Education

Tamil Nadu CM M.K. Stalin Criticizes Centre for Withholding Education Funds

Context: In a bold statement on September 9, 2024, Tamil Nadu Chief Minister M.K. Stalin accused the central government of withholding funds from high-performing states like Tamil Nadu. He argued that the denial of funds stems from states' refusal to implement the controversial National Education Policy (NEP) rather than their performance in education outcomes.

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Impact on Education in Tamil Nadu: Tamil Nadu has consistently been a top-performing state in terms of education, with high literacy rates and well-implemented school programs. However, the state's refusal to adopt the NEP has put it at odds with the Centre. By withholding Samagra Shiksha funds, which are integral for educational improvement in public schools, the Centre may inadvertently be punishing the very states that are already demonstrating success.

This clash between the state and central governments showcases the larger debate in India regarding federalism and the balance of power in policymaking, especially in sectors as crucial as education.

About the Samagra Shiksha Scheme

What is Samagra Shiksha?

The Samagra Shiksha Scheme is a comprehensive initiative launched by the Government of India to improve school education. It aims to provide equitable and inclusive quality education from pre-primary to Class XII, ensuring holistic development in schools across the country.

Key Features of Samagra Shiksha Scheme

Objective: provision of quality education and enhancing learning outcomes of students; Bridging Social and Gender Gaps in School Education; Ensuring equity and inclusion at all levels of school education; Ensuring minimum standards in schooling provisions; Promoting Vocationalisation of education; Support States in implementation of Right of Children to Free and Compulsory Education (RTE) Act, 2009; and Strengthening and up-gradation of SCERTs/State Institutes of Education and DIET as a nodal agencies for teacher training.
Integration: The scheme combines three prior schemes—Sarva Shiksha Abhiyan (SSA), Rashtriya Madhyamik Shiksha Abhiyan (RMSA), and Teacher Education (TE).

Key Components:

Infrastructure Support: provides funds for developing school infrastructure, including building new classrooms, upgrading facilities, and providing essential learning materials.
Teacher Education: The scheme focuses on improving the quality of teachers through professional development programs.
Learning Outcomes: It places a strong emphasis on improving student learning outcomes and bridging gaps in access to education for marginalized groups.
Funding Mechanism: The fund sharing pattern for the scheme between Centre and States is at present in the ratio of 90:10 for the 8 North-Eastern States viz. Arunachal Pradesh, Assam, Manipur, Meghalaya, Mizoram, Nagaland, Sikkim and Tripura and 3 Himalayan States viz. Jammu & Kashmir, Himachal Pradesh and Uttarakhand and 60:40 for all other States and Union Territories with Legislature. It is 100% centrally sponsored for Union Territories without Legislature.
- The scheme also supports states in improving educational outcomes but now appears to be intertwined with the acceptance of other central initiatives like PM-SHRI.

Samagra Shiksha Fund:

This fund is the financial backbone of the Samagra Shiksha scheme, aimed at providing comprehensive support to state governments for implementing educational initiatives.
Funds are shared between the Centre and states and are crucial for the smooth functioning of schools, teacher training programs, and infrastructural improvements in education.
Despite its importance, the fund's disbursal has been delayed, and some states have faced obstacles in accessing it due to conditions tied to the acceptance of additional central government schemes such as PM-SHRI.

Computer literacy in India needs a reboot

Context: The recently released NSS 78th round of the Multiple Indicator Survey (conducted in 2020-21) is a household survey that highlighted low computer literacy in India.

Importance of computer literacy

Critical services: Banking, healthcare, and government services are increasingly digital.
Quality of life: Access and effective use of technology enhance individuals' quality of life.
COVID-19 Impact: The pandemic underscored the importance of computer and internet access for everyday needs., from ordering groceries and online education to managing banking and health-care services.
Employment opportunities: Enhances employability and productivity, providing individuals with a competitive edge in the job market, reducing socio-economic inequalities.

Computer literacy in India:

Computer literacy, defined as the ability to use a computer. Key findings of NSS 78th round of the Multiple Indicator Survey (conducted in 2020-21):
- Computer literacy among individuals aged 15 years and above stands at 24.7%. This marks an increase from 18.4% in 2017-18 to 24.7% in 2020-21. In rural areas, computer literacy increased from 11.1% to 18.1%, while in urban areas, it rose from 34.7% to 39.6%. Among those aged 20-24, the literacy rate is 45.9%, while it is 4.4% for the age group of 65-69 years.
- The survey shows that computer literacy decreases with age, with younger people being more computer literate. This common trend highlights the gap in computer education between younger and older generations, known as a "cohort effect" or "generation effect."
- Significant differences in computer literacy rates, with Kerala at 72.7% and Assam at 17.6% for ages 20-39.

Reason for India’s modest progress:

Lack of Infrastructure: Many schools and colleges across India do not have the necessary infrastructure.
Shortage of qualified teachers: Limits the quality and reach of computer literacy programs.
Gaps in education system: Although computer education is part of the school curriculum, there are disparities in access and instructional standards, particularly in rural and economically disadvantaged areas. E.g: Assam (17.6%), Bihar (20.4%), Madhya Pradesh (21%).
Limited access for older demographics: Older age groups often lack motivation or access to learning resources for computer literacy.
Unequal distribution of resources: There is a significant disparity in resource allocation for computer literacy initiatives, leading to unequal progress across different states and regions.

Government initiative to promote computer literacy:

Digital India campaign 2015: To transform the country into a digitally empowered society.
Education integration: Computer education is being integrated into the formal education system from an early age.E.g: Sarva Shiksha Abhiyan (SSA)
Skill development: Various programs target underprivileged communities to bridge the digital divide. E.g: Pradhan Mantri Gramin Digital Saksharta Abhiyan (PMGDISHA).

Way forward:

The government should allocate resources towards the training of computer personnel and ensure sufficient staffing levels.
For the older population outside the formal education system, targeted programmes are essential through involving various institutions, including local governing bodies such as panchayats and non-governmental organisations, to effectively reach and empower older individuals with computer literacy skills.
The government should also conduct a thorough review of such computer literacy and develop strategies to achieve higher literacy and reduce disparities in the coming years.

National Research Foundation

Context: 15-member Governing Board and a 16-member Executive Council of the Anusandhan National Research Foundation (ANRF), lack representation from or any entrepreneurs from the country or eminent academics from the Central and State universities on the committee, especially when the ANRF plans to raise more than 70% of its funding from non-government sources and industry.

About National Research Foundation (NRF):

It is an apex body to provide high-level strategic direction of scientific research in the country as per recommendations of the National Education Policy (NEP).
The Department of Science and Technology (DST) is the administrative Department of NRF which will be governed by a Governing Board consisting of eminent researchers and professionals across disciplines.
The Prime Minister will be the ex-officio President of the Governing Board and the Union Minister of Science & Technology & Union Minister of Education will be the ex-officio Vice-Presidents.
NRF’s functioning will be governed by an Executive Council chaired by the Principal Scientific Adviser to the Government of India.

Mission and Vision

The NRF is entrusted with the mission of catalysing the transformation of Indian institutions into world-class Centers of Excellence (CoEs).
Its vision is to provide high-level strategic direction for research, innovation, and entrepreneurship across a wide spectrum of fields, including natural sciences, engineering and technology, environmental and earth sciences, health and agriculture, and the interfaces of humanities and social sciences with science and technology.

Functions and Responsibilities

Formulating Comprehensive Roadmaps: The NRF is responsible for developing comprehensive research and development roadmaps that guide India’s scientific and technological progress.
Fostering R&D Infrastructure: It actively works towards facilitating and financing the growth of research and development infrastructure in universities, colleges, and research institutions.
Grant Provision:
- The NRF plays a crucial role in providing grants for research proposals, enabling scientists and researchers to undertake innovative projects.
- Funding competitive peer-reviewed grant proposals to eligible persons.
International Collaboration:
- Evolving participation in international collaborative projects and fostering exchange of scientific information.
- Encouraging collaboration with scientists from within and outside India, including scientists of Indian origin, with a view to enrich the Indian scientific ecosystem.
Coordination at National Level: Evolving nationally coordinated programmes to identify scientific and practical solutions for societal, developmental, financial and techno-economic challenges.
Public and Private Investment: The NRF aims to foster investments from both the public and private sectors, further boosting the growth of India’s research ecosystem.
Translation of Research: Supporting translation of research undertaken into capital intensive technologies.
Global Participation: Increasing India’s role and participation in key areas of national and global importance.

Way forward:

The board and the council need representatives who understand the bottlenecks in the current system, especially in the university system, and know how to get things done on the ground rather than being in an advisory role.
- The ANRF must function unlike any other current government science department. It should have more diverse representations of practising natural and social scientists from the university system, with more women and young entrepreneurs in its committee.
- The future chief executive officer of the ANRF must have a background in both industry and academia, and be someone who can raise money for the ANRF and understand the global innovation ecosystem.
ANRF needs to avoid the confusion that can arise from multiple committees. Therefore, creating a single committee to formulate and implement strategies on the ground is crucial.
To achieve the research and development budget to 4% of GDP , the ANRF must:
- be adequately staffed;
- implement a robust grant management system;
- have an internal standard peer-review system with an incentive for reviewers;
- ensure timely disbursal of research grants and student fellowships with a quick turn-around time (less than six months) between application and fund disbursal;
- have a system free from bureaucratic hurdles both at the funding body and at grantee institutions;
- provide flexibility of spending money without following the government’s stringent general financial rules (GFR), and permit purchases without going through the Government e-marketplace (GeM) portal.

National Testing Agency

Context: The National Testing Agency (NTA) submitted to the Supreme Court that the score cards of 1,563 candidates who were given compensatory marks in the common undergraduate medical entrance examination, NEET-UG 2024, will be cancelled.

About National Testing Agency

Charges against NEET 2024 conducted by NTA:

There have been charges, including the slow distribution of question papers; providing the wrong question paper; wrong OMR sheets; and technical delays.
There have been complaints about the unusually high number of students (67) who hit the perfect score, 720/720.
Other cases pertaining to the question paper leak are still to be heard by the Supreme Court.

Experts and students pointed to how the very idea of starting NEET as a common entrance exam to regulate medical admissions in the country and ensure quality-control of the process would be defeated in the light of all the reported violations.

Need for National Testing Agency

Entrance exams play a key role in admission(s) criteria of various bodies.
Previously, all national entrance exams were conducted by different boards with different members and sometimes there were problems with question paper leakage etc., and therefore, the need was to have one body which organizes all the entrance exams.
To assess competence of candidates for admissions and recruitment has always been a challenge in terms of matching with research based international standards, efficiency, transparency and error free delivery.
The National Testing Agency is entrusted to address all such issues using best in every field, from test preparation, to test delivery and to test marking.
It was established to improve the equity and quality in education by administering research based valid, reliable, efficient, transparent, fair and international level assessments.
The best subject matter experts, psychometricians and IT delivery and security professionals will ensure that the current gaps in existing assessment systems are properly identified and bridged.
NTA is established to create a system which will promote teaching (by teachers), learning (by students) and assessment (by parents and institutions).
To practice these values, NTA will constantly engage with its stakeholders, viz. students, parents, teachers, experts and partner institutions.

National Testing Agency details

An autonomous agency under the Department of Higher Education of the Ministry of Education of India.
Established: 2017
It is a registered society under the Societies Registration Act, 1860.
It is responsible for conducting numerous national-level exams for admission and fellowship in higher educational institutions related to engineering, medicine, management and pharmacy.
Origin:
- The roots of the agency can be traced to the Programme of Action 1992, related to the National Policy of Education 1986, which mentioned conducting national-level common entrance tests to professional and non-professional programmes of study.
In 2017, an announcement about the NTA was made in the budget speech, and this was followed by Cabinet approval.
The agency is administered by a governing body which includes a chairperson, a secretary and eight or more officials representing different national level institutes.
- The Governing Body is chaired by the Secretary, Department of Higher Education, Ministry of Education.
- The Governing Body is responsible for the overall policy and direction of the NTA.
Some of the exams conducted by the NTA every year:
- NTA NEET (National Eligibility cum Entrance Test)
- CMAT (Common Management Admission Test)
- Graduate Pharmacy Aptitude Test (GPAT)
- IGNOU PHD OPENMAT (MBA) Exam

Objectives of National Testing Agency:

To conduct efficient, transparent and international standards tests in order to assess the competency of candidates for admission, and recruitment purposes.
To undertake research on educational, professional and testing systems to identify gaps in the knowledge systems and take steps for bridging them.
To identify experts and institutions in setting examination questions.
To produce and disseminate information and research on education and professional development standards.

Functions of National Testing Agency:

To identify partner institutions with adequate infrastructure from the existing schools and higher education institutions which would facilitate conduct of online examinations without adversely impacting their academic routine.
To create a question bank for all subjects using the modern techniques
To establish a strong R&D culture as well as a pool of experts in different aspects of testing
To help individual colleges and universities in the field of testing and to provide training and advisory services to the institutions in India. To provide quality testing services to the academic institutions in India.
To develop a State of Art culture of testing in India by using domestic and international expertise.
To undertake any other examination that is entrusted to it by the Ministries/Departments of Government of India/State Governments.
To undertake the reforms and training of school boards as well as other bodies where the testing standards should be comparable with the entrance examinations.

Low Glycaemic Index and Glycaemic Load Diets

Context: A recent study published in The Lancet Diabetes and Endocrinology provides strong evidence linking high glycaemic index (GI) and glycaemic load (GL) diets to an increased risk of type 2 diabetes. The study, conducted across five continents, suggests that consuming low GI and GL diets may help prevent diabetes, especially among individuals with a higher BMI. The findings highlight the importance of nutritious food choices in diabetes prevention.

Glycaemic Index (GI)

GI is a measure of how quickly a food can raise blood sugar levels. It ranks carbohydrate-containing foods on a scale from 0 to 100 based on their effect on blood glucose levels after consumption.
Factors influencing GI: The GI of a food depends on several factors, such as the type of carbohydrate, the amount of fiber, and the processing and cooking methods used.
A recent study published in The Lancet Diabetes and Endocrinology showed a clear link between high GI and diabetes, particularly among individuals with a higher Body Mass Index (BMI).

Glycaemic Load (GL)

GL is a measure that takes into account both the GI of a food and the amount of carbohydrates in a serving. It is calculated by multiplying the GI of a food by the amount of carbohydrates in a serving and then dividing by 100.
GL provides the impact of carbohydrates on blood sugar levels, which help inform dietary guidelines and public health interventions.
It is particularly useful for diabetics as it can provide a more accurate idea of how much a food will affect blood sugar levels compared to GI.
Comparison with GI: While GI focuses on the quality of carbohydrates, GL considers both the quality and quantity of carbohydrates consumed. GL may be a better predictor of blood sugar response than GI alone.

Type 2 Diabetes

Type 2 diabetes is a chronic metabolic disorder characterized by high blood sugar levels, insulin resistance, and relative lack of insulin. It is often associated with obesity and a sedentary lifestyle.
Type 2 diabetes is a major public health concern in India, with an estimated 11.4% of the country's population - living with diabetes.
Additionally, 15.3% of the people - could be living with pre-diabetes.
The prevalence of Type 2 diabetes in the 20s and 30s has dramatically increased in the last two decades, particularly in India.
Uncontrolled type 2 diabetes can lead to serious complications, such as cardiovascular disease, kidney damage, nerve damage, and vision problems, highlighting the importance of early detection and proper management.

Key Findings of the Study

High GI and GL diets are associated with a higher risk of type 2 diabetes.
- The international study, published in The Lancet Diabetes and Endocrinology, found a clear link between high GI and diabetes across five continents, involving 1,27,594 adults aged 35-70 years without known diabetes.
- Participants in the highest quintile of GL had a higher risk of incident type 2 diabetes compared to those in the lowest quintile, suggesting that both the quality and quantity of carbohydrates play a role in diabetes risk.
GI's association with diabetes is stronger among individuals with a higher Body Mass Index (BMI).
- The study found that the association between GI and diabetes was more pronounced in individuals with a higher BMI, highlighting the importance of considering individual factors when assessing the impact of GI on diabetes risk.
- This finding suggests that people with a higher BMI may be more sensitive to the effects of high GI foods on blood sugar levels and diabetes risk.

Implications for Public Health and Policy

Promoting low GI and GL diets could be an effective strategy for preventing type 2 diabetes.
- The study's findings support the idea that consuming low GI and GL diets might help prevent the development of type 2 diabetes, especially in high-risk individuals.
- Examples of low GI foods include fruits, grains, lentils, non-starchy vegetables, legumes, dairy, and brown rice, while high GI foods to avoid include sugar, sugary drinks, white polished rice, potatoes, and white bread.
Targeted interventions for high-risk groups could help reduce the burden of diabetes.
- The study suggests that better and more nutritious food choices can help delay the onset of diabetes in high-risk groups, such as those with high BMI and a family history of diabetes.
- Public health policies and interventions could focus on promoting healthy eating habits and increasing access to low GI and GL foods, particularly in communities with a high prevalence of obesity and diabetes.
Integration of GI and GL into dietary guidelines and nutrition labeling.
- The findings of the study support the inclusion of GI and GL information in dietary guidelines and nutrition labeling to help consumers make informed food choices.
- Governments and public health agencies could consider mandating the inclusion of GI and GL values on food labels, similar to the existing requirements for calories, fat, and sugar content.

Relevance to the Indian Context

High burden of type 2 diabetes in India.
- India has the second-highest number of people with diabetes in the world.
- The Indian Council of Medical Research (ICMR) has projected that the number of people with diabetes in India will reach 134.2 million by 2045, highlighting the urgent need for effective prevention and management strategies.
Potential impact of promoting low GI and GL diets in India.
- Given the high prevalence of diabetes and the increasing trend of obesity in India, promoting low GI and GL diets could be an important strategy for reducing the burden of type 2 diabetes in the country.
- Studies have shown that traditional Indian diets, which often include high GI foods like white rice and refined grains, may contribute to the high rates of diabetes in the population
- Encouraging the consumption of low GI foods, such as whole grains, legumes, and vegetables, could help improve blood sugar control and reduce the risk of diabetes in the Indian population.
Challenges and opportunities for implementing GI and GL-based interventions in India.
- Implementing GI and GL-based interventions in India may face challenges, such as limited awareness about the concept among the general population and healthcare providers, and the need for culturally appropriate dietary modifications.
- However, there are opportunities for integrating GI and GL into existing public health programs, such as the National Programme for Prevention and Control of Cancer, Diabetes, Cardiovascular Diseases and Stroke (NPCDCS), and the Mid-Day Meal Scheme for school children, which has been renamed as Pradhan Mantri Poshan Shakti Nirman Yojana (PM-POSHAN).
- Collaboration between government agencies, healthcare professionals, and community organizations could help promote the adoption of low GI and GL diets and improve diabetes prevention and management efforts in India.

There is urgent need for effective strategies to prevent and manage type 2 diabetes in the country. Promoting low GI and GL diets, targeting high-risk groups, integrating GI and GL into dietary guidelines and public health programs, and fostering collaboration among stakeholders could play a crucial role in reducing the burden of diabetes in India.

As the prevalence of diabetes continues to rise, it is essential for policymakers, healthcare professionals, and the public to prioritize the adoption of healthy dietary patterns and lifestyle modifications to combat this growing public health challenge.

Guidelines For Regulation of Coaching Centre Guidelines by Ministry of Education

Context: The Ministry of Education has issued guidelines for the registration and regulation of coaching centers in 2024, which state that coaching centres cannot enroll students below 16 years of age, make misleading promises, and guarantee rank or good marks.

Need for denying access to coaching centres for children below 16 years of age

Reduction of early academic pressure: The new rule aims to alleviate the intense academic pressure experienced by children, allowing them to enjoy their childhood without the burden of intense coaching from a young age.
Encouraging conceptual learning in schools: By limiting coaching, the focus may shift towards improving the quality of education within schools, emphasizing conceptual understanding over rote learning to better prepare students for competitive exams.
Addressing dysfunctional education system: The proliferation of coaching centers highlights deficiencies in the formal education system, prompting a re-evaluation of teaching methods and curriculum design to ensure a more effective learning environment.
Potential for mental health interventions: The guidelines mention implementing mental health interventions to support students, signalling a recognition of the psychological toll excessive academic pressure can have on young individuals.
Increasing instances suicides cases, fire incidents, lack of facilities, unregulated fees and pedagogical standards call for regulating coaching institutes.

Concerns with restricting on access to coaching centres by children below 16 years of age

Impact on competitive exam preparation: Restricting coaching may hinder students' ability to prepare effectively for competitive exams such as JEE and NEET, which often require specialized training and early exposure to advanced concepts.
Dependency on shadow education system: In regions with inadequate schooling infrastructure, coaching centers fill the educational gap, suggesting that the formal education system may not be adequately meeting the needs of students, particularly in marginalized communities.
Uncertainty surrounding online coaching: The guidelines lack clarity regarding the regulation of online coaching platforms, raising questions about how restrictions will be enforced in the digital learning landscape.
Challenges in implementation and enforcement: The effectiveness of the guidelines depends heavily on the willingness and capability of state governments to enforce them, with concerns raised about potential corruption and lack of oversight in the education sector.

Guidelines for Registration and Regulation of Coaching Center 2024:

Definition of coaching: A coaching center, as defined by the guidelines, refers to an establishment offering tuition or guidance to more than 50 students, specifically for academic study programs or competitive exams. This excludes activities such as counseling, sports, dance, theater, and other creative pursuits.
Registration of coaching: Application for the registration of coaching center shall be made to the competent authority within whose local jurisdiction such coaching center is situated, in such form, with such fees and documents as may be specified by the appropriate government.
- In case of coaching center having multiple branches, each of such branch shall be treated as separate coaching center and it shall be necessary to submit a separate application for registration of each branch.
Conditions for registration: No coaching center shall -
- Engage tutors having qualification less than graduation.
- Make misleading promises or guarantee of rank or good marks to parents/students for enrolling them in the coaching center.
- Enroll student below 16 years of age or the student enrolment should be only after secondary school examination.
- Coaching center shall have a website with updated details of the qualification of tutors, courses/curriculum, duration of completion, hostel facilities (if any), and the fees being charged, easy exit policy, fee refund policy, number of students undertaken coaching from the center and number of students finally succeeded in getting admission in Higher Education Institutions etc.
Fees: The tuition fees for different courses/curriculum being charged shall be fair and reasonable and receipts for the fee charged must be made available.
- If the student has paid for the course in full and is leaving the course in the middle of the prescribed period, student will be refunded from out of the fees deposited earlier for the remaining period, on pro-rata basis within 10 days.
Classes: Coaching center shall make efforts to complete the classes in the stipulated time as mentioned in the prospectus.
- coaching center shall ensure weekly off for students as well as tutors.
- There shall be no assessment-test / exam on the day after weekly off.
- coaching centers shall conduct coaching classes in a way that it is not excessive for a student and it should not be more than 5 hours in a day and the coaching hours should neither be too early in the morning nor too late in the evening.
Complaints: A complaint may be filed before the competent authority against the coaching centers by the student, parent or tutor / employee of the coaching center and against the students / parents by the coaching centers. The complaints shall be disposed of within thirty days by the competent authority or by an inquiry committee constituted for the purpose by appropriate government.

Foreign university campuses in India

Context: Foreign universities looking to set up campuses in India are like a “new fruit” in the market and pose no threat to top-rung B-schools in India.

Regulation on setting up foreign university campuses in India:

In line with NEP 2020, the University Grants Commission (UGC) regulates foreign universities to establish campuses in India. The guidelines of UGC:

Eligibility Criteria: Two categories of Foreign Higher Education Institutions (FHEIs) are eligible to seek permission to open campuses in India: Universities ranked among the top 500 globally (either overall or in specific subjects), and respected institutions from their home countries.
Approval Procedure: The UGC will establish a permanent committee to evaluate each application on its merits, considering factors such as the credibility of the educational institutions, the programs they intend to offer, their ability to enhance educational opportunities in India, and the proposed academic infrastructure.
Fee Structure: The university will decide how much to charge for tuition and other fees. The fee structure will be clear and fair.
Faculty: They will have the freedom to hire faculty and staff from India and other countries, and decide the qualifications for hiring faculty and staff.
National Interest: FHEIs must not offer any program or course that jeopardizes India’s national interest or higher education standards. The operations of FHEIs should align with India’s sovereignty, integrity, and security, as well as promote good relations with other countries, uphold public order, decency, and morality.

Benefits of establishing Foreign University Campuses in India:

Quality-upgradation: Foreign university campuses often come with advanced teaching methodologies, state-of-the-art infrastructure, and experienced faculty, can lead to an overall improvement in the quality of education provided in India.
Development of internationally relevant curriculum: Foreign universities typically offer programs that are aligned with global industry trends and standards, by establishing their campuses in India, they can introduce courses and curriculum that are internationally recognized and relevant, thus better preparing students for global careers and enhancing their employability.
Reduce the need for foreign exchange: The presence of campuses of foreign universities may ease the tendency to shift abroad for higher studies and will help reduce the need for foreign exchange. Currently, around 11.3 lakh Indian students are studying abroad, with estimated annual spending ranging between US$ 13-30 billion every year. (Rajya Sabha: 2022)
Boosting Research: Enrollment in M. Phil and PhD courses remains notably low in India, expected that campuses of FHEIs will improve enrolments in research courses and help improve the ecosystem in India.
Cultural Exchange: Having foreign universities in India can foster cultural exchange and understanding between India and other countries and also would attract students from other countries to come to India for their higher education, thereby boosting the Indian economy.

The impact may be limited due to following challenges:

Affordability: UGC regulations allow FHEls to decide their fee structure which may primarily cater to wealthy and make education unaffordable for marginalised sections.
No-incentive for FHEIs: In absence of government funding, FHEIs require huge investment on their part for setting and operating campuses, which may not incentivise them to set up campuses in India.
Quality: UGC regulations include "reputed FHEls" in their home country eligible to open campuses in India. However, home reputation without standard assessment is subjective criteria which can be manipulated, raising quality concerns.
Multiple global rankings: Such as the QS, Times Higher Education, Financial Times Rankings etc., and the regulations have not elaborated which rankings shall be considered for eligibility criteria.
National security clause is too restrictive in nature: Some of the terms like morality and decency are subjective based on cultural differences, may make foreign faculty reluctant to join Indian campuses.

Challenges to India’s Higher Education:

Dilution of quality of education: With foreign universities focused on making a profit, there is a fear that they would compromise on the quality of education to attract more students.
Lack of focus on the needs of the Indian Education: With foreign universities focused on their interests, there is a fear that they would not consider the specific needs of the Indian higher education system, could lead to a mismatch between the education provided by foreign universities and the needs of the Indian job market.
No-Affirmative Actions: Absence of any kind of affirmative action in FHEIs campuses in India will further reduce weaker sections' access to higher education, can further widen the educational disparity among students.
Not a level playing field: FHEIs can operate as for-profit institutions and will be permitted to repatriate surplus funds abroad. In contrast, Indian public Higher Education Institutions (HEIs) are not for-profit entities and are required to reinvest any surplus funds. This distinction will place FHEIs on a different footing compared to Indian HEIs.

Way Forward:

The Higher Education Commission of India (HECI) should establish standards and uniform guidelines for both Indian and Foreign HEIs to ensure quality education and regulatory coherence across the higher education sector.
International accreditation for Indian HEIs would enhance their global reputation and competitiveness.
Offering scholarships to students from backward classes and marginalized sections to study at Indian campuses of FHEIs would promote inclusivity and access to quality education.
The government should establish clear guidelines and regulations for accreditation of foreign universities in India, can help ensure that these institutions operate in a way that is consistent with Indian laws and regulations.
Extending National Assessment and Accreditation Council’s (NAAC) benchmark for assessing universities to FHEIs would ensure that foreign institutions operating in India are held to the same standards of quality and excellence as Indian universities, would contribute to maintaining consistency and fairness in evaluating educational institutions, thereby safeguarding the quality of education.

EdCIL Vidyanjali Scholarship Programme

Context: Union Minister of Education and Skill Development & Entrepreneurship launched the EdCIL Vidyanjali Scholarship Programme.

About EdCIL Vidyanjali Scholarship Programme:

Aim: To ensure access to high-quality learning systems by facilitating a seamless transition from secondary to higher education and extending financial support for the meritorious Navodaya Vidyalaya students who lack means.

Beneficiaries: In its initial phase will be students of grades XI and XII studying in Navodaya Vidyalayas across the country.
Key features of the programme:
- The programme, in alignment with the National Education Policy 2020, is a powerful force aimed at revolutionizing opportunities for quality education and access to higher education institutions.
- It intends to garner assistance and funding from non-government partners and private sources such as CSR grants, national and international donors, and impact investors.
- Five significant MoUs were exchanged between CSR sponsors/impact founders including Fiat India, HDFC Bank Limited, ClearMedi Healthcare, Bharat Forge, and Bill & Melinda Gates Foundation showcasing the collaboration between the government and private sector towards a shared vision of nation-building and empowering the future workforce of this country.
- The online Vidyanjali Fintech Platform has been specifically curated and the sponsorship will be disbursed to students through this platform as Direct Benefit Transfer (DBT).
- This platform will be instrumental in capturing data, receiving, hosting, and viewing student applications, tracking student progress, tracking grant disbursement, monitoring fund utilisation, generating impact reports towards SDG realisation, individual mentions of notable student achievement, and publicly acknowledging the support of the funders, among other platform utilities.
Significance of the programme: It will strengthen the Government’s efforts in fostering educational inclusivity and socio-economic upliftment in the country.
- It symbolises a whole-of-society approach to empowerment through access to and opportunities for education, particularly for students belonging to economically disadvantaged sections.

About Educational Consultants India Limited (EdCIL):

It is the only Public Sector Undertaking under the Ministry of Education. It was incorporated under the Companies Act, 1956.
It is a Miniratna-I category company.
It offers management and consultancy services in all areas of education and human resource development, both within India and overseas.
EdCIL has been primarily working in the domain of online assessment, educational infrastructure and procurement, digital education, and preparation of Detailed Project Report (DPR) for educational institutions.
It has laid down blueprints for majority of eminent engineering and management institutions of India namely IITs, IIMs, and IISERs.

Anusandhan Research Foundation (ANRF) Act

Context: The provisions of the Anusandhan Research Foundation (ANRF) Act have been brought into force to boost Research and Innovation for growth and development of the country.

About Anusandhan Research Foundation (ANRF)

It’s objective is to provide a high-level strategic direction for research, innovation, and entrepreneurship in the fields of natural sciences which will have long-term effect and long term outcomes for the citizens of India.
It also aims at equitable funding and democratisation of resources in research and academics by encouraging private sector involvement.
It will also promote interdisciplinary research, with the goal of propelling India into the league of developed nations and making the country a global science and research player.
It will efficiently involve State Universities and Institutions.
It will have a Governing Board headed by the Prime Minister of India (ex-officio President of the board).
The President of the Governing Board shall constitute an Executive Council to undertake the implementation of provisions.

ANRF will constitute

the Anusandhan National Research Foundation Fund for salaries, allowances, and administrative purposes;
the Innovation Fund for funding outstanding creativity in the areas supported by the Foundation;
the Science and Engineering Research Fund for the continuation of projects initiated under the Science and Engineering Research Board Act, 2008;
one or more special purpose funds for any specific project or research.

Note: The central government will prescribe rules for the utilisation of these Funds. Comptroller and Auditor General of India (CAG) will audit the accounts of the Foundation annually.

Ministry of Education – AICTE Investor Network

Context: Union Minister for Education and Skill Development & Entrepreneurship launched ‘Ministry of Education – AICTE Investor Network’ which will bring students, faculty, investors and the market on one platform. This initiative is another concrete step towards catalysing the start-up landscape.

About AICTE Investor Network:

It is launched with the objective of empowering educational institutions to become innovation hubs, fostering a conducive environment for start-up development, facilitating entrepreneurship by transforming innovative ideas into scalable and sustainable businesses and providing start-ups with essential resources, mentorship, seed capital, and potential investors.
Jointly established by AICTE & Ministry of Education’s Innovation Cell (MIC).

Benefits of MOE-AICTE Investor Network

Promote the culture of innovation in educational institutions
Address the issue of start-up funding
Facilitate opportunities for investors to support innovative ideas with higher educational institutions.
encourage private investment in student- and faculty-led startups
bridge the gap between investors and transformative educational initiatives, fostering collaboration for the advancement of education and technology.

PM Young Achievers’ Scholarship Award Scheme for a Vibrant India (PM YASASVI)

Context: Rs 32.44 Crore released for Pre-matric Scholarship and Rs 387.27 Crore released for Post-Matric Scholarship to States/UTs under PM Young Achievers’ Scholarship Award Scheme for a Vibrant India (PM YASASVI).

About PM YASASVI Scheme

Nodal Ministry: Ministry of Social Justice and Empowerment.
Type of scheme: Centrally Sponsored Scheme
Beneficiaries: To award scholarships to eligible candidates belonging to Other Backward Class (OBC), Economically Backward Class (EBC), and De-Notified, Nomadic & Semi Nomadic Tribes(DNT/SNT) categories.
Scholarships: Ranging from Rs 75,000 to Rs 1,25,000.
Eligibility: Income from all sources does not exceed Rs.2,50,000/- per annum. Students can avail Pre-Matric Scholarship from Class 9 to 10 and Post Matric Scholarship for their higher studies at post-matriculation or post-secondary stage.
Benefits: Under this Scheme Students who excel in their studies also get an opportunity of Scholarship to study in Top Class Schools and Colleges. Hostel facilities are also provided to OBC students.
Selection Procedure: Through a written test called YASASVI ENTRANCE TEST conducted by the National Testing Agency.

Components of the scheme:

Pre-Matric Scholarship: For students studying in class IX and X on a full-time basis in Government Schools only. The students shall be given a consolidated academic allowance of Rs. 4000/- per annum.
Post-Matric Scholarship: Scholarship is awarded to students studying at post-matriculation or post-secondary stage to enable them to complete their education. Academic allowance from Rs.5000 to Rs.20000 is awarded to students as per category of course.
Top Class School Education: The scheme provides premium education to the meritorious students belonging to OBC, EBC and DNT categories by funding their education from Class 9 onwards till they complete Class 12. Scholarship is awarded for tuition fee, hostel fee and other charges as required by the school, subject to a maximum of Rs. 75,000/- per annum per student of class 9 and 10 and Rs. 1,25,000/- per annum per student of class 11 and 12.
Top Class College Education: To recognize and promote quality education amongst Students belonging to OBC, EBC and DNT categories by providing full financial support. Students, who secure admission in the notified institutions, will be awarded scholarship to meet the requirements for full tuition fee, living expenses to the beneficiary, books and stationery and a latest computer/laptop of reputed brand will be provided during the course.
Construction of Hostel for OBC Boys and Girls: To provide hostel facilities to students belonging to socially and educationally backward classes, especially from rural areas to enable them to pursue secondary and higher education in the Govt. schools, universities, institutions and institutes located at a reasonable distance in order to provide them greater access to high quality education.

Beyond Basics: ASER 2023

Context: The findings of the Annual Status of Education Report (ASER) 2023 was released recently.

About ASER survey:

The Annual Status of Education Report (ASER) is a nationwide citizen-led household survey that provides a snapshot of the status of children’s schooling and learning in rural India.
- First implemented in 2005, the 'basic’ ASER survey was conducted annually until 2014 and switched to an alternate-year cycle in 2016.
- The ‘basic’ ASER collects information about enrollment in pre-school and school for children in the age group of 3 to 16, and assesses children aged 5 to 16 one-on-one to understand their foundational reading and arithmetic abilities.
ASER 2023 ‘Beyond Basics’ surveyed the age 14-18 group in 28 districts across 26 states in India to understand their foundational reading and arithmetic abilities.
One rural district was surveyed in each major state, with the exception of Uttar Pradesh and Madhya Pradesh, where two rural districts were surveyed. A random sample of 60 villages was visited in each district.
- Survey reached:
  - Villages = 1,664
  - Households = 30,074
  - 14-18 youth surveyed = 34,745.

Major Highlights of the Beyond Basics survey 2023:

Literacy:
- Nearly 25 percent of rural youth in the age group of 14-18 cannot read a class 2 level text “fluently,” even if it is in their regional language.
- Some 57.3 percent can read sentences in English. And of those who can read sentences in English, nearly 75 percent of them can tell their meanings.
- Incidentally, females (76 percent) do better than males (70.9 percent) in reading a grade II-level text in their regional language.
Numeracy:
- More than half struggle with division (3-digit by 1-digit) problems. Only 43.3 percent of the age group is able to solve such problems correctly. This skill is usually expected in Standard III and Standard IV.
- Males do better than their female counterparts in arithmetic and English reading.
- In doing basic mathematics, over 60 percent are able to do the budget management task; about 37 percent can apply a discount; and only about 10 percent can calculate repayment.
Digital awareness:
- Close to 90 percent of youth have a smartphone in the household and know how to use it.
- Twice as many males (43.7 percent) than females (19.8 percent) can use a smartphone.
- Almost 90.5 percent of the youth surveyed used social media, but just about half of them are familiar with the online safety settings.
- Two-thirds of smartphone users have used it for some education-related activity like watching online videos, solving doubts, or exchanging notes.
Enrollment: 86.8 percent of 14- to 18-year-olds are enrolled in an educational institution. The percentage of youth not enrolled is a high 32.6 percent for 18-year-olds but low for 14-year-olds at 3.9 percent.
- In Class XI or higher, more than half are enrolled in the Arts/Humanities stream (55.7 per cent).
- Females are less likely to be enrolled in the STEM (Science, Technology, Engineering, and Mathematics) stream. Against 28.1 percent females, around 36.3 per cent males were enrolled in the stream.
Vocational education: 5.6 percent of the youth took vocational training or other related courses, most of which were 6 months or less.

What is 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.
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.

Challenges in achievement of Foundational literacy and numeracy in India:

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.
Poor status of Anganwadis: The Anganwadi workers (AWW) are overworked, with duties and responsibilities that centre around her being a teacher, a nurse and a social service provider. AWW are not equipped with the necessary tools to be able to engage children in learning experiences.
Poor pedagogic skills and Linguistic issues: 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.
Nutritional deficiencies among children: The relationship between nutrition, health and learning is undeniably strong. But, as per GHI 2023, India has the highest child wasting rate (18.7%) of all the countries.
Inadequate budget: The National Education Policy of 1968 recommended that India spend 6% of its GDP on education. However, even today, as per the Economic Survey (2019--20), India 20), India spends only 3.1% of its GDP on education.
Inadequate infrastructure: Though RTE act (2009) mandated basic infrastructure in schools like toilets, safe drinking water, playground etc, data shows that the basics are yet to be ensured in all the schools.
Low pupil to teacher ratio: As per the Right to Education Act (RTE, 2009) the desired Teacher Pupil ratio (TPR) has been set to 1:35. But, according to NEUPA report, around 42% of government elementary schools have only one or two teachers for all the elementary grades.

Nipun Bharat Program:

The Ministry of Education has launched a National Initiative for Proficiency in Reading with Understanding and Numeracy (NIPUN Bharat) in 2021, under the aegis of the centrally sponsored scheme of Samagra Shiksha Abhiyan.
Aim: To ensure that every child in the country necessarily attains foundational literacy and numeracy (FLN) by the end of Grade 3, by 2026-27.
A five-tier implementation mechanism will be set up at the National- State- District- Block- School level in all States and UTs.
Implementing agency: The Department of School Education & Literacy, Ministry of Education.

Way Forward:

Increase budget allocation, with focused investment on Foundational Literacy and Numeracy.
Since nutrition and education are both equally important and require significant time and effort, it may be worthwhile to consider having two AWWs per Anganwadi.
Provision of Primary education in Mother tongue.
Ensure minimum instruction time in schools and learning at home. The Right to Education Act (2009) requires that children from grade I-V spend 200 days involving 800 instruction hours in school.