Education

Institutionalising Equity on Campus: UGC’s New Anti-Discrimination Framework

Context: The University Grants Commission (UGC) has notified the Promotion of Equity in Higher Education Institutions Regulations, 2026, replacing the earlier advisory framework with enforceable mechanisms to prevent discrimination across universities and colleges in India.

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Why the New Regulations Were Needed

  • Rising Complaints: Caste-based discrimination complaints reported to UGC rose 118.4%, from 173 (2019–20) to 378 (2023–24).
  • Backlog Concerns: Pending cases increased from 18 to 108 during the same period, indicating recurring disputes and uneven resolution.
  • High-Profile Incidents: The Rohith Vemula (2016) and Payal Tadvi (2019) cases highlighted institutional failures and triggered demands for stronger safeguards.

Shift from the 2012 Regulations

  • Advisory → Enforceable: The 2012 regulations lacked penalties; the 2026 rules empower UGC to take binding action against non-compliant institutions.
  • Clear Procedures: Time-bound inquiry and appeal mechanisms introduced.
  • Expanded Coverage: OBCs explicitly included within caste-based discrimination.
  • Wider Definition: Covers explicit, implicit, indirect, and structural discrimination.

Key Institutional Mechanisms under the 2026 Regulations

1. Equal Opportunity Centre (EOC)

• Mandatory nodal body in every Higher Education Institution (HEI).
• Responsible for equity policy implementation and grievance coordination.

2. Equity Committee

• Inquiry body under EOC, chaired ex-officio by the Head of Institution.
• Includes faculty, non-teaching staff, civil-society members, and student representatives.
• Mandatory representation of SC, ST, OBC, women, and persons with disabilities.

3. Equity Squads

• Mobile vigilance teams to monitor vulnerable campus spaces and deter discriminatory practices.

4. Equity Ambassadors

• Designated nodal persons in departments, hostels, libraries, and common facilities to promote equity awareness and reporting.

5. 24×7 Equity Helpline

• Confidential, round-the-clock grievance access.
• Serious cases may be linked to law-enforcement where penal provisions apply.

6. Ombudsperson

• Independent appellate authority to review Equity Committee decisions and issue binding directions.

Complaint Handling Process

• Multiple Channels: Online portal, email, written complaints, and helpline.
• Fast Timelines:
– Committee must convene within 24 hours of complaint receipt.
– Inquiry report to be submitted within 15 working days.
• Appeal: Ombudsperson review within 30 days.

Concerns Raised

¬ Absence of explicit safeguards against false or malicious complaints.
¬ Risks of reputational harm to accused during inquiries.
¬ Compressed timelines may affect procedural fairness.
¬ Potential chilling effect on academic freedom due to police linkage.

Way Forward

  • Issue clear evidentiary thresholds and interpretative guidelines.
  • Ensure confidentiality protections during inquiry stages.
  • Provide capacity-building training for Equity Committees.
  • Allow graded timelines in complex cases to ensure due process.

Conclusion

The UGC Anti-Discrimination Regulations, 2026 mark a decisive move from symbolic compliance to institutional accountability. If implemented with procedural safeguards, they can significantly strengthen social justice and trust within India’s higher-education ecosystem.

Skilling for AI Readiness (SOAR) Programme: Building an AI-Ready Generation

Context: India has launched the Skilling for AI Readiness (SOAR) Programme under the Ministry of Skill Development and Entrepreneurship (MSDE) to prepare students and educators for the Artificial Intelligence (AI)-driven future. The initiative aligns with India’s goal of becoming a global hub for AI innovation and digital talent.

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About the SOAR Programme

The SOAR (Skilling for AI Readiness) initiative seeks to embed AI learning into India’s school education and vocational training ecosystem, focusing on early AI literacy, teacher capacity-building, and inclusive digital education.

Its long-term vision is to make India a global leader in AI-led innovation, employment, and entrepreneurship by equipping the youth with future-ready skills.

Key Features of the SOAR Programme

  • Target Audience: Students from Classes VI–XII and educators nationwide.
  • Structured Learning:
    • Students: Three foundational 15-hour AI modules covering basics of AI, machine learning, data literacy, and ethical AI use.
    • Teachers: A 45-hour specialized module on AI pedagogy, integration, and classroom innovation.
  • Ethics & Inclusion: Emphasizes responsible AI, promoting awareness of data privacy, bias prevention, and ethical digital citizenship.
  • Budgetary Support: The Union Budget 2025–26 has allocated ₹500 crore to establish a Centre of Excellence in Artificial Intelligence for Education under MSDE.

Centre of Excellence in AI for Education

The proposed Centre aims to:

  • Develop AI-powered learning tools and teaching aids.
  • Promote multilingual AI resources in Indian languages for inclusivity.
  • Foster AI curriculum innovation across technical institutes, including IITs and AICTE-approved colleges.
  • Encourage industry–academia collaboration for AI research and practical skill-building.

Significance

  • Bridging the Skill Gap: Strengthens India’s workforce readiness for Industry 4.0.
  • Educational Reform: Introduces early AI literacy within the NEP 2020 framework.
  • Employment Catalyst: Creates a foundation for AI-driven startups, research, and jobs.
  • Digital Inclusion: Ensures access to AI learning for students from diverse linguistic and socio-economic backgrounds.

Conclusion

The SOAR Programme reflects India’s strategic focus on integrating AI education within its skilling ecosystem. By empowering students and teachers with AI competencies, India aims to transform from a technology consumer to an innovation-driven economy, reinforcing its role in shaping the global AI landscape.

National Students’ Day – Honouring Dr. A. P. J. Abdul Kalam

Context: India observes National Students’ Day on October 15 every year to commemorate the birth anniversary of Dr. A. P. J. Abdul Kalam — former President, eminent scientist, and one of India’s most inspiring teachers. The day celebrates his deep commitment to education, youth empowerment, and nation-building.

About National Students’ Day:

  • Date: October 15
  • Declared by: Government of India in 2010
  • Objective: To inspire students to pursue knowledge, innovation, and leadership — values that Dr. Kalam championed throughout his life.
  • The day is marked by seminars, workshops, lectures, and various educational initiatives across schools and universities.

About Dr. A. P. J. Abdul Kalam:

  • Full Name: Avul Pakir Jainulabdeen Abdul Kalam
  • Born: 15 October 1931, Rameswaram, Tamil Nadu
  • Profession: Aerospace Scientist, 11th President of India (2002–2007)
  • Known as: “People’s President” & “Missile Man of India”
  • Played a key role in India’s missile and nuclear programmes, including Pokhran-II nuclear tests.
  • A passionate advocate for education, Dr. Kalam inspired millions through his books, including “Wings of Fire” and “Ignited Minds.”
  • He believed, “Dream, dream, dream. Dreams transform into thoughts and thoughts result in action.”
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Legacy and Relevance:

  • Dr. Kalam viewed students as the foundation of national progress.
  • He emphasized scientific temperament, innovation, and moral values.
  • His teachings continue to inspire educational reforms and youth-led initiatives in India.
  • The day serves as a reminder of the transformative power of education in shaping a self-reliant and developed nation.

Government & Institutional Celebrations:

  • Educational institutions organize interactive sessions on leadership and innovation.
  • Scholarships and student innovation challenges are launched to encourage young talent.
  • Inspirational talks highlight Dr. Kalam’s vision of “Developed India 2020.”

Conclusion

National Students’ Day is more than just a tribute — it is a call to action for students to dream big and contribute to building a progressive India. Honouring Dr. Kalam’s vision, the day reinforces the role of youth as changemakers and future leaders.

📌 Did You Know?
Dr. Kalam spent his last moments addressing students at IIM Shillong in 2015 — a testament to his lifelong dedication to education.

NIRF India Rankings 2025 

Context: Recently, the Ministry of Education has announced the NIRF India rankings 2025. NIRF India rankings 2025 covered 7692 institutions (the highest ever) across 17 categories including a newly added Sustainable Development Goals (SDG) category. 

Relevance of the Topic:Prelims: Key facts about NIRF Rankings 2025.  

National Institutional Ranking Framework

  • The National Institutional Ranking Framework (NIRF) is an annual ranking framework to rank various educational institutions across the country since 2016.
  • Released by: Ministry of Education 
  • Categories: NIRF ranks different educational institutes in the 17 categories: Engineering; Management; Pharmacy; Law; Medical; Dental; Architecture and Planning; Agriculture and allied sectors; Colleges; University; Research; Innovation; Overall; Open Universities; Skill Universities; State Public Universities; Sustainable Development Goals. 
  • Institutions are evaluated based on five key parameters: Teaching, learning, and resources (30%), research and professional practice (30%), graduation outcomes (20%), outreach and inclusivity (10%), and peer perception (10%). 

Key Highlights of NIRF India Rankings 2025: 

  • Indian Institute of Technology Madras retains its 1st position in Overall Category for the seventh consecutive year, and in Engineering for tenth consecutive year.
  • University: Indian Institute of Science, Bengaluru 
  • Management: IIM Ahmedabad 
  • Medical: All India Institute of Medical Sciences (AIIMS), New Delhi 
  • Colleges: Hindu College 
  • Law: National Law School of India University, Bengaluru.
  • Indian Institute of Technology Madras tops the Sustainable Development Goals (SDGs) category introduced for the first time in 2025. 
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Associated Challenges:  

  • Risk of False Data: While the rankings claim to rely on verifiable metrics and third-party audits of research, it depends heavily on bibliometric data and self-declared inputs from institutions. 
  • Peer Perception Parameter: It is the feedback gathered from subject experts and employers. It can be subjective and prone to influence and prejudice, as it relies more on an institution’s reputation than its actual reputability. This can be often to the disadvantage of suburban or State-run higher education institutions. As it accounts for 10% of the total weight, it can skew the rankings.
  • Outreach and Inclusivity Parameter (OI): The NIRF focuses only on outcomes related to regional and gender diversity. It conspicuously omits data on students who are economically and socially disadvantaged and with disabilities, despite these factors each having a 20% weightage within the OI component. 

RTE Exemption to Minority Institutions should be Revised: SC

Context: The Supreme Court has questioned the validity of the blanket exemption granted to minority institutions from the applicability of the Right of Children to Free and Compulsory Education (RTE) Act, 2009. The SC has called for reconsideration of the Pramati Educational and Cultural Trust vs. Union of India (2014) judgment by a larger bench.

Relevance of the topic:

Prelims: Article 21A; Article 30(1) 

Mains: Conflict between the Right to Education (Article 21A) and the Rights of Minorities to establish and administer educational institutions (Article 30(1)).

Pramati Educational and Cultural Trust v. Union of India (2014) Case

The RTE Act, 2009 was enacted to guarantee free and compulsory education to all children aged 6-14 years under Article 21A of the Constitution.

  • In the case, a five-judge Constitution Bench held that applying the RTE Act to minority institutions (aided or unaided) was unconstitutionalas it violated Article 30(1).
    • Article 30(1) guarantees the right of minorities to establish and administer educational institutions of their choice.
  • As a result, minority institutions were granted a blanket exemption from RTE provisions, including the 25% reservation for disadvantaged groups under Section 12(1)(c). 
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Supreme Court’s Recent Observations (2025) 

  • The SC expressed serious doubts about the correctness of the Pramati Educational and Cultural Trust (2014) ruling that gave minority institutions blanket exemption from the RTE Act.
  • The SC held that the RTE Act ought to apply to all minority institutions (aided or unaided) without eroding their minority character under Article 30(1).
  • The bench clarified that Article 21A and Article 30(1) are not in conflict; they can and must co-exist mutually.
  • Section 12(1)(c), mandating 25% reservation for disadvantaged groups was described as serving the broader purpose of social inclusion and universalisation of education. Section 12(1)(c) does not alter school demographics to compromise minority identity and comes with a reimbursement mechanism ensuring financial neutrality.
  • Any conflict can be reconciled by admitting minority children who also belong to weaker sections or disadvantaged groups under the quota.
  • On the Teacher Eligibility Test (TET), the SC reaffirmed it as a minimum qualification under the RTE Act binding on minority institutions as well.

India’s Demographic Dividend as a Time Bomb

Context: India’s vast youth population promises a demographic dividend. However, without education and skills aligned to the AI-driven future, it risks becoming a demographic time bomb.

Relevance of the Topic: Mains: Issues in India’s education system & challenges of AI-driven transformations in the job market. 

Rabindranath Tagore once remarked, “Don’t limit a child to your own learning, for she was born in another time.” India’s education system is preparing students for the jobs of yesterday while the future of work is being rapidly shaped by Artificial Intelligence (AI) and other disruptive technologies. 

With 800 million people below the age of 35, India’s youth population is considered its biggest asset. However, without appropriate reforms in education and skill development, this demographic dividend risks turning into a demographic liability.

Core Issues

  • The Indian education system remains outdated and examination-centric, with limited focus on employability and career readiness.
  • Curriculum update cycles run on three-year timelines, while technology and industry demands change at a much faster pace.
  • Increasing disconnect between degrees and job skills is leading to high underemployment and unemployability among graduates.
  • Despite multiple government skill-development initiatives, outcomes remain fragmented and insufficient. 

Causes of the Crisis: 

  • Curriculum Lag: Educational curricula do not adapt quickly enough to changing industry needs.
  • Narrow Career Awareness: Surveys show that 93% of high school students are aware of only seven career options, while the economy offers more than 20,000.
  • Examination-Centric Pedagogy: Schools prioritise rote learning and marks over creativity, problem-solving, and practical skills.
  • Ineffective Skill Missions: Programs like Skill India Mission, Pradhan Mantri Kaushal Vikas Yojana, Pradhan Mantri Kaushal Kendra, Pradhan Mantri Yuva Yojana and SANKALP (Skill Acquisition and Knowledge Awareness for Livelihood Promotion) etc. function in silos with weak industry integration.
  • Digital Tools but Analog Mindsets : Despite smartphones and EdTech platforms, most tools are used for test preparation, not job-ready skill development.

Consequences of Inaction: 

  • Rising Unemployment and Underemployment: Only 43% of Indian graduates are considered job-ready (Graduate Skills Index 2025). Even engineering graduates face high unemployment, with 40-50% not securing placements.
  • Youth Disillusionment and Social Instability: The mismatch between expectations and opportunities risks creating frustration and unrest. Historical episodes like the 1990 Mandal protests show how youth frustration can spill into violence and instability.
  • Global Competitiveness at Risk: Without reskilling, India’s workforce may fall behind as AI and automation reshape global labour markets.
  • Demographic Time Bomb: Education without employability can worsen inequality and destabilise society.

Way Forward

  • Curriculum Reform: Shift from rote-based teaching to competency-driven learning that fosters creativity, adaptability, and problem-solving.
  • Early Career Guidance: Institutionalise career counselling in schools to widen awareness of diverse opportunities.
  • Industry-Education Linkages: Establish national skill councils to ensure curricula are updated in real-time with industry demands.
  • Focus on Reskilling and Upskilling: Encourage lifelong learning through flexible programs in emerging fields like AI, robotics, renewable energy, and healthcare.
  • Unified Skilling Mission: Consolidate fragmented schemes under a single, outcome-driven national framework.
  • Public-Private Partnerships: Foster collaboration between government, private sector, and universities to create a robust skill development ecosystem.

India stands at a decisive juncture: its demographic dividend could either power economic growth or explode as a demographic time bomb. Hence, we must not confine students to outdated learning models; instead, we must equip them for a rapidly transforming future.

CBSE plans Open-Book Exams 

Context: The Central Board of Secondary Education (CBSE) has approved the introduction of Open-Book Assessments (OBE) for Class 9 from the academic year 2026-27. This follows a 2023 pilot study which revealed strong teacher support for the move. 

Relevance of the Topic: Prelims: What is the Open book exam and how is it conducted? Mains: Open Book Exam: Need, Advantages, Disadvantages.

The reform aligns with the National Education Policy (NEP) 2020 and the National Curriculum Framework (NCF) vision of moving away from rote memorisation towards competency-based learning.

What are Open Book Exams? 

  • An open book exam is an assessment in which students are allowed to use approved resources (textbooks, class notes, reference material) during the exam.
  • E.g., In science facts may be given in the book, but students must link them logically to arrive at a conclusion.
  • Purpose: To test conceptual understanding, analytical ability, and application of knowledge, rather than memorisation.

History of Open Book Exams: 

  • Hong Kong became one of the earliest adopters of OBEs in 1953, integrating them into school assessments.
  • In the US and UK, trials between 1951 and 1978 allowed students to use textbooks, notebooks, and lecture notes across various university courses, using formats from multiple-choice to essay-type questions.
  • Studies from this period found that OBEs encouraged deeper internalisation of concepts rather than rote memorisation and often benefited weaker students.
  • Despite early experiments, OBEs remained rare in high-stakes secondary exams worldwide, with most boards (E.g., UK GCSEs, US SATs) retaining closed-book formats.
  • The COVID-19 pandemic marked a turning point, as universities globally adopted open-book, open-note, and even open-web assessments for online examinations, though many reverted to traditional exams post-pandemic.

History of OBE in India: 

  • In 2014, CBSE introduced the Open Text-Based Assessment (OTBA) for Class 9 in Hindi, English, Mathematics, Science, and Social Science, and for Class 11 in subjects like Economics, Biology, and Geography, with students receiving reference material four months in advance.
  • By 2017-18, CBSE discontinued OTBA, concluding it had not succeeded in developing the critical thinking abilities it had aimed to promote.
  • In 2019, the All India Council for Technical Education (AICTE) approved the use of OBEs in engineering colleges after expert recommendations.
  • During the COVID-19 pandemic (2020-2022), universities such as Delhi University, Jamia Millia Islamia, Jawaharlal Nehru University, Aligarh Muslim University, and IITs in Delhi, Indore, and Bombay adopted OBEs in online mode.
  • More recently, Kerala’s Higher Education Reforms Commission proposed using the OBE format only for internal or practical assessments.

What does Research say about OBE?

  • A Norwegian study in 2000 found that students taking OBEs were more likely to seek connections between ideas instead of just recalling facts.
  • Research at AIIMS Bhubaneswar reported that medical students experienced lower stress levels when taking OBEs.
  • At Delhi University, a study found that students scored higher in OBEs even without specific training in skills required for the format.
  • Another Research emphasises that real gains from OBEs require training in breaking down questions, analysing concepts, and applying knowledge rather than just looking up answers. 
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However, many students pointed out patchy internet connectivity as a significant drawback during online OBEs. 

Five years of National Education Policy 2020

Context: The National Education Policy, India’s third such policy since Independence was cleared by the Union Cabinet in July 2020. The NEP promised a sweeping reset of both school and higher education.

Relevance of the Topic: Mains: National Education Policy (NEP) 2020: Key facts, Progress and Challenges. 

National Education Policy (NEP) 2020

  • The NEP 2020 outlines the vision of the new education system of India. It replaces the previous National Policy on Education of 1986. 
  • The NEP 2020 is based on five key pillars: Access, Equity, Quality, Affordability, and Accountability.
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Read More: National Education Policy 2020 

Five years of National Education Policy

1. Key reforms which have been undertaken:

  • Changing School Curriculum: The 10+2 system has been replaced with a new structure- foundational (pre-primary to class 2), preparatory (classes 3-5), middle (6-8), and secondary (9-12). In 2023, the National Curriculum Framework for School Education (NCFSE) laid out the learning outcomes and competencies for each stage.
  • New Textbooks: NCERT has produced new textbooks for classes 1-8 based on the new framework. E.g., Social Science is now taught as a single book covering history, geography, political science, and economics, replacing separate textbooks for each subject. New books for classes 9-12 are expected next.
  • Early Childhood Care and Education: NEP aims to make pre-primary learning universal by 2030. The Women and Child Development Ministry has issued a National Early Childhood Care and Education (ECCE) curriculum; NCERT’s Jaadui Pitara learning kits are already in use.
  • Minimum Age for Admission: Delhi, Karnataka, and Kerala will soon enforce the minimum age of six for class 1 entry.
  • National focus for Foundational Skills: NIPUN Bharat, launched in 2021, seeks to ensure every child can read and do basic math by the end of class 3. A recent government survey found average scores were 64% for language and 60% for math.
  • Credit-based flexibility: NEP suggested the Academic Bank of Credits (ABC). The National Credit Framework (NCrF) has been jointly developed by different institutions including CBSE, NCERT, the Ministry of Education, DGT, and the Ministry of Skill Development.
    • NCrF brings flexibility to school students, where learning hours (including skill-based ones) translate into credits. CBSE invited schools to be part of an NCrF pilot last year.
    • UGC rules published in 2021 allowed students to earn and store credits digitally, even across institutions, making it possible to move between courses or exit and re-enter. The system allows students to earn a certificate after one year, a diploma after two, or complete a four-year multidisciplinary degree.
  • Common test for college entry: NEP 2020 had suggested that multiple college entrance exams should be replaced with a single national test. Common University Entrance Test (CUET) introduced in 2022 is a key route to undergraduate admissions. 
  • Indian campuses abroad and vice versa:
    • IIT Madras, IIT Delhi, and IIM Ahmedabad have set up international campuses in Zanzibar, Abu Dhabi, and Dubai respectively. 
    • University of Southampton recently opened in India, after two other foreign universities at GIFT City, Gujarat. 
    • Another 12 foreign universities are in the process of being approved under UGC regulations, plus two more at GIFT City.

2. Key reforms under implementation: 

  • Changes in Board exams:
    • NEP envisages less high-stakes board exams. Starting 2026, CBSE plans to allow class 10 students to sit for board exams twice a year. E.g., Karnataka has experimented with the new pattern. 
    • The NEP idea of offering all subjects at two levels (standard and higher) is limited to class 10 math, which CBSE introduced in 2019-20.
  • Holistic report cards: PARAKH, a unit under NCERT, has developed progress cards that go beyond marks, and include peer and self-assessment. But some school boards are yet to make the shift.
  • Slow progress for four-year UG degrees: Central universities are rolling out NEP’s idea of four-year undergraduate degrees with multiple exit options, and Kerala has followed.
  • Mother tongue in classrooms: NEP encourages the use of mother tongue as the medium of instruction till at least class 5. CBSE has asked schools to begin this from pre-primary to class 2, with classes 3-5 retaining the option of staying or switching. NCERT is working on textbooks in more Indian languages.

3. Lack of Progress: 

  • Issues in Teacher Education overhaul:
    • The National Curriculum Framework for Teacher Education which was due in 2021, is yet to be released. 
    • The four-year integrated B.Ed course has been announced under the Integrated Teacher Education Programme (ITEP), but colleges offering existing programmes like Bachelor of Elementary Education (B.El.Ed) are pushing back.
  • UGC’s proposed successor delayed: A 2018 draft bill proposed scrapping the UGC Act and replacing it with an umbrella Higher Education Commission of India (HECI). NEP formalised the idea that HECI would handle regulation, funding, accreditation, and academic standards across higher education, excluding medical and legal. But the Education Ministry is still in the process of drafting the Bill.
  • No breakfast in schools: NEP recommends breakfast along with midday meals. But in 2021, the Finance Ministry rejected the Education Ministry’s proposal to add breakfast for pre-primary and elementary classes. 
  • Policy divide between Centre and states: Some states have pushed back against key NEP provisions.
    • Kerala, Tamil Nadu, and West Bengal have refused to sign MoUs with the Centre to set up PM-SHRI schools, citing clauses that require full adoption of NEP.
    • Three-language formula: NEP proposes three languages in school, at least two of them must be Indian. Certain states like Tamil Nadu (which follows a Tamil-English model) sees this as an attempt to impose Hindi.
    • Kerala and Tamil Nadu argue that since education is on the Concurrent List, the Centre cannot mandate these changes unilaterally. The Centre has withheld Samagra Shiksha funds from these states, saying the money is tied to NEP-linked reforms.

Other challenges include providing better training for Anganwadi workers, and improving infrastructure and teaching quality in early education centres. 

PARAKH Rashtriya Sarvekshan 2024

Context: PARAKH Rashtriya Sarvekshan 2024 reveals significant deficits in student learning in higher grades, particularly in Mathematics and Science. 

Relevance of the topic : Prelims : Key Findings of PARAKH Rashtriya Sarvekshan 2024.

About PARAKH Rashtriya Sarvekshan

  • PARAKH (Performance Assessment, Review, and Analysis of Knowledge for Holistic Development) Rashtriya Sarvekshan is an assessment conducted by the Ministry of Education. 
  • Formerly known as the National Achievement Survey.
  • Nodal Body: NCERT 
  • Purpose: To provide system-level insights into student learning outcomes, support evidence-based policy-making, and assess alignment with National Education Policy (NEP) 2020 goals.
  • This large-scale national survey comprehensively evaluates the progress of learners across the Foundational, Preparatory, and Middle Stages. 

PARAKH Rashtriya Sarvekshan 2024: 

  • PARAKH Rashtriya Sarvekshan was conducted in December 2024. It assessed the performance of 21,15,022 children in Grades 3, 6 and 9 from over 74,000 schools (both private and government) in 781 districts of the country.
  • The assessment included the following subjects: language and mathematics (for Grades 3, 6, and 9), world around us (for Grades 3 and 6), and science and social science (for Grade 9). 

Key Findings:  

  • Best performing States and UTs in school education: Punjab, Himachal Pradesh, Kerala, Dadra Nagar Haveli and Daman & Diu and Chandigarh.  

Learning Outcomes by Grade: 

  • Grade 3: 
    • 67% of students can use and understand enough words for daily conversations.
    • Only 55% of students can correctly arrange numbers up to 99 in ascending/descending order.
  • In Grade 6:
    • Only 38% of students can solve basic math problems in daily life.
    • Only 38% of students ask questions or make predictions based on nature (seasons, moon phases, trees, etc.)
  • In Grade 9:
    • Only 31% of students understand complex number systems like integers, fractions, real numbers, and their properties.

Institution-wise Performance

  • Kendriya Vidyalayas, run by the Union government, recorded the lowest performance in Mathematics in Grade 3. 
  • In Grade 6, government-aided and State government schools showed weak performance in Mathematics.
  • For Grade 9, students from Kendriya Vidyalayas performed the best across all subjects, particularly in language.
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These learning gaps highlight the need for focused interventions to strengthen students' skills, refine instructional strategies, and provide additional learning support. Addressing these areas effectively will help improve overall student learning outcomes in the nation. 

Also Read: Bridging gaps in Foundational Literacy and Numeracy

QS World University Rankings 2026

Context: India has marked its strongest performance in the QS World University Rankings 2026 with 54 institutions featured in the list. 

Relevance of the Topic: Prelims: Key Highlights- QS World University Rankings 2026. 

QS World University Rankings 2026

Global Highlights: 

  • QS World University Rankings 2026 were topped by: Massachusetts Institute of Technology (MIT), followed by Imperial College London, Stanford University, University of Oxford, and Harvard University. 

India-specific Highlights: 

  • The number of Indian universities in the rankings has grown from 11 in 2015 to 54 in 2026. Six Indian institutions feature in the global top 250.
  • Indian Institute of Technology (IIT) Delhi has emerged as India’s highest-ranked university, with 123rd position, followed by IIT Bombay and IIT Madras. 
  • India has become the fourth most represented country in the global rankings, behind the US, UK, and China. It positions India as the fastest-growing higher education system among G20 nations. 

Challenges: 

India continues to face challenges in aspects critical to global competitiveness, such as international student diversity and faculty resources.

  • International Students Ratio: 78% of Indian universities have witnessed a decline in this metric, and no Indian institution ranks within the top 500 globally for attracting international students. This impacts campus diversity and global exposure for students.
  • Faculty-Student Ratio presents structural challenges, highlighting a broader need for faculty expansion and better resource allocation across institutions. 

QS World University Rankings: 

  • The QS World University Rankings are among the most trusted and wide-reaching assessments of higher education worldwide. 
  • The 2026 edition is based on data from over 16 million academic papers and insights from more than 151,000 academics and 100,000 employers. 
  • The rankings consider a broad mix of factors such as: Academic Reputation, Citations per Faculty, Faculty Student Ratio, Research strength, Employment Outcomes, Faculty Student Ratio, International Student Diversity, International Student Ratio etc. 

This upward trajectory in QS University rankings reflect growing focus on improving the quality and international visibility of Indian higher education institutions, however, there is room for improvement.

Nalanda University

Context: The Nalanda University was established under the Nalanda University Act 2010, by the Ministry of External Affairs. The new campus of Nalanda University was inaugurated in 2024 and is located close to the ruins of the ancient university in Bihar’s Rajgir town. The University now has over 1200 students.

Relevance of the Topic: Prelims: Key facts about Nalanda University.

About Nalanda Mahavihara: 

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Introduction:

  • Nalanda Mahavihara, the 5th-12th Century AD (in ancient and medieval Magadha) university is considered to be one of the greatest centres of learning in ancient India.
  • The ruins of ancient Nalanda University in Bihar was declared as the World Cultural Heritage by UNESCO in 2016.
  • The details of the university can be found in the writings of the famous Chinese traveller Huang Tsang. According to him, there were 10,000 monks and 2000 teachers at Nalanda at that time.
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Foundation of the Mahavihara: 

  • Nalanda was established during the Gupta Empire period (3rd–6th century CE), and was supported by numerous Indian and Javanese patrons, both Buddhists and non-Buddhists.
  • The numismatic evidence discovered at Nalanda suggests that Kumaragupta I was the founder patron of Nalanda. 
  • Kumaragupta’s successors, Budhagupta, Tathagatagupta, Baladitya, and Vajra, later extended and expanded the institution by building additional monasteries and temples. Nalanda, thus flourished through the 5th and 6th centuries under the Guptas.
  • It was also patronized by King Harshavardhana of Kannauj (7th century CE) and the Pala rulers (8th-12th century CE). 
  • After the fall of the Palas, the monks of Nalanda were patronised by the Pithipatis of Bodh Gaya.

Curriculum and associated scholars: 

  • The curriculum at Nalanda was a skill full of secular and religious knowledge, of the theoretical and the practical.
  • Curriculum of Nalanda included major Buddhist philosophies like Mahayana, Madhyamaka, Yogachara, Sarvastivada, Hinayana, Samkhya
  • The curriculum also included other subjects like the Vedas, Sanskrit grammar, medicine, logic, mathematics, astronomy, arts, medicine and even metal casting technique. 
  • The mahavihara had a renowned library that was a key source for the Sanskrit texts that were transmitted to East Asia by pilgrims like Huang Tsang. 
  • Many texts composed at Nalanda played an important role in the development of Mahayana and Vajrayana Buddhism.
    • Examples: Works of Dharmakirti, the Bodhisattvacharyavatara of Shantideva and the Mahavairocana Tantra. 
  • One of the things that set Nalanda apart from other schools of the time was that it took international students from countries like Korea, Japan, China, Tibet and other parts of Asia.
  • Part of Nalanda’s mission was to bring Buddhism to the world. 
    • Nalanda was famed for its learned professors, or Upajjhaya (Upadhaya). 
  • Famous scholars associated with the Mahavihara: Nagarjuna, Aryadeva, Vasubandhu, and Asanga. 
  • In the 1190s, the university was destroyed by a marauding troop of invaders led by Turko-Afghan military general Bakhtiyar Khilji, who sought to extinguish the Buddhist centre of knowledge during his conquest of northern and eastern India. 

Bridging gaps in Foundational Literacy and Numeracy 

Context: Quality Early Childhood Care and Education is the necessary propellant for the cognitive development of children. Various governmental and non-governmental surveys indicate that a large proportion of elementary students in India are lacking basic foundational literacy and numeracy skills.

Relevance of the Topic: Mains: Foundational Literacy and Numeracy: Concept & Challenges in Achievement. 

Education is the most potent tool for socio-economic mobility and a key instrument for building an equitable and just society. India is a party to UN Sustainable Development Goals, whose SDG4 aims to deliver quality education for all.

Foundational Literacy and Numeracy

  • Foundational Literacy and Numeracy (FLN) refers to basic skills in reading, writing, and mathematics. It is the ability to read and understand a basic text and perform simple mathematical calculations by the end of grade 3. 
  • Significance: Strong literacy and numeracy help children to learn, experiment, reason and create, to be active and informed citizens, and to contribute socially, culturally and economically. National Education Policy (2020) accords the highest importance to the achievement of Foundational Literacy and Numeracy.
  • India Early Childhood Education (ECE) Impact Study found that:
    • Only 15% of pre-primary children could match basic objects, a skill essential for letter recognition in Class one. 
    • Only 30% could identify larger and smaller numbers, which are foundational for arithmetic. 

As a result, children often start formal schooling without the skills they need, with many bypassing essential ECE years entirely.

Challenges in the achievement of Foundational Literacy and Numeracy:

  • Lack of Early childcare and education: Over 85% of a child’s cumulative brain development occurs prior to the age of 6. Presently, quality ECCE is not available to crores of young children, particularly children from socio-economically disadvantaged backgrounds. Only 9% of pre-primary schools have a dedicated ECCE teacher.
  • Poor status of Anganwadis: The Anganwadi workers are overworked, with duties and responsibilities that centre around her being a teacher, a nurse and a social service provider. AWW is not equipped with the necessary tools to be able to engage children in learning experiences. AWW spends only 38 minutes per day on preschool instruction, which is far short of the scheduled 2 hours.
  • Nutritional deficiencies among children: The relationship between nutrition, health and learning is undeniably strong. As per GHI 2024, India has the highest child-wasting rate (18.7%) of all the countries, with a child stunting rate of 35.5%. This malnutrition adversely affects children’s cognitive development.  
  • Inadequate budget: National Education Policy of 1968 recommended India should spend 6% of its GDP on education. However, as per the Economic Survey (2024-25), India spends just 2.7% of its GDP on education. The government spends only ₹1,263 a child annually on ECE compared to ₹37,000 a student on school education, largely on producing teaching-learning materials that are often underused. 
  • Inadequate infrastructure: Though RTE Act (2009) mandated basic infrastructure in schools like toilets, safe drinking water, playground etc., the 2023-24 UDISE+ data shows that infrastructural deficit still persists, particularly in government schools. 
  • Low pupil-to-teacher ratio: As per the Right to Education Act 2009, the desired Teacher Pupil ratio (TPR) in primary schools is 1:30 in primary and 1:35 in upper primary levels. But, TPR varies in India across different states and regions, indicating uneven distribution of teaching resources. As per the UDISE data, the proportion of single-teacher schools in India is as high as 14.7%. 
  • Poor pedagogic skills: The medium of instruction is often different from the mother tongue of children. It negatively impacts the child’s motivation to engage in classroom processes.

Way Forward

  • Increase budget allocation, with focused investment in Foundational Literacy and Numeracy.
  • Provision of Primary education in the Mother tongue.
  • Alignment of synergies between the Ministry of Women and Child Development and Ministry of Education.
  • Since nutrition and education are both equally important and require significant time and effort, it may be worthwhile to consider having two Anganwadi workers per Anganwadi.
  • Ensure minimum instruction time in schools and learning at home. The Right to Education Act (2009) requires that children from grades I-V spend 200 days involving 800 instruction hours in school. Currently, different states are seen allocating different amounts of time for literacy instruction, which ranges from 35 min in some states to about 90 minutes in some others. There needs to be a standard block of time across all the states.

National Education Policy 2020 stipulates that Foundational Literacy and Numeracy (FLN) is critical for education and lifelong learning success. In this direction, the government has launched the NIPUN Bharat Mission (National Initiative for Proficiency in Reading with Understanding and Numeracy) to ensure that every child in the country necessarily attains FLN by the end of Grade 3, by 2026-27.  

Also Read: School education 

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