Latest news with #2020
Time of India
3 hours ago
- Time of India
HC orders TPNODL to pay Rs 2L interim compensation in electrocution mishap
Cuttack: Orissa high court on Monday directed electricity distribution company TP Northern Odisha Distribution Limited (TPNODL) to pay Rs 2 lakh as interim compensation to a woman whose husband died after coming in contact with a live electric wire in 2007. Tired of too many ads? go ad free now The court held the company strictly liable for the mishap under the principle of strict liability. The court said under strict liability, entities undertaking hazardous activities are responsible for any resulting harm, irrespective of negligence. The order was passed by Justice Aditya Kumar Mohapatra while considering a petition filed by Umamani Nayak in 2008. She had sought Rs 2 lakh as compensation along with 12% annual interest for the death of her husband, Sanatan Nayak, due to alleged negligence by the power utility. According to the petition, the incident took place on July 6, 2007, near Sergarh under Khantapada police station limits in Balasore district. Sanatan, 54, a daily-wage labourer, was on his way to the market when he stepped into a water puddle that had become live due to a snapped L.T. (low-tension) wire lying in it. Though he was rushed to the district headquarters hospital, Balasore, he died the same evening. Observing that the distribution company had a statutory responsibility to ensure safety in electricity supply, Justice Mohapatra in the July 28 order said, "As the death was caused due to electrocution by coming in contact with a snapped L.T. line electric wire lying on the road... the Court is of the considered view that by application of the principle of strict liability, the Distribution Company is strictly liable for the death. " The petitioner's counsel had referred to the Odisha Electricity Regulatory Commission (OERC) Compensation to Victims of Electrical Accidents Regulations, 2020, which fixes Rs 4 lakh as compensation for loss of human life. Tired of too many ads? go ad free now However, the court noted that the regulation cannot be applied retrospectively as the incident took place in 2007. Accordingly, keeping in view the regulation and the compensation amount sought in the petition, the Justice Mohapatra directed the distribution company to pay an interim compensation of Rs 2 lakh to the petitioner within a period of two months along with interest @8% from the date the incident took place till payment of such amount. "In the event the payment is made after expiry of the aforesaid time stipulation, the compensation amount shall carry interest @12% till the date of actual payment is made", Justice Mohapatra specified, adding, "Further, liberty is granted to the petitioner to pursue other suitable remedies in the common law forum for higher compensation, if so advised."
India Today
13 hours ago
- Politics
- India Today
Sikkim MP urges CBSE to include 4 local languages in Classes 11, 12
Sikkim's only Lok Sabha MP, Indra Hang Subba, has formally requested the Ministry of Education to include Rai, Sherpa, Tamang and Gurung languages as optional second languages for Classes 11 and 12 under the Central Board of Secondary Education (CBSE).He met Education Minister Dharmendra Pradhan and MoS Sukanta Majumdar to request reconsideration of an earlier request was made in a letter and in-person meetings with Union Education Minister Dharmendra Pradhan and Minister of State for Education Sukanta Majumdar in New Delhi on CONTINUITY AND CONSTITUTIONAL RIGHTS Subba has backed joint representation from four major community groups: Sikkim Akhil Kirat Rai Sangh, Denjong Sherpa Association, Sikkim Tamang Buddhist Association, and the All Sikkim Gurung (Tamu) Buddhist raised concerns about the Ministry's earlier rejection, communicated through a letter dated December 20, 2024, arguing that discontinuing the subjects after Class 10 breaks academic continuity and hinders linguistic and cultural 2020 SUPPORTS MULTILINGUALISM AND REGIONAL INCLUSIONHighlighting the logistical feasibility of the proposal, Subba said that no additional infrastructure or exam days are needed. Students simply choose one language from the existing second language options -- making the proposal both practical and efficient."These languages are already part of the CBSE curriculum in classes 9 and 10. Discontinuing them in senior secondary classes breaks the academic continuity and undermines efforts at cultural and linguistic preservation," Subba further noted that the inclusion would align with the National Education Policy (NEP) 2020, which encourages multilingualism, and would be a step toward inclusive and equitable education.A CALL TO UPHOLD ARTICLE 29 OF THE CONSTITUTIONSubba concluded that the move would reflect the Union government's commitment to protecting minority rights, as enshrined in Article 29 of the Indian requested that the Ministry direct CBSE to implement the inclusion from the 2025-26 academic session in all eligible schools.(With inputs from PTI)- Ends
The Hindu
13 hours 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.
Time of India
17 hours ago
- Business
- Time of India
Most 'crucial' pathway to 'Viksit Bharat': Dharmendra Pradhan on five years of National Education Policy
Union Education Minister Dharmendra Pradhan on Tuesday termed the National Education Policy (NEP) 2020 a philosophical document aimed at universalising world-class education, and noted that it has emerged as the most "crucial" pathway to " Viksit Bharat ". His post came as the NEP, initiated by the Union government in 2020, marked its fifth anniversary on Tuesday. Explore courses from Top Institutes in Please select course: Select a Course Category Data Science Leadership Data Science Cybersecurity Healthcare others CXO Degree Product Management Project Management Technology Management MCA Others PGDM healthcare Artificial Intelligence Design Thinking Finance Digital Marketing Public Policy Operations Management Data Analytics MBA Skills you'll gain: Data Analysis & Interpretation Programming Proficiency Problem-Solving Skills Machine Learning & Artificial Intelligence Duration: 24 Months Vellore Institute of Technology VIT MSc in Data Science Starts on Aug 14, 2024 Get Details — dpradhanbjp (@dpradhanbjp) "29th July is a significant day for all of us," he posted on X, adding that NEP 2020 was launched under the visionary leadership of Prime Minister Narendra Modi five years ago. "A philosophical document to universalise world-class education, bring out the capabilities of every learner and prepare our population for the 21st century and beyond, NEP 2020 is fostering creativity, critical thinking and innovation, realising aspirations and transforming our education across all fronts. Today, as we complete the 5th year of NEP implementation, NEP 2020 has emerged as the most-crucial pathway to Viksit Bharat" Live Events "I congratulate everyone on #5YearsOfNEP2020. Let us remain committed to implementing the NEP in letter and spirit for transforming India into a vibrant knowledge economy," the post added. On July 29, 2020, the Union Cabinet approved the National Education Policy (NER) 2020, introducing major reforms in higher education , including a target of 50 per cent Gross Enrolment Ratio (GER) by 2035 and provisions for multiple entry and exit points . NEP 2020 includes imparting vocational education from class 6 onwards, a progress card in place of the report card, 5 + 3 + 3 + 4 structure, multidisciplinary education with easy entry/exit options and an academic bank of credit The policy aims to enable an individual to study one or more specialised areas of interest at a deep level, and also develop character, scientific temper, creativity, the spirit of service, and 21st-century capabilities across a range of disciplines, including sciences, social sciences, arts, and humanities, among others.
NDTV
a day ago
- Politics
- NDTV
No Proposal For 'One Nation, One Education', Clarifies Government
Union Government: The Union Government clarified that there is no proposal to introduce a 'One Nation, One Education' initiative by consolidating all school boards into one national board like CBSE. In a textual response to a query put by MP Ramashankar Rajbhar in the Rajya Sabha, Minister of State for Education Jayant Chaudhary confirmed that education is still a Concurrent List subject of the Constitution, and it is in the hand of the concerned State Governments and Union Territory (UT) Administrations to decide on opening, closing, or merging schools. The idea of 'One Nation, One Education' proposing a single curriculum and uniform board system has incited controversy among teachers, policy makers, and state governments. Critics opine that it might dilute regional, cultural and linguistic diversity while proponents argue that it would establish the same level of academic standards throughout the country. The government's recent clarification seeks to allay these fears. Chaudhary also pointed out that the government's attention is towards the provision of equal opportunities for learning to students in all boards central or state and not towards having a uniform setup. "There is no plan to consolidate all school boards into one. Rather, there is a move towards curricular and evaluation parity across different boards to provide quality education through equitable access," he stated. He referred to the National Education Policy (NEP) 2020, which emphasizes consolidation of schools only when it does not impede access to education. The Right of Children to Free and Compulsory Education (RTE) Act, 2009, requires that schools be set up within specified neighbourhood boundaries to facilitate universal elementary education access. States have been going about consolidating to create bigger school complexes, according to local needs, to enhance learning and teacher deployment effectiveness. States are assisted by the Central Government under the Samagra Shiksha scheme in keeping proper Pupil-Teacher Ratios (PTR), infrastructure, and computer learning facilities. These include classrooms, separate toilets for boys and girls, science laboratories, computer laboratories, libraries, and smart classrooms. The Education Ministry is also focusing on the well-being of students. Schemes such as Manodarpan offer mental counseling to students, teachers, and parents, particularly those under stress due to competitive exams or academic stress. The NCERT has also launched revised curriculum frameworks (NCF-FS and NCF-SE) that include mental well-being and health as an important educational aspect.
