly be considered a choice? The consequences of this are as political as they are pedagogical. When a new language is introduced alongside two others, the space for a child's own language inevitably shrinks. And when that language is absent, or barely acknowledged, in the classroom, education begins to feel like erasure. This is reflected in tribal student learning outcomes and dropout rates. Voice before vocabulary Much of the policy defence of the NEP, 2020 rests on the cognitive benefits of multilingualism. But language is not just a pedagogical tool; it is the first marker of identity, the anchor of one's emotional and cultural world. When education unfolds in a language alien to a child's lived experience, the classroom becomes not a place of discovery, but a site of anxiety. Global research reinforces this reality. UNESCO notes that children taught in their first language perform better academically, stay in school longer, and are more likely to engage actively in class. But beyond its measurable outcomes, mother-tongue instruction carries an essential normative weight. It affirms the learner's sense of self. It tells a tribal or rural child: your voice matters; it belongs here. In Odisha's tribal districts, a Multilingual Education (MLE) programme introduced instruction in Santhali, Kui, and other local languages before transitioning students to Odia and English. The results were both empirical and emotional, where attendance improved, confidence surged, and parents became more actively involved. A subsequent NCERT evaluation found that the programme had a significant impact on student's achievement in both language and mathematics. Children in MLE schools outperformed their peers in non-MLE schools across oral, written, and overall assessments. India is not alone in grappling with the challenge of multilingual education. Other democracies, too, have experimented with different models. Indonesia, one of Asia's most linguistically diverse nations, mandates 'Bahasa Indonesia' as the language of instruction, though it is the mother tongue of less than 10% of its population. This top-down approach has meant that most children begin schooling in a language they barely understand, resulting in persistently low learning outcomes. In response, a joint initiative by the Indonesian and Australian governments piloted a transitional bilingual education model that integrated students' first languages into early instruction. The results were telling — students became more engaged, classroom participation improved, and teachers observed a visible boost in confidence. Early findings from the pilot affirm a larger truth that language-based empowerment cannot be imposed from above; it must be built from below, through systems that listen, adapt, and co-create with communities themselves. Participation, not prescription Much of the resistance to the three-language policy, particularly in States such as Tamil Nadu and Karnataka, does not reflect opposition to any language, but unease with centralised, top-down mandates. As the Supreme Court rightly affirmed, even mother-tongue instruction must respect the individual's right to choose. The fault line, then, is not language, but the fear of control. Here are four interlocking strategies that shift us from a framework of 'imposition' to one of 'empowerment' through participation. First, States and districts should form language committees composed of teachers, parents, linguists, and local leaders. These bodies can tailor the three-language mix to their region's context. A tribal-majority school, for instance, might adopt a tribal language, the regional State language, and Hindi or English, not by fiat, but by choice. Second, NEP rightly recommends beginning education in a child's home language, especially in foundational years. Pilot programmes such as Odisha's MLE demonstrate that early literacy in a familiar language builds stronger bridges to regional and global tongues. These programmes should be scaled with care, guided by local success stories. Third, multilingual education cannot succeed without multilingual educators. Governments must invest in recruiting and training instructors for both widely spoken Indian languages and vulnerable tribal tongues. Local graduates should be incentivised to teach their own languages. Last, prioritise depth over number. Introducing a third language prematurely risks shallow learning in all. Schools must be empowered to delay or pace third-language introduction based on readiness, as NEP itself allows. Optional advanced studies can offer motivated students further enrichment without overwhelming others. Each of these steps reframes multilingual education as a negotiated project, not a bureaucratic edict. Contemporary modernisation often cuts short the process in the rush for outcomes. But language policy demands time and deliberation. As Huntington argued, institutional legitimacy must match societal changes. A multilingual India is not a paradox; it is a democratic path forward. When language policy listens before it instructs, it ceases to divide and begins to unite. Abhishek Sharma is a researcher and candidate at the Department of Political Science, University of Delhi; views are personal
New Indian Express
3 days ago
- Politics
- New Indian Express
Rift between AIADMK and BJP widening, say CPI & CPM state secretaries
COIMBATORE/TIRUVARUR: The rift within the AIADMK-BJP alliance is widening, said CPI state secretary R Mutharasan and CPI (M) state secretary P Shanmugam on Saturday. The left leaders cited the lack of unanimity among AIADMK and BJP leaders on the goal of forming a coalition government by both the allies in the state after the next Assembly poll. 'Amit Shah states that the AIADMK-BJP alliance will form a coalition government, while Edappadi K Palaniswami asserts that he is the chief ministerial candidate. Cracks are widening daily within the AIADMK-BJP alliance,' Mutharasan said in Coimbatore while referring to the different stands of the BJP leader and AIADMK general secretary. Mutharasan was in Coimbatore to attend CPI's district conference. 'Does Palaniswami encourage BJP's New Education Policy and misuse of investigative agencies such as ED, NIA, etc?' Mutharasan asked while also recalling that former Chief Minister late J Jayalalithaa had vowed the AIADMK would not form an alliance with the BJP henceforth. Mutharasan hoped Edappadi K Palaniswami would hold a clean campaign in the run-up to the election. Speaking to reporters in Tiruvarur, CPI(M) state secretary P Shanmugam, meanwhile, accused Palaniswami of supporting all anti-people, -farmer and -state actions of the BJP-led union government. 'Edappadi should apologise to farmers for supporting the anti-farmer laws,' the CPI(M) leader demanded. Shanmugam claimed the National Democratic Alliance in the state is torn by confusion. 'Like Amit Shah, BJP's former state leader K Annamalai and others are also asserting there will be a coalition government in Tamil Nadu. But Palaniswami continues to claim that they will form a government with a clear majority. There is confusion within the BJP-AIADMK alliance, and the AIADMK is weakening,' he claimed. Shanmugam also rebutted Palaniswami's claim that his party accepted money from the DMK. 'We have already explained this a hundred times. We received money from the DMK for election expenses, but we handed it back exactly as it was received. Not even a single tea was consumed by the Communist Party from that amount,' he added.
Time of India
4 days ago
- Entertainment
- Time of India
CBSE schools to integrate art & culture into curriculum
1 2 Ranchi : Schools affiliated to the Central Board of Secondary Education (CBSE) are gearing up for creative academic projects as the board has made art integrated projects compulsory for all students enrolled in Classes I to X, starting from the 2025–26 academic session. The initiative, aligned with the goals of the New Education Policy (NEP), aims to blend academic learning with art forms to foster experiential and interdisciplinary education. The guidelines mandate that every student should prepare creative projects by linking any academic subject such as Science, Mathematics, English, or Hindi with an Indian art form. The initiative is also a part of the 'Ek Bharat Shreshtha Bharat' programme, under which each state is paired with another to promote cross-cultural understanding. Jharkhand has been paired with Telangana, and students from Jharkhand are expected to develop their projects based on the art and cultural heritage of Telangana. The board stated that students of Class X will not be issued their admit cards unless they complete and upload the project. The project must be environment-friendly in design and execution. All schools are required to submit the projects on CBSE's online platform Principal of Delhi Public School, Jaya Chauhan, said, "The move is aimed at enhancing cultural awareness and enriching subject comprehension through artistic expression. by Taboola by Taboola Sponsored Links Sponsored Links Promoted Links Promoted Links You May Like American Investor Warren Buffett Recommends: 5 Books For Turning Your Life Around Blinkist: Warren Buffett's Reading List Undo We have developed various thematic subjects and are currently working on project collaboration with DPS schools in Telangana. In the past, we have even carried out joint projects with students from Singapore." Principal of Firayalal Public School, Neeraj Sinha, said, "The aim of the project is not to turn students into artists, but to improve their conceptual understanding. Each project will be interdisciplinary in nature. For younger students, the project aims to help them understand concepts in a more interactive and engaging manner."
