Latest news with #ParakhRashtriyaSarvekshan2024
Indian Express
16-07-2025
- General
- Indian Express
NCERT School Survey: A must know for UPSC current affairs
Take a look at the essential concepts, terms, quotes, or phenomena every day and brush up on your knowledge. Here's your knowledge nugget for today on an important school survey. (Relevance: The Education sector is crucial for the government to attain the goal of Vikshit Bharat. This survey provides an assessment report on the initiatives taken by the government and identifies areas that require further attention. The data provided in the article can be used for value addition in your UPSC Mains. Importantly, questions have been asked on this sector in the UPSC exam. ) Learning levels are yet to bounce back to pre-Covid levels in the primary stage, with students in Class 3 still not having caught up with the performance recorded in 2017, reveals Parakh Rashtriya Sarvekshan 2024, a survey conducted by the National Council of Educational Research and Training (NCERT). The PARAKH Rashtriya Sarvekshan, which was called the National Achievement Survey (NAS) in previous iterations, assessed 21.15 lakh students in Classes 3, 6, and 9 across 74,229 schools in December 2024. 1. Class 3 students assessed in language and Mathematics fared better compared to 2021, when learning levels were captured in the wake of the pandemic and the resultant disruptions in education, but their scores remained lower than the pre-Covid level in 2017. 2. Notably, the scores of only Class 3 can be compared with 2017 and 2021 since it is the only common class in all three rounds of assessment. The 2017 NAS was held for Classes 3, 5 and 8, while the 2021 NAS was for Classes 3, 5, 8, and 10. 3. Significantly, the 2024 survey was aligned with the stages of the National Education Policy 2020, under which Class 3 marks the end of the foundational stage of school education, Class 6 the end of the preparatory stage, and Class 9 the end of the middle stage. The objective of this survey is to evaluate the effectiveness of India's school education system by assessing competencies at various educational stages. 4. According to its findings, Class 3 students recorded an average national score of 64% in language in 2024 — a two-percentage-point increase from 62% in 2021, but lower than the 2017 score of 66.7%. Similarly, in Maths, the national average score in 2024 was 60% — above the 57% recorded in 2021, but below 63% scored in 2017. 5. In terms of the language competencies they were assessed on, Class 3 students scored the lowest (60%) in reading short stories and comprehending their meaning, while they fared best (67%) in knowing and using words to carry out day-to-day interactions. 6. In Maths, Class 3 students fared poorly in geometric shapes and simple money transactions, scoring an average of 50% in both. They performed best (69%) in identifying simple patterns, shapes, and numbers. 7. PARAKH (Performance Assessment, Review and Analysis of Knowledge for Holistic Development) was set up in 2023 as the National Assessment Centre, with one of its mandates being to organise these achievement surveys. 8. The survey, spearheaded by the NCERT and the CBSE, assesses school students' learning achievements. A sample of school students from government, government-aided and private schools from each district in the country take the assessment. Along with the Parakh survey, there are two other education assessments to gauge learning levels among children. Each tool offers a different lens to India's current education system. Annual Status of Education Report (ASER) 2024 1. Since 2005, the NGO Pratham has released the Annual Status of Education Report (Rural) to measure basic reading and arithmetic levels among school children, attendance in school, and other indicators. 2. The 2024 survey, which was released in January this year, recorded major gains in the share of children of the pre-primary age group (3 to 5 years) enrolled in some kind of institution (LKG/UKG/Anganwadi/others). 3. There were substantial increases in reading and arithmetic levels – an encouraging development after the learning losses during the Covid-19 pandemic. This was also the first full-length ASER survey to record digital literacy among older children (15 and 16 years). Keeping with recent trends, the percentage of children in this age group not enrolled in school has gone down (around 7% today). 4. This year's survey also showed that in terms of digital access, more than 90% of rural adolescents have access to a smartphone. Children were also evaluated on their ability to do tasks such as searching for information online or setting an alarm. In terms of both accessibility and skills, there were some gender gaps. For instance, 80.1% of boys (ages 14 to 16) could browse for information, against 78.6% of girls. In some southern states, girls either outperformed boys or were at the same level as them. 5. According to the report, the basic reading levels for Class 3 children enrolled in government schools have been the highest since the survey began 20 years ago. Reading level: The number of Class 3 children who can read a Class 2 textbook in government schools stands at 23.4%, up from 16.3% in 2022 and 20.9% in the pre-pandemic year of 2018. Overall reading levels, across both government and private schools, too improved from 20.5% in 2022 to 27.1% in 2024, almost touching the pre-pandemic level of 27.3%. Arithmetic levels, too, improved across both government and private schools. The percentage of Class 5 students who can read a Class 2 textbook has gone up from 42.8% in 2022 to 48.7% in 2024. 6. FLS was a one-time nationwide exercise conducted by NCERT in 2022 to assess the Foundational Literacy and Numeracy (FLN) after the launch of the National Initiative for Proficiency in Reading with Understanding and Numeracy (NIPUN) Bharat in July 2021. 7. NIPUN is a national mission that aims to enable all children at the end of Grade 3 to attain foundational skills by the year 2026-2027. 8. The FLS Study is a school-based performance assessment where a selected sample of children from grade 3 were assessed by a test administrator in a one-on-one setting where each child responded to a set of questions administered orally. 9. It found that 37 per cent of students enrolled in Class III have 'limited' foundational numeracy skills, such as identifying numbers, while 11 per cent 'lack the most basic knowledge and skills'. 10. It also assessed the literacy skills of students in 20 languages, including English. While 15 per cent lacked 'basic skills' in English, 30 per cent were found to have 'limited skills'. Consider the following statements: 1. Parakh Rashtriya Sarvekshan 2024, released by NITI Aayog, has revealed that the enrollment of students in class III has increased. 2. NIPUN mission aims to enable all children at the end of Grade 3 to attain foundational skills by the year 2026-2027. Which of the following statements is/are correct? (a) 1 only (b) 2 only (c) Both 1 and 2 (d) Neither 1 nor 2 (Source: Class 3 learning still lower than pre-Covid level: Govt survey, ASER 2024, National survey of students soon: What is it, how it has changed from previous years) Subscribe to our UPSC newsletter. Stay updated with the latest UPSC articles by joining our Telegram channel – IndianExpress UPSC Hub, and follow us on Instagram and X. 🚨 Click Here to read the UPSC Essentials magazine for June 2025. Share your views and suggestions in the comment box or at Khushboo Kumari is a Deputy Copy Editor with The Indian Express. She has done her graduation and post-graduation in History from the University of Delhi. At The Indian Express, she writes for the UPSC section. She holds experience in UPSC-related content development. You can contact her via email: ... Read More
Time of India
15-07-2025
- General
- Time of India
Just 29% of Goa schools have teachers trained for spl needs students
P anaji: Just 29% of schools surveyed in Goa were found to have trained or certified teachers to look after students with special needs, and just 26% of children with special needs had access to assistance like ramps or lifts, specially designed learning tools, and mobility aids, as per the 'Parakh Rashtriya Sarvekshan 2024' survey conducted by NCERT, under the Union education ministry. On all parameters surveyed for inclusiveness in regular schools, Goa scored below the desired 50%. 'Inclusive education is essential for fostering a supportive learning environment where children with special needs (CWSN) receive the necessary accommodations, resources, and support. For areas where less than 50% of schools currently implement inclusive measures, additional efforts are needed to ensure that all students, including those with special needs, have equal access to learning opportunities,' the report stated. The survey showed that only 41% of CWSN received the support they needed from school teachers, and the percentage of special children receiving the needed support in learning from friends stood at 40%. 'Strengthening teacher training, providing assistive resources, and fostering peer support can significantly enhance inclusivity in schools,' the report recommended for Goa. Additionally, only 36% of CWSN had access to special learning material at school in Goa. by Taboola by Taboola Sponsored Links Sponsored Links Promoted Links Promoted Links You May Like Đây có thể là thời điểm tốt nhất để giao dịch vàng trong 5 năm qua IC Markets Tìm hiểu thêm Undo 'Support for children with special needs from friends or teachers is provided to fewer than half of the students. To improve support, schools should expand access to specialised resources, ensure that all teachers are trained in inclusive teaching practices, and invest in assistive technology to create a more inclusive learning environment,' stated the NCERT's report about Goa. The findings of the NCERT survey are consistent with the observations made by the Centre's project approval board (PAB) during the annual review for 2025-26 of the implementation of the Samagra Shiksha Abhiyan in Goa. 'Significant fluctuations in enrolment of CWSN across alternate classes were noted, highlighting the need for a thorough review and analysis to determine underlying causes. The importance of accurate data reporting and effective data management was emphasised. As per UDISE+ 2023-24, only 9.5% of teachers are trained in inclusive education, and only 2.9% of special educators are deployed, including those at block resource centres (BRCS) under Samagra Shiksha,' the PAB noted. Goa officials were asked to accelerate the processes of screening, identification, and certification of CWSN and to ensure accurate categorisation and mapping of these children in the central data portal for school education UDISE+. 'The use of the Prashast app for early screening has been strongly recommended. Efforts must be made to ensure that every CWSN child is supported to complete secondary education through targeted interventions based on individual learning levels and disability profiles. Additionally, the state must prioritise capacity building of general teachers in inclusive education, preferably through RCI-approved bridge courses to create a more supportive and inclusive classroom environment,' the PAB stated.
Hindustan Times
13-07-2025
- General
- Hindustan Times
Chandigarh to include private schools' data in Vidya Samiksha Kendra
The UT education department has written to private schools of the city to integrate data of the schools in the Vidya Samiksha Kendra (VSK) run by the department. Chandigarh's VSK is connected to the Rashtriya Vidya Samiksha Kendra (RVSK) at CIET-NCERT, New Delhi. (HT photo for representation) Presently, only government school data is being analysed through this platform. Onboarding of all private schools (with valid UDISE+ codes) onto the VSK platform will ensure holistic utilisation of VSK's benefits for all categories of schools and for all stakeholders. Chandigarh's VSK is connected to the Rashtriya Vidya Samiksha Kendra (RVSK) at CIET-NCERT, New Delhi. The VSK, installed in the Sector-9 school education department office, connects systemic data and aims to bring visibility to real time educational datasets. It also enables data driven decisions for both administrative and academic educational stakeholders and is mandated for all states and UTs by the centre. The data of Parakh Rashtriya Sarvekshan 2024 which was recently released for UT schools when hosted on VSK will support the development of inclusive, data-driven educational policies and targeted interventions. This will work for areas such as attendance, assessment, administration and accreditation. Speaking about the initiative, UT director of school education Harsuhinderpal Singh Brar said that the department aims to gather data that accurately reflects the quality and effectiveness of UT's education system while giving insight into where policy interventions and resource allocations are most needed. 'This will allow the department to identify specific areas for targeted improvement, whether it is in curriculum design, teaching practices/training, or learning environments, ensuring every child has equitable access to quality education,' he added. Brar hopes that the process will be carried out within this academic session. UT writes to centre on mandatory biometric Aadhar update of children After the UID Implementation Committee (UIDIC) had directed to give priority to the mandatory biometric update of the children who have attained the age of 5 and 15, the UT director of school education has written to Unique Identification Authority of India (UIDAI) that the UT has adopted the Unified District Information System for Education Plus (UDISE+) developed by NIC, New Delhi and has been implemented in all states/UTs wherein the child-wise data is being collected along with Aadhaar number. When the Aadhaar number of the student/teacher is entered on this UDISE+ portal and checked for validation from UIDAI Portal, it reflects whether the Aadhar entry is validated or not. Brar said that the current UDISE+ portal software returns a report of only the Aadhaar number being verified but does not confirm whether the Aadhar mandatory biometric has been updated for that number or not. He proposed that UIDAI may consider a software update giving an option on the UDISE+ portal to reflect whether the biometric has been updated or not. The centre has accepted this proposal and has begun integrating this in their software.
Time of India
10-07-2025
- Science
- Time of India
Rural edu indicators outperform urban in state: Parakh survey
Jaipur: In Rajasthan, the performance of rural areas is better compared to urban areas for education indicators like reading, writing, and comprehension of language subjects and mathematics. The Parakh Rashtriya Sarvekshan 2024, released by the Ministry of Education, Govt of India, stated, "Students from rural schools performed higher than the national average, with a 7% higher score in language as well as in mathematics." The report mentioned that in Rajasthan, students from urban schools performed higher than the national average, with a 4% higher score in language and a 5% higher score in mathematics. This survey was conducted to test the reading-writing ability and understanding of Hindi, English, and mathematics for class 3 students and Hindi/English, mathematics, science, and social science subjects for Class 6 and 9 students. At all three levels, Rajasthan's performance is better than the national average. According to the survey, Rajasthan's average in linguistic knowledge in class 3 was 6% higher than the national average. While the national average is 64%, Rajasthan scored 70% marks. Rajasthan's average in mathematics was also 66%, which is 6% higher than the national average
Time of India
10-07-2025
- Health
- Time of India
23% schools in Goa lack anti-bullying policies, 29% kids report being hit by peers, shows NCERT survey
Panaji: Though 70 to 80% of Goa schools have all the necessary physical infrastructure, such as separate toilets for girls and boys and functional laboratories, the state schools still have to create a safe, inclusive, and emotionally secure environment for students. The survey 'Parakh Rashtriya Sarvekshan 2024', conducted by the NCERT under the Union education ministry, has shown this. According to the survey, 23% of schools in Goa were found not to have an anti-bullying policy. The impact of this was visible on students, as per the survey results. Thirty-seven percent of children reported being teased by other students, 36% said they were made fun of by their classmates, 29% reported being hit or pushed around by their classmates, and 25% said they experienced being threatened by peers. 'A safe and respectful school environment is essential for students' emotional well-being and academic success,' the report said. 'However, some students continue to face issues such as being teased, ridiculed, physically pushed, excluded from group activities, or threatened by their peers, with a few also reporting feelings of insecurity within the school premises. These incidents are deeply concerning, as they can lead to emotional distress and hinder students' overall development,' the report noted about the Goa survey results. Despite the seriousness of these challenges, some schools still lack clear policies to address bullying, discipline, sexual harassment, and matters related to Pocso, the NCERT report said. 'To respond effectively, schools must implement child-friendly grievance redressal mechanisms and ensure that teachers and staff are properly trained to handle such issues with care and sensitivity. Promoting a culture of empathy and respect through regular classroom discussions, peer-led initiatives, and school-wide awareness programmes can further contribute to creating a safe, inclusive, and supportive environment for all learners. ' The survey also said that the responses from students highlight that greater attention is needed to support students' emotional health. This is because 22% of students surveyed in Goa said they feel stressed or worried about their school work. A similar percentage of students spoke about not finding it comfortable to talk to someone when they feel stressed or upset. Also, 22% of students said they feel like they have to do too much work or activity beyond the classroom. The surveyed students also included 20% who reported feeling sad or unhappy, while 27% of teachers said that social-emotional learning of students is not in the hands of a teacher. 'Emotional and psychological challenges affect many students, including stress from academic work, feelings of sadness or unhappiness, reluctance to attend school, and external pressures. Certain teachers find it difficult to address the social-emotional needs of students or resolve conflicts within the classroom. To address these issues, schools should provide comprehensive mental health programmes and professional development for teachers, equipping them with the tools to identify and support students' emotional well-being,' the report said.
