Education

Mismatch between higher education and skill requirements in the job market

Context: According to the Periodic Labour Force Survey, the unemployment rate among graduates is higher than in many other developing countries due to higher education out of touch with the skill requirements in the job market.

Unemployment rate in India:

According to PLFS:

It has reduced to 3.2% in 2022-23, from 6.1% in 2017-18.
Graduate degree unemployment rates has reduced to 13% in 2022-23 from 17% in 2017-18.
Unemployment rate for young workers aged 18 to 29 with graduate degrees, has reduced to 27% in 2022-23 from 36% in 2017-18.
The share of graduates in the labour force has risen to around 15% by 2022-23 from 5% in 1993-94.

Reason for mismatch between higher education and skill requirements in the job market:

Slow curriculum updates: Higher education institutions (HEIs) often have slow processes for updating curricula. This results in a lag between the emergence of new skills in the job market and their incorporation into academic programs.
Governance issues: As HEIs are affiliated with UGC or AICTE etc. they face challenges of over-centralisation, lack of autonomy and transparency.
Limited industry collaboration: Some higher education institutions may lack effective collaboration with industries. This can lead to a disconnect between academic content and the practical skills required in the workplace.
The degree-oriented education system: Focus on rote memorization and exams, which may not foster critical thinking, creativity, and skills.
Faculty skill gap: Faculty members may themselves lack up-to-date knowledge and skills relevant to rapidly changing industries, result in the transmission of outdated information and a lack of emphasis on cutting-edge technologies and practices.
Inadequate focus on research and innovation: Due to scarcity of funds, ill-equipped labs and weak linkage of Research, higher education and Industry. India’s research and development (R&D) expenditure as a proportion of GDP is only 0.7% and in Korea is 4%.

Government Initiative to address mismatch between higher education and skill requirements in the job market:

Scheme for Promotion of Academic and Research Collaboration (SPARC), 2018: For improving the research ecosystem of India’s Higher Educational Institutions.
Education Quality Upgradation and Inclusion Program (EQUIP) : To enhance access, inclusion, quality, excellence, and employability.
Technical Education Quality Improvement Programme of Government of India (TEQIP): To upscale and support ongoing efforts in improving the quality of technical education.
Institute of Eminence (IoE): To empower Higher Educational Institutions and to help them become world-class teaching and research institutions.
National Education Alliance for Technology (NEAT): To provide technology solutions using Artificial Intelligence for customized learning or e-content in niche areas having highly employable skills.

Measures to address mismatch between higher education and skill requirements in the job market:

Establish mechanisms to ensure that university curricula are regularly updated to reflect industry trends and emerging technologies.
Establish advisory boards with industry representation, promote joint research projects, and encourage industry professionals to participate in curriculum development to strengthen industry-academia linkage.
Incorporate modern technologies and tools into teaching methods to enhances the learning experience and also ensures that students are familiar with the technologies used in their future workplaces.
Establish channels for continuous feedback from employers about the performance of graduates in the workplace. Use this feedback to make necessary adjustments to educational programs.
Emphasize the development of soft skills, including communication, teamwork, problem-solving, and critical thinking, to enhance graduates' overall employability.

MoE introduces ‘Prerna’ programme to empower students with leadership qualities

Context: The Department of School Education & Literacy, under the Ministry of Education, Government of India, has introduced 'Prerana: An experiential learning program.' This initiative is geared towards providing a profound, distinctive, and motivational experience to its participants, with the ultimate aim of nurturing leadership qualities among them.

About Prerna, a learning initiative:

'Prerana’, is headquartered at the vernacular school (established in 1888 in Vadnagar), Gujarat.
This weekly residential program will host 20 students from different parts of the country on a rotational basis.

Aims and objectives:

The essence of Prerana lies in its unwavering commitment to integrate the principles of the Indian education system and the philosophy of value-based education, which serves as a fundamental pillar of the National Education Policy (NEP) 2020.
This thematic framework aims to inspire the youth, fostering a deep respect for Bharat's unity in diversity and embodying the spirit of ‘Vasudhaiva Kutumbakam’ (the world is one family).
The overarching goal is to empower these students to become catalysts for positive change, inspiring others with the transformative teachings of 'Prerana.'

Nine-core value-based themes:

The curriculum of 'Prerana' has been developed by IIT Gandhinagar.
This unique program is built upon nine core value-based themes: self-respect and humility, courage and determination, hard work and dedication, compassion and service, diversity and unity, truthfulness and cleanliness, innovation and curiosity, faith and trust, and independence and responsibility.

Activities under Prerna:

The meticulously planned schedule of the program feature activities such as yoga, and meditation sessions, coupled with experiential learning, thematic discussions, and engaging hands-on educational endeavours.
The sessions promise visits to historical and heritage sites, inspirational film screenings, creative activities related to mission life, talent shows, and more, ensuring a well-rounded learning experience.
Additionally, students will actively participate in diverse activities encompassing indigenous knowledge systems, cutting-edge technologies, and insights derived from inspirational figures.
Mentors from prestigious institutions will guide the participants in this transformative initiative.

Selection process:

It is designed for students in Classes 9 to 12.
Interested students can register online through the portal prerana.education.gov.in, where they will undergo a selection process outlined on the platform.
Additionally, applicants can partake in the selection procedure at the school/block level during designated 'Prerana Utsav' days, participating in activities aligned with Prerana's ethos to assess their well-rounded personalities, eager to shape the nation's future.
Once selected, the 20 participants, consisting of 10 male and 10 female students, are expected to carry the ethos of 'Prerana' into their respective communities.

Maulana Azad National Fellowship

Context: Researchers and doctoral students from about 30 universities across the country have written separate letters to the Union Minority Affairs Minister to increase the scholarships under Maulana Azad National Fellowship (MANF).

About Maulana Azad National Fellowship:

Launched in: 2009
Nodal ministry: Ministry of Minority Affairs
Implementing agency: University Grants Commission (UGC).
Aim: For educational empowerment of students belonging to minority communities.
Beneficiaries: Six notified minority communities viz. Buddhist, Christian, Jain, Muslim, Parsi and Sikh.
Scope: The Fellowship will cater to the minority community students pursuing regular and full time research studies leading to award of M.Phil/Ph.D degree within India only.
Mode of selection: On the basis of UGC-NET and CSIR-NET merit list.
Fellowship: A monthly fellowship amount of INR 31,000 for initial two years to Junior Research Fellowship (JRF). A fellowship amount of INR 35,000 per month for remaining tenure to Senior Research Fellowship(SRF).
Duration of fellowship: The fellowship is usually provided for a duration of two years for M.Phil. students and five years for Ph.D. students, with certain relaxations available.
Objective: To provide five year fellowships in the form of financial assistance to students from six notified minority communities, notified by the Central Government, to pursue M. Phil and Ph.D.

It covers all Universities/Institutions recognized by the University Grants Commission (UGC) as under :

Central/State Universities (including constituent and affiliated institutions).
Deemed Universities.
Institution fully funded by State / Central Government and empowered to award degrees.
Institutions of National Importance as notified by Ministry of Human Resource Development.

Pradhan Mantri Schools for Rising India (PM-SHRI) Scheme

Context: The Kerala state government has decided to approach the Supreme Court against the Centre’s decision to withhold the release of Rs 1,500 crore to the state under various centrally sponsored education schemes. The funds have reportedly been held back after Kerala refused to sign the PM SHRI scheme memorandum.

Relevance of the Topic: Prelims: Key facts about the Pradhan Mantri Schools for Rising India (PM-SHRI) Scheme.

About PM-SHRI Scheme

PM-SHRI is a centrally sponsored scheme launched by Ministry of Education aiming to develop more than 14500 schools across the country as PM-SHRI Schools by strengthening select existing schools managed by Central/State/Local bodies.
These schools will showcase all the components of the National Education Policy, 2020 as model schools.
PM-SHRI schools are to act as exemplar schools, and offer mentorship to other schools in the vicinity.
It also aims to deliver quality teaching for the cognitive development of the students and provide the students with key 21^st century skills.

Key Features of PM-SHRI Schools

Provide high-quality education in an equitable and inclusive environment, that will take care of the diverse backgrounds, multilingual needs and different academic abilities of children.
Schools under the scheme are to be developed as ‘Green School’, that will incorporate environment friendly aspects like Solar panels and LED lights, nutrition gardens with natural farming, water conservation and harvesting, climate change related hackathon etc.
The schools will adopt pedagogy that will be more experiential, holistic, inquiry-driven, discovery-oriented, and learner-centred.
Assessment of students will be based on conceptual understanding and application of knowledge to real life situations.
The scheme aims to provide linkage with the sector skill councils and local industry to enhance employability and to provide better employment opportunities.
To evaluate the schools at regular intervals, ‘A School Quality Assessment Framework (SQAF)’, will be developed, which will specify performance indicators.

Illustrative Illustrations under PM-SHRI Scheme

Quality and Innovation, includes learning enhancement programme, holistic progress card, innovative pedagogies, bagless days, internships with local artisans etc.
Under RTE Act, beneficiary-oriented entitlements will be provided.
100% of PM-SHRI schools will receive Science and Math kits.
Focus will also be on early childhood care and education, that will also include Balvatika and Foundational Literacy and Numeracy.
Encourage flexibility in choice of subjects offered to students.
Local languages/mother tongue are to be encouraged as medium of instructions and use of technological interventions to help bridge language barriers.
100% of the PM SHRI Schools will be covered under ICT, smart classrooms and digital initiatives.
To develop these schools with all modern facilities, saturation approach will be adopted.
The scheme also envisions to converge with existing schemes/Panchayati Raj Institutions/Urban Local Bodies and community participation for infrastructure upgradation of the school.

Implementation and Selection strategy of the scheme

It will be implemented through the existing administrative structure available for Samagra Shiksha, Kendriya Vidyalaya schools and Navodaya Vidyalaya schools.
The schools under the scheme shall be monitored vigorously to assess progress and understand the challenges faced in the implementation of National Education Policy, 2020.
The schools shall be selected through ‘Challenge Mode’, where the schools would compete for support to become exemplar schools.
The Elementary Schools, Secondary/Senior Secondary Schools managed by the Centre/State/UT governments/Local self-governments having UDISE+ code will be considered for selection under the scheme.
Maximum of two schools (one elementary and one secondary/senior secondary) would be selected per block/Urban local bodies with upper limit number of total schools across India.
PM-SHRI schools will be Geo-tagged for the selection and monitoring processes.
Services of Bhaskaryacharya National Institute for Space Applications and Geo-Informatics (BISAG-N) will be taken for geo-tagging.
For the final selection of schools, an expert committee would be constituted.
Beneficiaries under the PM-SHRI Scheme: More than 18 Lakh students are expected to be direct beneficiaries of the scheme.

South Asian University (SAU)

Context: The Delhi High Court stated that the South Asian University (SAU) holds the status of an international organisation with 'privileges and immunities,' and the Indian government does not exert any control over its functioning and administration.

About South Asian University (SAU)

It is an international university sponsored by the eight Member States of the South Asian Association for Regional Cooperation (SAARC). The eight countries are Afghanistan, Bangladesh, Bhutan, India, Maldives, Nepal, Pakistan, and Sri Lanka.
The university started admitting students in 2010 at a temporary campus at Akbar Bhawan, India.
Since February 2023, the University is running on its permanent campus at Maidan Garhi in South Delhi.
As of 2023, SAU offered Master's and MPhil/PhD programs in Applied Mathematics, Biotechnology, Computer Science, Economics, International Relations, Legal Studies and Sociology.
The degrees of the university are recognized by all the member nations of the SAARC according to an inter-governmental agreement signed by the foreign ministers of the eight SAARC member states.
It attracts students from the eight SAARC countries, although students from other continents also attend.
There is a country quota system for the admission of students. SAU conducts admission tests annually at various centres in eight countries.
At the 13th SAARC Summit held in Dhaka in November 2005, India proposed the establishment of a South Asian University.
The Inter-governmental Agreement for the Establishment of the South Asian University" was signed at the 14th SAARC Summit.
As per the agreement, India was to bear the entire expenses of building the permanent campus of the SAU with the member countries.

Six years: Debate over minimum age for Class 1 admission

Context: Schools in Delhi this year will continue to admit students to Class 1 below the age of 6 years. There were 14 States and Union Territories, as of March 2022, that allow Class 1 admission for children who have not completed six years.

Minimum Age to admit students in Class 1

National Education Policy 2020: It say about the minimum age to admit students in Class 1.
- The new NEP pitches for a “5+3+3+4” design for formal schooling corresponding to:
  - the age groups 3-8 years (foundational stage),
  - 8-11 years (preparatory stage),
  - 11-14 years (middle stage), and
  - 14-18 years (secondary stage).
- This brings early childhood education (also known as pre-school education for children of ages 3 to 5 years) under the ambit of formal schooling.
- This effectively means that a child should be 6 years old to be eligible for admission into Class 1, after completing three years of early childhood education.
- In 2022, Kendriya Vidyalaya increased the age of admission from five to six years for Class 1 in an effort to sync with the recommendations of the NEP 2020.
Right to Education (RTE) Act, 2009: The RTE Act guarantees education from the age of 6 years to 14 years. This means that a child is expected to begin elementary education (i.e., Class 1) at the age of 6 years.
- The Act had to specify the entry age for enforcement of formal compulsory education.
- The age 6, which the RTE says is the age to begin Class 1, is simply a reiteration of Constitution (Article 21A).
This was also the same in Gandhi’s idea of basic education, that 6 years of primary education,3 yrs. of lower secondary education and 3 years of upper secondary education.
Report of the Sargent Commission (on post-war education development in India), which goes back to the 1940s: It recommended the introduction of free and compulsory education for all Indian children in the 6-11 years age groups.

Global practice

Six is the standard age for starting primary school across East Asia, not just in Japan. This age is also common in most European countries. It is usual (though not compulsory) for younger children in these societies to attend some sort of preschool.
In the USA and the UK children generally start school at 5.

Potential benefits associated with this age requirement:

School environments involve a significant amount of social interaction. A child entering school at the age of six is likely to have had more opportunities for socialization in pre-school or informal settings, helping them adapt to the social dynamics of a classroom.
Ability to manage emotions, work collaboratively with peers, and follow instructions.
They may have early developed basic numeracy and literacy skills, as well as problem-solving abilities that are foundational for early learning.
Enrolling children in school when they are developmentally ready can help reduce stress and anxiety associated with the academic environment. This can contribute to a more positive attitude towards learning.

Potential challenges associated with this age requirement:

Children develop at different rates, and a strict age requirement may not account for individual differences in readiness for formal education. Some children may be developmentally advanced and ready for school before the age of six, while others may need more time.
A fixed minimum age for admission can lead to academic pressure for children who are not developmentally ready.
The rigid age requirement may not consider late bloomers who might thrive with a slightly later start.
A fixed minimum age might lead to labelling children as "too young" or "not ready" based solely on their age, potentially affecting their self-esteem and confidence

Research on the entry age for formal education

The early introduction of formal learning approaches to literacy does not improve children’s reading development, and may be damaging.
By the age of 11, there was no difference in reading ability level between the two age groups.
But the children who started at 5 developed less positive attitudes to reading and showed poorer text comprehension than those children who had started later.
In a separate study of reading achievement in 15-year-olds across 55 countries, researchers showed that there was no significant association between reading achievement and school entry age.

SATHEE (Self-Assessment Test and Help for Entrance Exams)

Context: The Ministry of Education (MoE) asks all States to encourage aspirants to utilise the newly launched portal for JEE and NEET exam preparation SATHEE (Self-Assessment Test and Help for Entrance Exams).

About SATHEE

Launched by: The Ministry of Education (MoE) and IIT-Kanpur.
Launched in: 2023
Spearheaded by: Ministry of Education .
Aim: To help students gain access to training and coaching for competitive examinations for free.
Features: It has launched a 45-day crash course for aspirants to test their level of preparation.
- It hosts live and recorded lectures, expertly designed curriculum, and doubt-clearing sessions [for students] to brush up their knowledge.
- The interactive programme is currently open for coaching help for JEE and NEET but intends to provide lectures and live courses on all National Council of Educational Research and Training (NCERT) syllabus topics.
- It uses of an indigenously-developed AI programme called Prutor, which was developed through IIT-Kanpur.
- The initiative is in line with the National Education Policy, with the goal to provide inclusive, high quality education even to remote parts of the country.
- Currently, digital learning material is available in four languages English, Hindi, Odia, and Telugu, plan to extend it to other regional languages of India.
- SATHEE mitras(friends) to increase rural coverage of students appearing for entrance tests, including the JEE and NEET.
- Also provide parents reports to measure what students know and are able to do in relation to the NCERT XI and XII and also JEE standards.

What is APAAR ID, One Nation One Student?

Context: Several state governments requested schools to seek parental consent for the creation of a new student identity card known as the Automated Permanent Academic Account Registry (APAAR).

About APAAR ID

Under the initiative, each student would get a lifelong APAAR ID, making it easy for the learners, schools, and governments to track academic progress like literacy rates, dropout rates from pre-primary education to higher education.
Every individual will have a unique APAAR ID, which will be linked to the Academic Bank Credit (ABC), which is a digital storehouse that contains information of the credits earned by students throughout their learning journey.
With the APAAR ID, students would be able to store all their certificates and credits, whether they come from formal education or informal learning.
It is part of the 'One Nation, One Student ID' initiative outlined in the National Education Policy of 2020.
Registration for creating APAAR ID is voluntary, not mandatory.

Working of APAAR ID

To sign up for APAAR, students will have to provide basic information such as name, age, date of birth, gender, and a photograph. This information will be verified using their Aadhar number.
Students will need to sign a consent form, and they can choose to either accept or decline sharing their Aadhar number and demographic information with the Ministry of Education for creating the APAAR ID.
For minors, parents will have to sign the consent form, allowing the Ministry to use the student’s Aadhar number for authentication with UIDAI.
If the student changes schools, whether within the state or to another state, all her data in the ABC gets transferred to her new school just by sharing the APAAR ID, no need to provide physical documents or transfer certificates.
It would also serve as a gateway to Digilocker, a digital system where students can store their important documents and achievements, making it easier to access and use them in the future for, say, pursuing higher education or finding a job.

Significance of APAAR ID

Aims to reduce fraud and duplicate educational certificates by providing a single, trusted reference for educational institutions. Only first party sources that issue certificates will be allowed to deposit credits into the system, ensuring authenticity.
Also to make education hassle-free and reduce the need for students to carry physical documents.

UNICEF's Passport to Earning Initiative

Context: Department of School Education & Literacy organised an online program on 11th October 2023 to commemorate the milestone of one million certifications of its Passport to Earning (P2E) Program.

About UNICEF's Passport to Earning (P2E) Initiative

Passport to Earning (P2E) is a digital platform that aims to provide young people between 15-24 years of age with free, certified, world class and job-relevant skills training and position them for employment opportunities.
This initiative has been launched under Generation Unlimited Partnership program of UNICEF.
P2E is built on the Microsoft Community Training platform and offers digitised content provided by a range of public and private sector partners.
Platform will offer online and offline digitalised curricula and supplemental content curated at the national level.
In its initial three years, P2E initiative aims to skill 10 million young people and help 10,000 young people gain decent employment - targeting at least 50% young women in both cases.
Young people using the platform will be able to use the certifications gained to support future employment and entrepreneurship opportunities.
P2E mission aims to maximize impact with young people, focusing on the most disadvantaged by:
- Building government capacity to provide sustainable skilling and employment pathways in digital economy.
- Enabling access to job-relevant skilling platform, state of art curriculum and certifications and ultimately jobs.

Passport to Earning (P2E) Initiative in India

In India, P2E initiative provides free access to certificate courses in digital productivity, financial literacy, employability skills and other in demand, job ready skills. P2E also offers provisions for online, hybrid and offline learning models.
P2E aims to deliver long-term sustainable skilling to 5 million youth in the age group of 14-29 in India by 2024 and then connect them to opportunities in job, self-employment, and entrepreneurship to be financially independent.
Passport to Earning initiative has skilled and certified more than one million young people in India in area of financial literacy and digital productivity.
62% of all young learners who benefitted from P2E courses in India are adolescent girls and young women.

Adult literacy

Context: In 2018, Karthyayani Amma, who became the oldest learner at the age of 96, passed away.

About adult literacy

It is a type of education system that educates mature students that have already taken part in the workforce.
The 2011 Census the adult literacy rate for women in rural areas at 50.6 per cent as compared to 76.9 per cent in urban areas, whereas for men, the same in rural areas is pegged at 74.1 per cent as compared to 88.3 per cent in urban areas.
To extend educational options to adults who have lost the opportunity for formal education and have crossed the age of traditional schooling. These individuals now feel a need for various types of learning, including literacy, basic education equivalency, skill development (vocational education), and continuing education.

Advantages to adult education

Gaining education after secondary school as a mature-aged student helps and allows adults to gain valuable skills to increase career prospects and expand their professional knowledge.
It helps individuals understand their fundamental rights and also take corrective measures against crimes like domestic violence and child marriage.
It can sharpen critical thinking, problem-solving abilities and decision making, in professional as well as personal life.
It helps people adapt to rapidly evolving technologies, which is crucial in the modern workplace.
Research suggests that continuing education can have positive effects on mental health, reducing the risk of cognitive decline.

Reason for adult illiteracy

Limited access to education: Due lack of schools, lack of literacy programs, books, and educational materials or being forced to work at a young age, can lead to lifelong illiteracy. Almost 8% of India’s schools have only one teacher. Some of the most populous states also have the most one-teacher schools.
Early school dropout: Due to family obligations, economic necessity, or personal challenges.
Learning disabilities: Some adults may have undiagnosed or untreated learning disabilities like dyslexia, dyscalculia etc. that hinder their ability to acquire literacy skills.
Cultural and social barriers: Societal norms, customs, and beliefs can discourage certain groups, particularly women, from receiving an education. Discrimination and gender inequality can contribute to high rates of illiteracy among adults.
Language barriers: Migrants move to a new place may face language barriers that make it difficult for them to learn the language and acquire literacy skills.

Government initiatives

National Literacy Mission (NLM): Launched in 1988 to impart functional literacy to non-literates in the age group of 15-35 years in a time bound manner. By the end of the 10th Plan period, it had made 127.45 million persons literate of which 60% were females 23% belonged to Scheduled Castes (SCs) and 12% to Scheduled Tribes (STs).
Saakshar Bharat: Implemented during 2009-10 to 2017-18 to raise literacy rate to 80%, reduce gender gap to 10% and minimize regional and social disparities, with focus on Women, SCs, STs, Minorities and other disadvantaged groups.
National Literacy Mission Authority (NLMA): It is responsible to design, develop and implement Adult Education Programme in the country. It formulates and exercises policy and planning, developmental and promotional activities, operational functions, technology demonstration, leadership training, resource development, research & development, monitoring & evaluation in the country.
Padhna Likhna Abhiyan (PLA) – A centrally sponsored scheme of Adult Education, was launched in 2020. To impart Functional Literacy to 57 lakh non-literates of 15 years and above age group.
New India Literacy Programme(NILP): To impart foundational literacy and numeracy for FYs 2022-27 is 5 crore learners at one crore per year and also to cover all the aspects of Adult Education to align with National Education Policy 2020 has been approved.
- Critical life skills (including financial literacy, digital literacy, commercial skills, health care and awareness, child care and education, and family welfare),
- Vocational skills development (with a view towards obtaining local employment),
- Basic education (including preparatory, middle, and secondary stage equivalency); and
- Continuing education (including engaging holistic adult education courses in arts, sciences, technology, culture, sports, and recreation, as well as other topics of interest or use to local learners, such as more advanced material on critical life skills).
National Digital Literacy Mission: To empower at least one person per household with crucial digital literacy skills.

To enhance adult education, it is crucial to establish accessible and flexible learning opportunities. This can be achieved through a combination of initiatives such as expanding online courses and resources, offering financial incentives or subsidies for adult learners, developing targeted outreach programs, and collaborating with employers to support skill development and lifelong learning.

What are the findings of the Parliament panel on the New Education Policy?

Context: Recently the Parliament Standing Committee on Education, headed by Vivek Thakur, tabled a report during the special session of Parliament on the “Implementation of the National Education Policy (NEP), 2020 in Higher Education.”

Issues discussed by the panel?

Rigid separation of disciplines
Limited access to higher education in socio-economically disadvantaged areas
Lack of higher education institutes (HEIs) that teach in local languages
The limited number of faculty
Lack of institutional autonomy
Less emphasis on research
Ineffective regulatory system and
Low standards of undergraduate education

Findings of the report?

Minimal role of Central HEIs: The report noted that of the 1,043 universities functioning in the country, 70% are under the State Act and that 94% of students are in State or private institutions with just 6% of students in Central higher educational institutions, stressing the importance of States in providing higher education.
Better Implementation by J&K: The Committee appreciated how the NEP was implemented in Jammu and Kashmir. It said that the Union Territory was among the first in the country to implement NEP from the academic session 2022 in all its higher educational institutions.
A paradigm shift in the methods of teaching: The panel said it witnessed a paradigm shift in the methods of teaching, leading to lifelong learning opportunities for students.
Implementing the multiple entry and multiple exit (MEME) system is a challenging task: The panel said that Indian institutions were likely to face several issues in implementing the multiple entry and multiple exit (MEME) system.
- The panel said while the MEME looked like a flexible system, which was being operated by Western educational institutions effectively, it might not work well in the country.
- “If institutions allow MEME, it would be very difficult for the institutions to predict how many students would exit and how many would join midway. Since institutions would not know the in- and out-traffic, it will certainly disturb the pupil-teacher ratio,”.

Recommendations of the panel?

Comprehensive awareness campaigns and infrastructural development: The panel has called for comprehensive awareness campaigns and infrastructural development in remote areas and urban slums to improve access to education in marginalized communities.
Assessment of technological infrastructure: The panel has recommended an assessment of the technological infrastructure in higher education institutions, besides “proper involvement” of the student community, for a smoother implementation of the NEP.
Training of teachers: The panel has recommended training of teachers who work in marginalized communities.
Scholarship and financial support: The panel has recommended providing more financial assistance and scholarships to socially and economically disadvantaged groups (SEDGs) in both public and private higher education institutions (HEIs).
Community engagement: The panel has recommended community engagement, besides collaboration and partnership with NGOs and civil society organizations, to ensure that the benefits of the NEP reach marginalized communities. Ensure proper involvement of the student community for the successful implementation of the NEP.
Inclusive admission processes and curriculum: The panel has recommended making admission processes and curricula more inclusive.
Increasing employability potential: The panel has recommended increasing the employability potential of higher education programs.
Developing more degree courses taught in regional languages: The panel has recommended developing more degree courses taught in regional languages and bilingually
At least one multidisciplinary HEI in every District: The report also highlights the need for every district in India to have at least one multidisciplinary HEI by 2030 and
Increase GER up to 50%: The panel recommended increasing the gross enrollment ratio in higher education, including vocational education, from 26.3% in 2018 to 50% by 2035 by Setting clear targets for higher Gross enrollment ratios for SEDGs.
Well-defined framework to execute the MEME system: develop “comprehensive guidelines and a well-defined framework” including specific eligibility criteria and credit transfer mechanisms, besides wider consultation with the educational institutions and other stakeholders to execute the MEME system.
Improving the effectiveness and impact of the Higher Education Financing Agency (HEFA): HEFA should diversify its funding sources beyond government allocations and explore partnerships with private sector organisations, philanthropic foundations, and international financial institutions. HEFA should review and adjust interest rates on loans “to make them more competitive and affordable” for HEIs.
Improve Technological infrastructure: Assess the technological infrastructure in higher education institutions, besides “proper involvement” of the student community, for a smoother implementation of the NEP. Adopt modern cloud-based technologies to create a more efficient, transparent, and student-centric ecosystem in higher education institutions. Take specific infrastructural steps to help physically challenged students.
Improve Gender equality: The panel has emphasized Enhancing gender balance in admissions to HEIs.
Stop ragging: the panel has asked to strictly enforce all no-discrimination and anti-harassment rules to reduce the cases of ragging in HEIs.

Malaviya Mission: Teacher Training Programme

Context: The Ministry for Education and Skill Development & Entrepreneurship has launched the Malaviya Mission for the training of teachers in higher educational institutes.

About Malaviya Mission

It is a teacher training programme that aims to provide tailored training programmes for teachers. This programme will work for the capacity building of faculty members in higher educational institutions.
Organised by University Grants Commission, in association with the Ministry of Education.
Aims to improve the quality of teachers’ training, build leadership skills in teachers and help realise the goals of the National Education Policy (NEP).
The capacity building under this Mission will be mapped to the credit framework to ensure career progression pathways for educators.
There are the theme-wise training sessions.

The 8 themes include

Holistic and Multidisciplinary Education,
Indian Knowledge Systems (IKS),
Academic Leadership, Governance and Management,
Higher Education and Society,
Research and Development,
Skill Development,
Student Diversity and Inclusive Education and
Information and Communication Technology.

Human Resource Development Centres to be revamped and known as Madan Mohan Malaviya Teachers Training Centres.
Monitoring and quality assurance of the Malaviya Mission Teacher Training Programme would be undertaken by the UGC Committee after conducting one round of training programme.

Objectives of the Scheme:

Salient objectives of the scheme in alignment with NEP 2020 are:

Improving the quality of Education at all levels by infusing quality and excellence in our teachers and teaching.
To develop innovative teaching method and high-level institutional facilities in all the constituent areas of higher education.
To impart pedagogy-related training and improve faculties’ soft and practical skills.
To ensure holistic development of the teachers and learners with inculcation of ethics and human values as enshrined in Indian culture.
To develop multidisciplinary and critical thinking ability.
To familiarize the faculty with the Indian Knowledge Systems.
To build respect for the eco-balance and biodiversity existing in the nature. University Grants Commission 7
To undertake quality research in line with the local, national, and global needs.
To make it known that higher education is for social upliftment and inclusiveness.
To develop the know-how to prepare transformative pedagogy with ICT intervention.
To build life skills and global citizenship values.
To ensure the role of faculty as active participants in institution building.
Improve the quality of teaching and empower Faculty members through training, induction, refresher and short term programs and ensure their continuous professional development.

Significance of Malaviya Mission

Improve the quality of education at all levels by infusing quality and excellence in teachers and teaching methods.
Ensure continuous professional development and help in building capacities of 15 lakh teachers of the Higher Education Institutions (HEIs) through 111 Malaviya Mission centres across India in a time-bound manner.
Theme-wise training sessions will help enthuse “Samagrata” in the participants.

RoDTEP scheme	PLI Scheme
Agnipath Scheme	PM-KUSUM Scheme