[Indian Year Book 2022-23]* Indian Year Book Notes | Chapter 14. Education

 

Indian Year Book

(2022-23)

Chapter – 14.  Education

 

 

The essence of human resource development is education, which plays a signifi cant and remedial role in balancing the socio-economic fabric of the country. Since the citizens of India are its most valuable resource, the billion-strong nation needs nurture and care in the form of basic education to achieve a better quality of life.

To emphasize the educational development of students of weaker sections of the society, several innovative initiatives have been taken by the Ministry of Education, such as:

Ø  setting up of national monitoring committee on minorities;

Ø  setting up of national monitoring committee for the education of SCs, STs and persons with disabilities;

Ø  student support initiatives such as the National Means-cum-Merit Scholarship Scheme (NMMSS), National Scheme of Incentive to Girls for Secondary Education (NSIGSE), Special Scholarship Scheme for Jammu and Kashmir, scheme of interest subsidy on educational loans;

Ø  regulations on prevention of discrimination and establishment of ombudsman; and

Ø  Development of an anti-ragging web portal for the all-around development of our children, which can be achieved by building strong foundations in education.

 

The Right of Children to Free and Compulsory Education

Ø  Article 21-A of the Constitution of India and its consequent legislation, the Right of Children to Free and Compulsory Education (RTE) Act, 2009 became operative in the country in 2010. The RTE Act confers the right to elementary education on all children, in the age group of 6-14 years, based on equality of opportunity in a formal school that satisfi es certain essential norms and standards.

 

 National Education Policy

Ø  National Education Policy, 2020 (NEP 2020) is the fi rst policy of the 21St century and has come after 34 years, replacing the New Education Policy of 1986. Built on the foundational pillars of access, equity, quality, affordability and accountability, this policy is aligned with the 2030 Agenda for sustainable development.

 

NEP 2020 and Higher Education

Ø  NEP aims to increase the gross enrolment ratio in higher education (including vocational education) to 50 per cent by 2035. GER is currently 27.1 per cent (2019-20 fi gures). The policy envisages a broadbased, multi-disciplinary, holistic undergraduate education system allowing creative combinations of subjects (such as mathematics with music and history with painting) and integration of vocational education with mainstream education.

 

NEP 2020 and School Education

Ø  NEP 2020 envisions a substantial transformation in the entire education system at all stages right from Early Childhood Care and Education (ECCE) to higher education. It envisages education as a continuum without any segmentation and focuses on making education more experiential, holistic, integrated, character-building, inquiry-driven, discovery-oriented, learner-centred, discussion-based, fl exible, and above all, more joyful.

 

Samagra Shiksha Abhiyan

Ø  The Department of School Education and Literacy launched an integrated centrally sponsored scheme, Samagra Shiksha Abhiyan in 2018 by subsuming the erstwhile centrally sponsored schemes of Sarva Shiksha Abhiyan (SSA), Rashtriya Madhyamik Shiksha Abhiyan (RMSA) and Teacher Education (1E). It is an overarching programme for the school education sector extending from pre¬school to class XII and aims to ensure inclusive and equitable quality education at all levels of school education.

 

Pariksha Pe Charcha-2021

Ø  The 4th edition of Pariksha Pe Charcha, the unique interactive programme of the Prime Minister with students, teachers and parents was held for the fi rst time in virtual mode while adhering to the Covid-19 protocols. This event was organized successfully for the fourth consecutive year.

 

DIKSHA

Ø  Digital Infrastructure for Knowledge Sharing (DIKSHA), launched in 2017, has achieved several milestones in the fi eld of digital teaching and learning. States and UTs are on board thereby heralding a digital movement in the fi eld of school education in the country. The platform offers teachers, students and parents engaging learning material relevant to the prescribed school curriculum.

 

Inclusive Education for Disabled at Secondary Stage

Ø  The Scheme of Inclusive Education for Disabled at Secondary Stage (IEDSS) was launched in 2009-10 replacing the earlier scheme of Integrated Education for Disabled Children (IEDC). Inclusive Education for Disabled at Secondary Stage (IEDSS) component was subsumed under Rashtriya Madhyamik Shiksha Abhiyan. It assists with the inclusive education of disabled children in Classes IX-XII. The scheme aims to enable all students with disabilities, after completing eight years of elementary schooling, to pursue further four years of secondary schooling (classes IX to XII) in an inclusive and enabling environment.

 

Centrally Sponsored Scheme for Teacher Education

§  Strengthening Teacher Education

Ø  The Centrally Sponsored Scheme for Teacher Education was initiated in 1987, according to the formulation of the National Policy of Education, 1986. The scheme was revised for the Twelfth Five Year Plan. The aim was to establish DIETs in all districts, created up to 2011, thereby increasing their numbers from existing 571 to 646; strengthen existing 106 to 122 Colleges of Teacher Education (CTEs) and up-grade existing government secondary teacher education institutions into CTEs; strengthen the existing 32 to 39 Institutes of Advanced Studies in Education (IASEs); up-grade Department of Education in Universities as IASEs; and establish Block Institutes of Teacher Education (BITEs) in identifi ed SC/ST/ minority concentration districts.

§  Quality in Teacher Education

·         Creation of Separate Cadre: About 17-states/ UTs have created separate cadres for teacher educators under the TE Scheme. States have also been asked to strengthen the cadre of teacher educators in their respective states/UTs.

·          National Council for Teacher Education (NCTE) Regulations, 2014 - Norms and Standards: The NCTE was established to achieve planned and co-ordinated development of the teacher education system throughout the country, the regulation and proper maintenance of norms and standards in the teacher education system, and for matters connected therewith.

·          Re-organising/Restructuring of SCERT and Cadre Restructuring for Teacher Educators: Under the CSS-Teacher Education, nine states have re-organised/ restructured their SCERT in 2016.

 

New Activities/Initiatives under CSS7E Scheme

Ø  India Teacher Education Portal (Prashikshak): The Department of School Education and Literacy launched India Teacher Education Portal (Prashikshak) in 2016. This portal is helpful in monitoring teacher education institutions and in providing comprehensive information to prospective students and teachers to select the right institute per choice.

 

Infrastructure Development for Minority Institutes

Ø  The Scheme facilitates the education of minorities by strengthening school infrastructure in minority institutions. It covers the entire country. It is to fund infrastructure development of private aided/ unaided minority elementary/ secondary/senior secondary schools to the extent of 75 per cent and subject to a maximum of Rs. 50 lakhs per school. Organisations that are recognised by central or state governments are eligible to apply; they should have been functioning for at least the last 3 years and have a substantial enrolment of children from minorities. The scheme is implemented through the state governments and all requests for fi nancial assistance are entertained by the state government in the prescribed application form.

 

Implementation of Direct Benefi t Transfer

Ø  Direct Benefi t Transfer (DBT) scheme/system was launched in 2013 under which 25 schemes across eight ministries/departments were selected for implementation of DBT system in 43 pilot districts of 16 states/ UTs. It envisages the direct transfer of funds to the benefi ciary account through the Aadhaar Payment Bridge (APB). In 2015, DBT Scheme was extended to the entire country. Two scholarship schemes of the Department of School Education and Literacy, viz., the National Means-cum-Merit Scholarship Scheme (NMMSS) and the National Scheme of Incentive to Girls for Secondary Education (NSIGSE) are covered under it. A National Scholarship Portal (NSP) has been made operational for the online submission of proposals/lists of benefi ciaries by the state governments for NMMSS and NSIGS

 

National Means-cum-Merit Scholarship Scheme

Ø  The centrally sponsored National Means-cum-Merit Scholarship Scheme (NMMSS) was launched in 2008 to award scholarships to meritorious students of economically weaker sections to arrest their drop-out at Class VIII and encourage them to continue studies at secondary and higher secondary stages up to Class XII. One lakh scholarships of 6,000/- per annum (‘ 500/- per month) per student are awarded to selected students every year for Class IX and their continuation up to Class XII in state government, government-aided and local body schools. There is a quota of scholarships for different states/UTs. Students whose parental income from all sources is not more than 1,50,000/- are eligible to avail of the scholarships. There is reservation as per the state government norms. The selection of students for the scholarships is made through an examination conducted by the state governments. Scholarships are disbursed directly by electronic transfer into the bank accounts of students quarterly following Direct Benefi t Transfer (DBT) mode.

 

National Scheme of Incentives to Girls

Ø  The centrally sponsored National Scheme of Incentive to Girls for Secondary Education (NSIGSE) was also launched in 2008 to establish an enabling environment to reduce drop-outs and to promote the enrolment of girl children belonging mainly to SC/ST communities in secondary schools. According to the scheme, a sum of 3,000/- is deposited in the name of the unmarried eligible girls as a fi xed deposit on enrolment in Class IX, who are entitled to withdraw it along with interest thereon on passing Class XI and attaining 18 years of age. The scheme covers (i) all-girls belonging to SC/ST communities, who pass Class VIII and (ii) all girls who pass Class VIII examination from Kasturba Gandhi Balika Vidyalayas (irrespective of whether they belong to SC/ST) and enrol in class IX in a state government, governmentaided and local body schools.

 

Adult Education

Ø  As per the census 2011, the absolute number of illiterates in the country in the 15+ age group is 25.76 crore (9.08 crore males and 16.68 crore females). In consideration of the progress of persons made certifi ed literates to the tune of 7.64 crores under the erstwhile Saakshar Bharat programme till March 2018, it is estimated that currently around 18.12 crore adults as per census 2011, are still illiterate. As per the recommendations of National Education Policy 2020 on Adult Education and Lifelong Learning ‘strong and innovative government initiatives for adult education — in particular, to facilitate community involvement and the smooth and benefi cial integration of technology — will be effected as soon as possible to expedite this all-important aim of achieving 100 percent literacy. 

Ø  Padhna Likhna Abhiyan (PLA): The ongoing centrally sponsored scheme of Adult Education, Padhna Likhna Abhiyan (PLA) was approved in 2020. The main objective of PLA is to impart

functional literacy to 57 lakh non-literates of 15 years and above age group in the country from 2020-to 21. PLA is the fi rst scheme that was approved for implementation in all states/UTs in both urban and rural areas in the country. However, the implementation period of the PLA scheme has been extended

 

 National Award to Teachers

Ø  Instituted in 1958, the National Award to Teachers (NAT) is given away by the President of India on 5th September (Teachers’ Day) every year to give public recognition to meritorious teachers working in primary, middle and secondary schools. Altogether there are 378 awards out of which 23 are reserved for Sanskrit, Persian and Arabic teachers. Each state/union territory/organisation has an earmarked quota based on the number of teachers. The Scheme also covers teachers of the schools affi liated to the Central Board of Secondary Education (CBSE) including teachers of independent affi liated schools situated abroad; Council for Indian School Certifi cate Examination (CISCE); Sainik School; Kendriya Vidyalaya Sangathan (KVS); Navodaya Vidyalaya Samiti (NVS); Central Tibetan School Administration (CISA); and schools run by the Atomic Energy Education Society. From the award year 2001, ‘Special Awards’ have been instituted for teachers promoting inclusive education in schools and the education of children with disabilities in regular schools. The total number of ‘Special Awards’ is 43. ‘Special Awards’ are conferred on the teachers of the following categories: teachers with disabilities working in mainstream schools; special teachers; or trained general teachers who have done outstanding work for inclusive education. Each award carries with it a certifi cate of merit, a cash award of 50,000/- and a silver medal.

 

Kendriya Vidyalaya Sangathan

Ø  The Scheme of Kendriya Vidyalayas (KVS) (Central Schools) was approved in 1962 to provide uninterrupted education to the wards of transferrable central government employees. Consequently, Central School Organisation was started as a unit of the Ministry of Education. Initially, 20 regimental schools, then functioning at places having a large concentration of defence personnel, were taken over as Central Schools during the academic year 1963-64.

Ø  The Kendriya Vidyalaya Sangathan was registered as a Society under the Societies Registration Act in 1965. The primary aim of the Sangathan is to provide, establish, endow, maintain, control and manage the Central Schools (Kendriya Vidyalayas) located all over India and abroad. The Government of India wholly fi nances the Sangathan.

 

Navodaya Vidyalaya Samiti

Ø  The National Policy on Education, 1986, envisaged the setting up of residential Navodaya schools to provide excellence coupled with equity and social justice. Consequent to this, Navodaya Vidyalaya Samiti was registered as a Society, under the Society Registration Act, of 1860, to establish Navodaya Vidyalayas to provide good quality modern education, including a strong component of inculcation of values, awareness of the environment, adventure activities and physical education to talented children predominantly from the rural areas without regard to their family’s socio-economic condition.

 

National Council of Educational Research and Training

Ø  The National Council of Educational Research and Training (NCERT) provides academic and technical support for the qualitative improvement of school education. The NCERT was established in 1961 as an apex national body to lead qualitative changes in school education. NCERT has been playing an advisory role in guiding central and state governments in formulating policies, acts and government programmes.

 

 National Council of Teacher Education

Ø  The National Council for Teacher Education, in its previous status since 1973, was an advisory body for the central and state governments on all matters about teacher education, with its secretariat in the Department of Teacher Education of the National Council of Educational Research and Training (NCERT).

 

National Bal Bhavan

Ø  National Bal Bhavan (NBB), established in 1956, is an autonomous institution funded by the Ministry. Bal Bhavan as a movement is spread across the length and breadth of the country with 134 affi liated Bal Bhavans and Bal Kendras. National Bal Bhavan aims at enhancing the creative potential of children by providing them with various activities. It offers a barrier-free environment with immense possibilities for innovation without any stress or strain.

 

Central Board of Secondary Education

Ø  Established in 1929, the Central Board of Secondary Education (CBSE is a premier board of school education under the Union Government. CBSE conducts examinations in classes X and XII based on the curriculum and syllabi prescribed by it. As of now, the Board has 26,132 schools affi liated with it with around 2.25 crore students including all the students from fi ve states/UTs i.e., Delhi, Arunachal Pradesh, Sikkim, Andaman and Nicobar Islands, and Chandigarh. CBSE aims for equity and excellence in education by offering a uniform syllabus and curriculum and conducting the same examinations in all the schools. The board also affi liates schools ranging from the government schools in rural and tribal areas to some of the excellent schools in the country. Apart from conducting examinations for classes X and XII, it also conducts the Central Teachers Eligibility Test, Admission Test to Navodaya Vidyalayas, National Achievement Survey, and other special examinations as assigned to it by the Ministry of Education.

 

National Institute of Open Schooling

Ø  National Institute of Open Schooling (NIOS) is an ‘Open School’ to cater to the needs of a heterogeneous group of learners up to pre-degree level. It was started as a project with in-built fl exibilities by the Central Board, of Secondary Education (CBSE) in 1979. In 1986, the National Policy on Education suggested strengthening of Open School System for extending open learning facilities in a phased manner at the secondary level all over the country as an independent system with its curriculum and examination leading to certification.

 

Central Tibetan Schools Administration

Ø  Central Tibetan Schools Administration (CTSA) was established in 1961 as an autonomous organization under the Ministry of Human Resource Development, Government of India and fully funded by the Ministry of Education, Government of India to establish, manage and assist schools in India for the education of Tibetan children. It was also entrusted to carry out the administration and management of central schools for Tibetans; to build, construct, maintain schools, hostels and other buildings; to provide scholarships and freeships and other assistance to help students; to preserve and promote Tibetan culture, heritage and traditions; to cater to the educational needs of Tibetan refugee children; to pursue excellence and set the pace in the fi eld of school education; to initiate and promote experimentations and innovations in education in collaboration with other bodies like CBSE, NCERT, DoE, CTA, Dharamshala, etc.

 

Pradhan Mantri Poshan Shakti Nirman

Ø  Pradhan Mantri Poshan Shakti Nirman (PM POSHAN) Scheme earlier known as ‘National Programme for Mid-Day Meal in Schools’ is one of the foremost rights-based centrally sponsored schemes. It covers all school children studying in Balvatika (just before class I) and Classes I-VIII in government and governmentaided schools. The objectives of the PM POSHAN are to address two of the pressing problems for the majority of children in India, viz., hunger and education by improving the nutritional status of children studying in classes I — VIII in government and government-aided schools; encouraging poor children, belonging to disadvantaged sections, to attend school more regularly and help them concentrate on classroom activities; and providing nutritional support to children of the elementary stage in drought/ disaster-affected areas during summer vacation.

 

The norms for the scheme are:

Ø  Food Grains: Supply of food grains @ 100 grams per child per school day for primary and 150 grams for upper primary at NFSA rate i.e., Z 1 per kg for coarse grains, Z 2 per kg for wheat and Z 3 per kg for rice is to be the norm.

Ø  Cooking Cost: It includes the cost of ingredients, e.g., pulses, vegetables, cooking oil, other condiments and fuel. The per child per day cooking cost is Z 4.97 for primary and Z 7.45 for upper primary from April 2020.

 

Tithi Bhojan

Ø  “Tithi Bhojan” is a concept designed to ensure greater public participation under the erstwhile MidDay Meal Programme, now known as PM POSHAN, being followed in Gujarat. To bring in greater community participation, local communities are encouraged to celebrate important family events, viz., the birth of a child, success in exam, the inauguration of a new house, etc., by contributing to the mid-day meal served in the local schools. It is voluntarily served by the community/family among school children in several forms like sweets and namkeen along with regular MDM, full meals, supplementary nutritive items like sprouted beans, contribution in kind such as cooking ware, utensils, dinner sets or glasses for drinking water.

 

School Nutrition Garden

Ø  School Nutrition Garden (SNG) is a place where herbs, fruits and vegetables are grown on the school premises for use in the preparation of meals. The objective of developing such Gardens is to help address malnutrition and micronutrient defi ciencies and also to give children fi rst-hand experience with nature and gardening. The large piece of land is not required for the setting up of School Nutrition Gardens, even rooftops can be used for growing vegetables/fruits in containers.

 

Implementation of Automated Monitoring System

Ø  The Department of School Education and Literacy has put in place an automated system of data collection for real-time monitoring of the POSHAN scheme. Such data is being collected from schools at no cost to school headmasters and teachers. Under the automated monitoring system, states/ UTs are setting up a suitable system of data collection (i.e. Interactive Voice Response System (IVRS)/ SMS/mobile application/web application) from schools daily and using it for purpose of monitoring and timely follow-up action.

 

100 percent Aadhaar Enrolment of Children

Ø  The Department issued notifi cation for enrolment of a cent percent of students in all schools. The use of Aadhaar identity document for the delivery of services or benefi ts or subsidies simplifi es the Government delivery processes and brings transparency and effi ciency. Enrolment of children under Aadhaar would enable to eliminate the proxy enrolment and provide the benefi ts of the POSHAN scheme to the deserving children in a seamless manner.

 

Mid-Day Meal Rules

Ø  The Mid-Day Meal (MDM) Rules were notifi ed under the National Food Security Act (NFSA), 2013. All the states/UTs have been advised to disseminate and enforce the MDM Rules 2015 in all eligible schools. The salient features of Mid-Day Meal Rules include:

·         Strengthening quality by making testing of food samples mandatory

·         Enhanced role of school management committees in the supervision of MDM in school

·         Supply of foodgrains at NFSA rates of 3 per kg for rice and 2 per kg for wheat instead of BPL rates of 5.65 and 4.15 per kg respectively

·         Food security allowance to be paid by the state government

 

Testing of Food Samples

Ø  The Mid-Day Meal Guidelines for engagement of accredited labs by the state/UT governments are put in place for testing the meals served in the schools.

 

National Institutional Ranking Framework

Ø  The National Institutional Ranking Framework (NIRF) for educational institutions was launched to meet the need for a framework that would enable parents, students, teachers, educational institutions and other stakeholders to rank institutions based on a set of objective parameters and a transparent process. Developed by a team of experts in education and heads of institutions, the portal and the framework are presently available for engineering and management institutions.

 

Impacting Research Innovation and Technology

Ø  To identify the needs of the country in terms of its research and technology requirements, ten goalposts have been identifi ed and research groups are being set up to formulate time-bound plans of action for each. Leading academic institutions like IITs and ISC have been identifi ed to set the process in motion.

 

Bachelor of Vocational Studies

Ø  The UGC has introduced the scheme for B.Voc degrees with multiple exits at diploma/ advanced diploma under the national skill qualifi cation framework (NSQF). The objectives are:

·         To enhance the employability of youth;

·         To maintain their competitiveness through provisions of multi-entry, multi-exit learning opportunities and vertical mobility

·         To fi ll the gap between educated and employable

·         To reduce the dropout rate at the secondary level

 

Skills Assessment Matrix for Vocational Advancement of Youth

Ø  A credit framework Skills Assessment Matrix for Vocational Advancement of Youth (SAMVAY) is now in place, which allows vertical and lateral mobility within the vocational education system and between the current education system. The strength of this framework is the seamless integration of the pursuit of academic knowledge and practical vocational skills.

 

Education Sector Skill Council

Ø  Education Sector Skill Council was constituted in 2014, to consider job roles other than academic faculties and teacher qualifi cations. The functions of the SSC include setting up of Labour Market Information System (LMIS) to assist in planning and delivery of training; identifi cation of skill development needs and preparing a catalogue of skill types; developing a skill development plan and maintaining skill inventory developing skill competency standards and qualifi cations.

 

Yukti - Yogya Kalakriti ki Takneek

Ø  Yukti aims at skill development and up-gradation of design and technologies enhancing the economic prospects of those engaged in traditional crafts and arts as a means of livelihood. It aims at introducing appropriate designs and technology for innovation and pedagogical methods for introducing skills for upgradation.

 

SAKSHAM - a Scholarship for Differently Abled Children

Ø  SAKSHAM — Scholarship Scheme for Differently abled Children — aims at providing encouragement and support to differently-abled children to pursue technical education. Scholarships amounting to Z 5 crore per annum as tuition fees and incidentals are to be provided to needy and meritorious students for pursuing technical education at AICTE approved institutions. This is to help them achieve their college goals, despite learning issues, environmental challenges or medical bills.

 

Ishan Uday - for Students of North-East Region

Ø  The UGC launched a special scholarship scheme for students of the northeast region, Ishan Uday, from the academic session 2014-15. The Scheme envisages a grant of 10,000 scholarships to students from the northeast region whose parental income is below Z 4.5 lakh per annum for undergraduate level in college/ universities in India. The sale of scholarships is Z 54,000 per annum for the general degree programme and Z 78,000 p.a. for technical and professional programmes.

 

Ishan Vikas - Academic Exposure for North-Eastern Students

Ø  The programme has been launched with a plan to bring selected college and school students from the north-eastern states into close contact with IITs, NITs and IISERs during their vacation periods for academic exposure.

 

Pragati

Ø  Pragati (scholarship for girl students) is a scheme of AICTE aimed at assisting in the advancement of girls, and participation in technical education. Education is one of the most important means of empowering women with the knowledge, skill and self-confi dence necessary to participate fully in the development process. This is an attempt to give every young woman the opportunity to further her education and prepare for a successful future.

 

Swami Vivekananda Scholarship for Single Girl Child

Ø  The drop-out ratio at various levels of education for girls is much higher than that of boys. Keeping Swami Vivekananda’s ideas of women’s education and promoting girls’ education, UGC has introduced the Swami Vivekananda Scholarship for Single Girl Child for research in social sciences intending to compensate for direct costs of higher education, especially for such girls who happen to be the only girl child in their family.

 

Know Your College

Ø  Know Your College is a portal developed for helping a prospective student make a valued judgement for the selection of college by providing the necessary information about the college. Details like collaborations, mobile education, vocational education, community colleges, use of ICT, model curriculum, and a research portal are available. This application allows a student, either in the country or outside, to submit an online grievance.

 

Campus Connect

Ø  The National Mission on Education through Information and Communication Technology (NMEICT) Scheme aims to leverage the potential of ICT for teaching and learning processes. The Mission has two major components: (a) content generation, and (b) providing connectivity along with provision for access devices to the institutions and learners. Under it, connectivity to 419 universities/ university-level institutions and more than 25,000 colleges and polytechnics in the country has been envisaged to be provided.

 

National e-Library

Ø  The National Digital Library of India is envisaged as a national knowledge asset that will provide ubiquitous digital knowledge sources. It will support and enhance education, research and innovation catering to the needs of all types of learner groups over the country.

 

Study Webs of Active-Learning for Young Aspiring Minds

Ø  Study Webs of Active-Learning for Young Aspiring Minds (SWAYAM) is a programme initiated and designed to achieve the three cardinal principles of the education policy, namely, access, equity and quality. The objective of this effort is to take the best teaching-learning resources to all, including the most disadvantaged. SWAYAM seeks to bridge the digital divide for students who have remained untouched by the digital revolution and have not been able to join the mainstream of the knowledge economy.

 

Open and Distance Learning in Higher Education

Ø  To enhance the accessibility to higher education in the country, a lot of emphasis is being laid on expanding open and distance learning through higher education institutions. Open and distance learning is offered in the country either by dual-mode universities or stand-alone open universities including IGNOU, which is a central university, and 14 state open universities. The University Grants Commission (UGC) is the regulatory authority for open and distance learning in the country.

 

Rashtriya Uchchatar Shiksha Abhiyan

Ø  Rashtriya Uchchatar Shiksha Abhiyan is a centrally sponsored scheme for funding the states, state universities and colleges to achieve equity, access and excellence in higher education. It aims to strengthen and incentivise both private and public state universities where nearly 94 per cent of higher education students are enrolled.

 

Study in India

Ø  This is a programme for attracting foreign students to study in the best higher education institutions in India. Currently, 116 institutions have been selected for the programme. While the programme is open to all the countries in the world, the focus is on 42 African and Asian countries. Students apply to institutions of their choice through SII portal and are selected based on their marks in their school fi nal qualifying exams. Institutions offer merit-based fee waivers ranging from 25 to 100 per cent.

 

Central Sanskrit Universities

Ø  The Central Sanskrit Universities Act, of 2020 was notifi ed in April 2020. This Act converts (i) Rashtriya Sanskrit Sansthan, New Delhi, (ii) Shri Lal Bahadur Shastri Rashtriya Sanskrit Vidyapeeth, New Delhi, and (iii) Rashtriya Sanskrit Vidyapeeth, Tirupati into Central Sanskrit Universities.

 

Research Parks

Ø  The objective of the Research Parks is to create a knowledge and innovation ecosystem through collaboration between industry and academia. It will enable, encourage and develop cutting edge technology and innovation that exceeds the global standard.

 

Growing Aptitude in Numerical Innovations and Training

Ø  Growing Aptitude in Numerical Innovations and Training (GANIT) week in schools affi liated with CBSE was organised to commemorate the birth anniversary of Sri Srinivasa Ramanujan and to actively promote the interest of students in mathematics.

 

National Apprenticeship Training Scheme

Ø  The National Apprenticeship Training Scheme (NATS) is a one year programme equipping technically qualifi ed youth with practical knowledge and skills required in their fi eld of work. The apprentices are imparted training by the organizations at their place of work. Trained managers with well-developed training modules ensure that apprentices learn the job quickly and competently. This Scheme is one of the fl agship programmes of the Government of India for skilling Indian youth.

 

Prime Minister’s Research Fellows

Ø  Prime Minister’s Research Fellows (PMRF) has been designed for improving the quality of research in various higher educational institutions in the country. With attractive fellowships, the scheme seeks to attract the best talent into research thereby realizing the vision of development through innovation.

 

World-Class Institutions Scheme

Ø  The Ministry of Education launched the World Class Institutions Scheme in 2017 to enable higher educational institutions in the country to have world-class academic and research facilities. The regulatory framework of the scheme envisions a great deal of autonomy for the institutions in academic, administrative and fi nancial matters.

 

Global Initiative for Academic Network

Ø  Ministry of Education started the Global Initiative for Academic Network (GIAN) in, 2015 to garner the best international experience in the systems of education, enable interaction of students and faculty with the best academic and industry experts from all over the world and also share their experiences and expertise to motivate people to work on Indian problems

 

National Knowledge Network

Ø  As a part of NMEICT, NKN (National Knowledge Network), provisioned by MeitY, was provided to universities/institutions /colleges of higher education on a cost-sharing basis, where 75 per cent of the cost is borne by MoE and 25 per cent is borne by respective university/institution/college. This project was started in 2009 and extended up to 2025.

 

 Pandit Madan Mohan Malaviya National Mission on Teachers and Teaching

Ø  Pandit Madan Mohan Malaviya National Mission on Teachers and Teaching (PMMMNMTT) is a central sector scheme launched in 2014, aiming to improve the quality of education at all levels by infusing quality and excellence in our teachers and teaching. It aims at addressing comprehensively all issues related to teachers, teaching, teacher preparation, professional development, curriculum design, developing assessment and evaluation methodology, and research in developing effective Pedagogy.

 

Sindhu Central University, Ladakh

Ø  The government announced the establishment of a new central university in the union territory of Ladakh. The University will help in the emotional integration of the county, and take forward the concept of ‘Ek Bharat Shreshta Bharat’ to the remotest corner of the country

 

Special Scholarship Scheme for J&K

Ø  The Special Scholarship Scheme for Jammu and Kashmir (SSS for J&K) aims at encouraging the youth from UTs of Jammu, Kashmir and Ladakh to take advantage of the educational institutions outside the UTs, which would provide them with an opportunity, to interact with their counterparts from the rest of the country, thereby helping them become a part of the mainstream. Students of the UT having family income of up to 8.0 lakhs per annum and having passed Class XII/equivalent examination from the UTs are eligible to apply under the scheme.

Ø  Students who have secured admission outside the UTs either in allotted seats through centralized counselling, as well as those students who have taken admitted to central universities or medical/ engineering colleges based on national level examinations, are eligible for award of scholarship.

Ø  5000 fresh scholarships are provided every year. There is a provision of inter-changeability of slos, subject to shortfall in the number of General degrees subject to savings accruing from any shortfall in the number of students opting for general degree courses.

 

Central Sector Interest Subsidy Scheme

Ø  The objective of the Central Sector Interest Subsidy Scheme (CSIS) is to ensure that no one from the Economically Weaker Sections (EWS), including minorities, SCs/ STs, women and the disabled, is denied access to professional education only for the reason that he or she is poor. Students enrolled in professional/technical courses from National Assessment and Accreditation Council (NAAC) accredited institutions or professional/technical programmes accredited by the National Board of Accreditation (NBA) or Institutions of National Importance or Centrally Funded Technical Institutions (CFTIs) are eligible.

 

 

 

 

 

 

 

 

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