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India Today
2 days ago
- India Today
Can AI replace teachers?
When ChatGPT was released in 2022, few predicted it would spark an educational revolution. Today, AI tutors can write essays, solve math problems, simulate science labs, and offer feedback all within seconds. In many parts of the world, including India, this has opened up fascinating possibilities for personalised learning. But it has also triggered an uneasy debate: Are we looking at the beginning of a teacher-less future?advertisementWHAT'S ALREADY HAPPENING IN INDIA?India has been quick to experiment with AI in classrooms partly out of necessity. With a student-teacher ratio of 26:1, and significantly worse in rural areas (as per UDISE+ 2021-22), many schools are turning to AI chatbots, GPT-powered tutors, and adaptive learning platforms to fill the Vedantu, and PhysicsWallah have integrated AI-driven modules for doubt CBSE has introduced AI literacy modules for high school like SpeEdLabs and ConveGenius offer AI-based personalised revision tools, especially targeted at underserved areas."AI is helping scale quality tutoring where human teachers are either unavailable or overloaded," says Arpit Gupta, an edtech consultant based in Delhi. WHY TEACHERS STILL MATTERAI can explain a concept, but it can't replace the empathy, mentorship, discipline, and inspiration a good teacher brings. In India, especially in emotionally complex school environments, a human teacher often plays the role of guide, counsellor, and support system - roles AI simply can't fill. "No AI can understand a child's hesitation before asking a question. A teacher can," says Vaishali Nair, a high school teacher in CONCERNS & CHALLENGES 1. Data Privacy: Many AI tools store students' data without transparent policies.2. Bias in Algorithms: AI might perpetuate social and language biases.3. Over-reliance: Students may stop learning how to think critically if AI gives them ready answers.4. Job Displacement: There's growing concern that AI might replace junior teachers or TGTs, especially in budget private THE DATA SAYSA 2024 UNESCO report noted that "AI is best used to augment, not replace, teachers."A Stanford study found students using GPT tutors improved their test scores by 8-12%, but showed lower retention after 6 India, a 2023 survey by TeamLease Edtech found 78% of teachers were open to using AI tools, but only 27% had formal training to do CAN AI REPLACE TEACHERS?Not in the foreseeable future. AI can be a powerful co-pilot in classrooms, offering personalised feedback, aiding in content delivery, and automating rote tasks. But it can't replace the human touch, real-world judgment, or cultural sensitivity that a teacher than asking "Can AI replace teachers?", perhaps the better question is: "How can AI empower teachers to be more effective, empathetic, and equitable?" If India gets that right, we won't lose teachers to machines we'll supercharge them with better tools.- EndsMust Watch
Time of India
4 days ago
- Politics
- Time of India
State far behind in school digital access, reveals govt data
Bhopal: Govt schools in the state remain far behind national standards in digital education infrastructure, despite the state's claims of major investment in IT-enabled learning. The latest UDISE report by the Union education ministry reveals stark gaps in facilities such as digital libraries, smart classrooms, and projectors — particularly in rural and semi-urban areas. Out of 92,439 schools across the state, just 823 -- barely 0.9% -- have digital libraries. This is far lower than the national average of 6.1%, and well behind Maharashtra, where 8% of schools are equipped with such facilities. The UDISE, or Unified District Information System for Education, is a comprehensive database that collects and maintains data on schools across the country. Digital resource distribution remains inconsistent across the state's educational institutions. The state confronts considerable obstacles in upgrading its school infrastructure, especially in rural and semi-urban regions. Students face limitations in accessing modern learning materials and online resources due to insufficient digital libraries. The considerable difference between Madhya Pradesh and other states indicates an immediate requirement for targeted action. Maharashtra's success rate shows the feasibility of digital integration within the region. "Several factors contribute to this disparity, including budgetary constraints, infrastructure limitations, and technical expertise shortages," a school principal said on condition of anonymity. Fundamental infrastructure issues continue, with numerous schools lacking reliable internet connectivity and computer laboratories. The current teacher training initiatives remain superficial, despite their potential significance in developing digital literacy and supporting educators with technology integration. The smart classroom situation in Madhya Pradesh remains suboptimal, with 11.6% (10,756) of schools having Digital Boards, Smart Boards, Virtual Classrooms, or Smart TV facilities, significantly below the 21.2% national average. Neighbouring Chhattisgarh shows better results with 18.5% smart classroom implementation. Regarding projector availability, only 3% (2,745) of 92,439 Madhya Pradesh schools possess functional units, substantially below the 15% national average. Neighbouring Chhattisgarh maintains superior statistics with 11% of schools equipped with functional projectors. The limited projector availability in Madhya Pradesh schools exemplifies substantial digital infrastructure deficiencies. This situation reflects wider issues in implementing contemporary teaching tools across educational institutions. Rural schools particularly struggle with essential technological requirements. The substantial gap between Madhya Pradesh's 3% and the national 15% average demonstrates an urgent requirement for educational technology enhancement. This shortfall impacts educational delivery quality and restricts students' engagement with digital learning approaches. The UDISE report, or Unified District Information System for Education report, is a comprehensive database on school education in India. It is managed by the Department of School Education & Literacy, Ministry of Education, and maintained by the National Informatics Centre. The report collects and disseminates data on schools, teachers, infrastructure, and student enrolment to support education planning and development.
Indian Express
5 days ago
- Politics
- Indian Express
Why Uttar Pradesh will merge government schools with low enrolment despite opposition
The Uttar Pradesh government's recent decision to merge government schools with low enrolment has drawn flak from the opposition. Samajwadi Party chief Akhilesh Yadav and Congress leader Priyanka Gandhi Vadra attacked the BJP government in the state, saying school mergers will make it difficult for children from poor and marginalised sections, particularly girls, to access education. The move has prompted protests from teachers and parents in the state. Since then, the Allahabad High Court has either dismissed petitions against the move or upheld the government decision. Here is what to know. In June, the UP Basic Education Department asked district-level officials to prepare a database of schools with low enrolment, along with mapping the nearest school where better infrastructure and resources are available, with the intention of 'pairing' the two schools. Officials have been mapping schools with enrolment below 50. The state's reasoning was the better utilisation of resources and teachers. The infrastructure that remains after the merger will be used to set up Balvatikas, or pre-primary classes. School mergers, seen as contentious, have been carried out in the past in UP and other states. A NITI Aayog project launched in 2017 in Odisha, MP and Jharkhand sought to introduce reforms in school education in these states. As part of the project, 4,600 schools with low enrolment were merged in Jharkhand, around 36,000 schools were reorganised into 16,000 schools in MP, and 1,800 schools were reorganised in Odisha. With the National Education Policy (NEP) 2020 calling for the setup of school complexes or clusters and sharing resources for their effective utilisation, states have been merging schools with low enrolment in recent years. Over the past two years, the Education Ministry has also alerted the states about the declining enrolment at the primary and upper-primary levels in government schools. Consequently, the number of government schools has fallen across several states/UTs. In UP, for instance, data from the Unified District Information System for Education portal UDISE+ shows that the number of government schools fell from 1.63 lakh in 2018-19 to 1.37 lakh in 2023-24. Over this period, the state also saw a rise in private schools from 87,433 to 96,635. Similarly, in MP, government schools fell from 1.22 lakh to 92,439 over this period, while Odisha saw a drop from 55,483 to 48,671. Why were the government schools set up? Previous national policies and schemes on education have focused on ensuring universal elementary education (up to class 8). These have drawn on a mention of providing free and compulsory education to all children up to the age of 14 in the Directive Principles of the Constitution, and then Article 21A of the Constitution, which inserted this as a fundamental right in 2002. The 1986 National Policy on Education said that it gives 'unqualified priority to universalization of elementary education'. The Centre's Sarva Shiksha Abhiyan (SSA) was launched in 2000-01 with this aim, and SSA funds were used to set up elementary schools. Nearly a decade later, the Right to Education Act (RTE) of 2009 guaranteed the right of 6- to 14-year-old children (class 1 to 8) to free and compulsory education in a 'neighbourhood' school. The RTE Act specifies that the appropriate government shall establish a school within the limits of each neighbourhood within three years of the Act's commencement. Subsequently, the RTE rules framed by the Centre in 2010, to implement the Act, specified the limits of a neighbourhood within which schools are to be set up – for classes 1 to 5, a school was to be established within 1 km of the neighbourhood, and for classes 6 to 8, a school was to be established within 3 km of the neighbourhood. In turn, when the states framed their RTE rules, they reiterated this and added specifications in some cases. The RTE rules for UP, for instance, say that for classes 1 to 5, a school shall be established within 1 km of a habitation which has a population of at least 300. For classes 6 to 8, this was a population of at least 800. In guidelines issued in 2011, the Centre said that the rationale behind establishing neighbourhood schools was to ensure universal access to elementary education, which requires schooling facilities within reasonable reach of all children. If schools are not located in or near the neighbourhood, children may not complete schooling even if they are formally enrolled in school, the Centre had reasoned. The need for 'neighbourhood' schools was noted by the Kothari Commission in its 1968 report. The Centre set up a commission headed by scientist and former University Grants Commission chairman, DS Kothari, that looked into all aspects of education from 1964 to 1966. Observing that only 85% students transferred from class 4 to 5, the report identified the non-availability of higher primary schools in the neighbourhood as one of the reasons for drop-out at this stage. The 'neighbourhood' school was also meant to serve another purpose. The commission noted that the neighbourhood school plan should be adopted as a step towards eliminating the segregation that now takes place 'between the schools for the poor and the underprivileged classes, and those for the rich and privileged ones.' 'The neighbourhood school concept implies that each school should be attended by all children in the neighbourhood irrespective of caste, creed, community, religion, economic condition or social status, so that there would be no segregation in schools,' the commission said. What has changed in the years since? The focus on elementary school enrolment, with the RTE Act and Sarva Shiksha Abhiyan, meant that several primary and upper primary schools have been set up with the aim of universal enrolment at that level. NEP 2020, however, also points to a resultant problem. While these efforts have 'helped to ensure near-universal access to primary schools, it has also led to the development of numerous very small schools,' it says. It referred to UDISE 2016-17 data, which showed that 28% of government primary schools and 14.8% of upper primary schools have less than 30 students. In 2023-24, UDISE+ data showed that 12,954 schools had zero enrolment, while 1,10,971 schools had only a single teacher. In 2016-17, a lower number of 1,08,017 schools had a single teacher. 'These small school sizes have rendered it economically suboptimal and operationally complex to run good schools, in terms of deployment of teachers as well as the provision of critical physical resources. Teachers often teach multiple grades at a time, and teach multiple subjects, including subjects in which they may have no prior background; key areas such as music, arts, and sports are too often simply not taught; and physical resources, such as lab and sports equipment and library books, are simply not available across schools,' the NEP states. Pointing out that the 'isolation' of small schools affects education, the NEP called for states/UTs to address these challenges by 2025 by grouping or rationalising schools, along with setting up school complexes or clusters to share resources. The concept of a 'school complex' was also part of the Kothari Commission Report of 1968. Why is the merger of schools contentious? Teachers' groups, politicians in the Opposition, and petitions in the Allahabad HC have opposed the mergers, saying students would have to go longer distances to get to school if the neighbourhood one is merged with another, making access more difficult, particularly for girls, and increasing the likelihood of drop-outs. A petition in the HC by parents of students in UP's Sitapur refers to the merger as a violation of the UP RTE Rules, which state that schools shall be within a distance of 1 km for children in classes 1-5. The HC dismissed the petition after pointing out that a literal interpretation of the Rules would result in absurdity since there are limitations on land and resources. Elementary school enrolment, meanwhile, is not yet universal. UDISE+ 2023-24 shows that the gross enrolment ratio (GER — enrolment at a level of education compared to the population of the age-group which is appropriate for that level of education), at the elementary level (classes 1 to 8) is 91.7%.
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
- General
- Time of India
Delhi government mandates English medium sections in all government schools starting this academic session
NEW DELHI: The Delhi government's Directorate of Education has told all its schools to ensure at least one English medium section is available in each class, starting from the current academic session. Admission to the English medium section will be based on the willingness and aptitude of students, it said. In a circular released on Tuesday, it asked heads of all government schools to implement the directive in continuation of instructions issued in 2014 and 2018. The circular stated that at least one section in every class should function as an English medium section, and that all subjects except regional languages must be taught in English in these designated sections. Schools have been asked to ensure the availability of adequate teaching and learning materials in English. Additionally, the change must be updated in all official school records, including the UDISE portal. Officials said district and zonal authorities have been instructed to monitor the implementation of this initiative and extend necessary support to schools. According to the circular, the initiative aims to create a strong academic foundation for students aspiring to pursue higher education in science, technology, and research. The English medium sections will be introduced up to Class 12 in a phased manner. Ready to navigate global policies? Secure your overseas future. Get expert guidance now!
