Education

New India Literacy Program

About the New India Literacy Program

A scheme of the Ministry of Education that aims to promote literacy among non-literates in the age group of 15 and above across the country. It aims to cover 5 crore non-literates during the period from 2022-23 to 2026-27.
Centrally Sponsored Scheme with contributions from both Centre and State governments. It will replace the SAKSHAR Bharat scheme for adult education.

Components of the New India Literacy Program

Foundational Literacy and Numeracy
Critical Life Skills: These will include financial literacy, digital literacy, commercial skills, health awareness, childcare and family welfare education.
Vocational Skills Development: For increasing employment potential.
Basic Education: Includes preparatory, middle and secondary stage equivalency.
Continuing Education: Includes engaging holistic adult education courses in arts, sciences, technology, culture, sports and recreation and other topics of interest or use to local learners.

Salient Features of the New India Literacy Program

Volunteerism: The scheme is mainly based on volunteerism for teaching and learning. Volunteers can also register through a mobile app for this purpose. Involvement of school students, pre-service students of Higher Education Institutions, school teachers, Anganwadi and ASHA workers, NYKS, NSS and NCC volunteers. To implement volunteerism through online mode. However, training, orientation, and workshops for volunteers, may be organized through face-to-face mode.
Priority to saturation in literacy: The age cohort of 15- 35 will be saturated first followed by ages 35 and above. Priority is to be given to girls and women, SC/ST/OBC/Minorities, Persons with special needs/Nomadic/Construction workers etc. who can substantially and immediately benefit from adult education.
School to be a unit for implementation of the scheme. Schools are to be used for conducting surveys of beneficiaries and voluntary teachers (VTs).
Use of ICT and online implementation of the scheme through Online Teaching Learning and Assessment System (OTLAS)
All Material and resources through digital modes – TV, Radio, Cell phone-based free/open-source apps, portals etc.
Assessment tests to be conducted in schools by State/UTs and evaluation of learners by NIOS/SIOS. Assessment on demand through OTLAS and generation of e-certificates.
Sample achievement survey
Performance Grading Index (PGI) for States/UTs and district level to show achievement in the implementation of the scheme giving weight to both physical and financial progress through the UDISE portal.
The phrase ‘Education for All’ will be used in place of ‘Adult Education’ by the Ministry of Education as ‘Adult Education’ does not appropriately capture all non-literates more than 15 years of age.
The teaching-learning material and resources have been made available on the DIKSHA platform of NCERT and can be accessed through mobile apps.
Further, other modes like TV, Radio, Samajik Chetna Kendra etc. are also to be used for the dissemination of Foundational Literacy and Numeracy.

Beneficiary identification method

The beneficiaries under the scheme are identified through a door-to-door survey on Mobile App by the surveyors in the States/UTs.
The non-literate can also avail of the benefit of the scheme through direct registration from any place through the mobile app.
All non-literate above 15 years of age can avail the benefits of the scheme.

9k applicants for upgrade of schools under PM-SHRI eligible: Govt

Context: The centre government has received around 9000 applications for upgrade of schools from several states eligible to be consider under the PM Schools for Rising India or PM SHRI scheme.

About PM SHRI

It is a Centrally Sponsored Scheme with a total project cost of Rs. 27360 crores for five years from 2022-23 to 2026-27.
Aim: To develop more than 14500 schools across India as PM SHRI Schools by strengthening select existing schools being managed by Central Government/ State/ UT Government/ local bodies.

Key Features

PM SHRI Schools will showcase all components of the National Education Policy 2020, act as exemplar schools and will offer mentorship to other schools in their vicinity.
Pedagogy: More experiential, holistic, integrated, play/toy-based, inquiry-driven, discovery-oriented, learner-centred, discussion-based, flexible and enjoyable.
Focus: On achieving proficiency in learning outcomes for every child in every grade.
Assessment: At all levels based on conceptual understanding and application of knowledge to real- life situations and competency based.
Equipped with modern infrastructure including labs, smart classrooms, libraries, sports equipment, art room etc. which is inclusive and accessible.

Source: The Indian Express & Ministry of Education website

What’s the Missing Block in Building Institute of Excellence?

Context: Times of India dated 27 march 2023 has a news article highlighting the issues associated with the Institute of excellence.

What is the institute of Excellence?

Institutions of Eminence scheme has been to help higher education institutions to become world-class teaching and research institutions. Ten public and ten private institutions are to be identified to emerge as world-class Teaching and Research Institutions. This will enhance affordable access to high-quality education for ordinary Indians.

Objectives of the scheme – institutions of eminence

To provide for higher education leading to excellence and innovations in such branches of knowledge as may be deemed fit at post-graduate, graduate and research degree levels and award degrees, diplomas and other academic distinctions;
To provide for high-quality teaching and research and the advancement of knowledge and its dissemination through various research programmes undertaken in-house by a substantial number of full-time faculty and research scholars in diverse disciplines etc.

Expectations from the institutions of eminence

Highly qualified faculty, with the freedom to hire from across the world;
Existence of academic, administrative and financial autonomy;
Excellence in research;
High Quality of teaching etc.

Challenges

The multiplicity of regulatory agencies and the lack of coordination among them is a major challenge in the emergence of institutes of eminence in India.
The multiplicity of regulatory agencies and the lack of coordination among them is a major challenge in the emergence of institutes of eminence in India.
Limited Funding compared to other countries like China which have provided more extensive funding to their elite universities.
Limited coverage of universities in the IOE scheme, as only three public-funded and three private-funded universities have been selected, and the selection has excluded some notable institutions.
Limited financial autonomy in fund utilization, with strict compliance with Government Financial Rules (GFR) and the fear of the Comptroller and Auditor General of India audit. Delays in receiving funds from sponsoring organizations.
Challenging procurement procedures such as purchase and procurement through Government e-Marketplace portal.
Delays in the purchase period for equipment having foreign components due to too many clearances.
The current Public Financial Management System hampers the purchase where a commitment is made without completing the final transaction.
Difficulty in compliance with laws relating to visa, registration, opening a bank account, residence permit, exit permit, etc., for foreign students.
Existing high fees in IITs with little scope for raising the fees to attract more foreign students, as higher fees contradict the equity objective of a public-funded university.
Difficulty in recruiting international faculty due to various bottlenecks, such as political clearances, complex taxation laws, and other bureaucratic hurdles.

What is the way forward?

The proposed HECI should set its priorities right and bring out regulations based on evidence-based inputs.
HECI should refrain from bringing out regulations in areas requiring no regulation.
HECI should asses how the regulations will impact the functioning of higher education institutes.
A stakeholder-based approach should be adopted to formulate regulations so that the inputs and feedback of all stakeholders can be incorporated.
There is a need to create an interconnected web of regulatory functions.

National Assessment & Accreditation Council (NAAC)

Assessment carried by NAAC for higher education institutions have been mired in controversy. There have been demands for reviewing the process of accreditation by NAAC.

ABOUT National Assessment & Accreditation Council (NAAC)

NAAC is an autonomous institution established by the University Grants Commission (UGC) under the UGC Act, 1956 for assessing and accrediting higher education institutions (HEIs) of the country.

NAAC conducts assessment and accreditation of HEIs to derive an understanding of the 'Quality Status' of the institution.

Headquartered in Bengaluru.

Eligibility: Higher Education Institutions (HEIs), with at least two batches of students graduated, or been in existence for six years, whichever is earlier, are eligible to apply for process of Assessment & Accreditation (A&A) of NAAC. Institutions covered can be:

Universities (Central/State/Private/Deemed to be) and Institutions of National Importance
Autonomous colleges/Constituent Colleges/Affiliated Colleges (Affiliated to universities recognised by UGC as an affiliating university)
Accredited HEIs applying for Reassessment or Subsequent Cycles (Cycle 2, Cycle 3, Cycle 4) of Accreditation
Any other HEIs at the discretion of NAAC.

Criteria of Accreditation followed by NAAC: Currently, the NAAC follows an input-based approach and focuses on 7 main criteria. NAAC has categorised HEIs into three major categories (University, Autonomous College and Affiliated/Constituent College) and are assigned different weightages to these criteria. They are:

Curricular Aspects
Teaching-Learning & Evaluation
Research, Innovations and Extension
Infrastructure and Learning Resources
Student support & progression
Governance, Leadership and Management
Institutional Values and Best Practices.

Process of Accreditation: Process of assessment and accreditation broadly consists of:

Online submission of institutional information for quality assessment and self-study report.
Data validation and verification by NAAC.
Student Satisfaction Survey by NAAC
Peer Team Visit
Institutional Grading

Assessment Outcome: Final result of Assessment & Accreditation exercise will be an ICT based score, which is a combination of qualitative and quantitative metrics. This will be based on report of Peer Review Team, institutional grade sheet and quantitative metrics. The above three parts will together form “NAAC Accreditation Outcome” document. It is mandatory for the HEIs to display it on their institutional website apart from NAAC hosting it on its website.

Range of Institutional Cumulative Grade Point Average	Letter Grade	Status
3.51-4	A++	Accredited
3.26-3-50	A+	Accredited
3.01-3.25	A	Accredited
2.76-3.00	B++	Accredited
2.51-2.75	B+	Accredited
2.01-2.50	B	Accredited
1.51-2	C	Accredited
<=1.50	D	Not accredited

Validity of Accreditation: Accreditation given by NAAC is usually valid for a period of 5 years. However, institutions which have secured highest grade consecutively in previous two cycles of accreditation and continue to do so in the 3rd cycle will be eligible for extension of validity from 5 years to 7 years.

Scope of Reassessment: Institutions can apply for reassessment to make an improvement in the accredited status, after a minimum of one year or before three years of accreditation. Current procedures and methodology is also applicable for all institutions applying for re-assessment.

Issues with NAAC

Discrepancies in Assessment process: Peer review of Assessments done by NAAC have been found to be allocating 'arbitrary points' to colleges. There have been allegations that certain HEIs are given more scores in NAAC assessment and even corruption and bribing of members of peer-review team.

Limited coverage: Despite mandate for universal accreditation of HEIs in India. More than 50% of universities and 75% of affiliated colleges in India are not accredited.

Issues with current assessment method of NAAC

Current assumption is that desired learning outcomes can be achieved once systems and processes necessary for achieving them are in place. However, the focus must shift to assessing the learning outcomes themselves. There is a need to assess knowledge and skills acquired by students as outcomes after completing their studies.
Process of Peer Team Visits adds substantial effort on the part of NAAC and Higher Education Institutions. Hence, role of Peer Teams should be facilitatory in nature and not have a significant weightage in assessment and accreditation.
Documentation exercise is too intensive and overwhelming for HEIs and must be rationalised.
Choosing of members of peer-review group is often biased and not objective. Only those Universities/Colleges which have NAAC grading or NIRF Ranking will be eligible for inclusion in the list maintained by UGC for receiving financial assistance.

Way Forward:

Moving towards outcome based assessment: NAAC should clearly spell out outcomes of learning expected of graduates of an Higher Education Institution with focus on assessing Educatedness, Professional Skills, Career Progression, Alumni Feedback, Autonomy of Practitioners, Quality of Teaching, Quality of Research, Commitment for SDGs, Diversity & Inclusiveness & Infrastructure support and development.
Assessment and Accreditation of educational institutions should be done transparently and professionally.
Only those Universities/Colleges which have NAAC grading or NIRF Ranking will be eligible for inclusion in the list maintained by UGC for receiving financial assistance.
Move towards unified National Accreditation Council (NAC): National Education Policy, 2020 has proposed National Accreditation Council as a meta-accrediting body. UGC has established a committee to bring synergy between NAAC, National Board of Accreditation (NBA) and National Institutional Ranking Framework to propose a common framework and roadmap for National Accreditation Council.
Accreditation & Assessment shall be mandatory and every Higher Educational Institution needs to be accredited. Self-declaration and transparency shall be basis of assessment and accreditation.
Accreditation should be carried out by an independent ecosystem of accrediting institutions supervised and overseen by NAC. Recognised accreditor to be awarded to an appropriate number of institutions by NAC.
A Graded system of accreditation should be developed which will eventually result in graded autonomy for colleges and HEIs.
Technology Enabled Assessment: Use of technology to might help HEIs in reducing burden of collecting and verifying data for assessment. Technology enabled formative assessment may provide a comprehensive, reliable and realistic assessment of HEIs.

Higher Education

AISHE report
The Ministry of Education, Government of India has released All India Survey on Higher Education (AISHE) 2020-2021.

The Ministry has been conducting All India Survey on Higher Education (AISHE) since 2011, covering all higher educational institutions located in Indian Territory and imparting higher education in the country.

The survey collects detailed information on different parameters such as student enrolment, teacher’s data, infrastructural information, financial information etc.

Key findings of the survey: The total enrolment in higher education has increased to nearly 4.14 crore in 2020-21 from 3.85 crore in 2019-20. Since 2014-15, there has been an increase of around 72 Lakh in the enrolment (21%).

Higher education's Gross Enrolment Ratio (GER) has also surpassed 27.3%. The GER measures the proportion of adults between the ages of 18 and 23 who are enrolled in college. It was determined using data from the 2011 Census.The Female enrolment has increased to 2.01 crore from 1.88 crore in 2019-20.

There has been an increase of around 44 Lakh (28%) since 2014-15.

Female GER has overtaken Male GER since 2017-18. Gender Parity Index (GPI), the ratio of female GER to male GER, has increased from 1 in 2017-18 to 1.05 in 2020-21.

There has been a noticeable increase in the enrolment of students from Scheduled Caste (SC), Scheduled Tribe (ST), and Other Backward Classes (OBC) in higher education institutions between 2014–15 and 2020–21.

ST students have seen the largest growth, with a nearly 47% increase. Government universities constitute contribute 73.1% of total enrolment of students. Whereas private universities account for only 26.3% of the total enrolment.

The University Grant Commission (UGC) has unveiled draft norms to allow foreign universities to set up campuses in India. The draft rules are intended to regulate the entry and operations of Foreign Universities to conduct various degrees, diplomas and certificate programmes.

The draft regulations provided foreign universities intended to setup in India with significant freedom in terms of fee structure, recruiting staff, designing courses and awarding degrees, diplomas and certificates. This was done, in line with National Education Policy (NEP) 2020, to promote internationalisation of the higher education in India.

Internationalisation of Higher Education:

Internationalisation of higher education promotes sharing of best academic and research practices through interactions between diverse education systems, and helps in developing global citizens through mobility of students and scholars. In Indian context, this aspect of internationalisation of higher education is as old as education itself. Ancient universities like Takshashila and Nalanda attracted many scholars from various parts of the globe. In modern times, globalisation gave opportunities to attract international students, academics and funding and many Indian Higher Education Institutions are now committed to increase their global outreach.

Need for Internationalisation of Higher education in India:

Improve global rankings: Though few Indian educational institutions are appearing in world rankings of universities, the score for “Internationalisation” among all the indicators is found to be relatively poor for them. Thus, Internationalisation of Higher Education may act as the catalyst to spur many Indian universities to improve their global rankings.
Potential for foreign investment: There is exponential growth in number of students enrolled in higher education outside their country and this trend is likely to continue.

However, as on December 2020, India had more than 10 Lakhs students studying abroad (MEA 2021). whereas, number for foreign students coming to India for the purpose of higher education as per All India Survey on Higher Education (AISHE) 2019-2020, is around 50,000.

Quality upgradation: systematic internationalisation of higher education will result in increased global outreach, knowledge acquisition, development of internationally relevant curricular framework and sharing of teaching-learning-research best practices.

In order to promote internationalization of higher education in India, the Government of India has taken several initiatives. These include:

Establishment of the National Commission for Higher Education and Research (NCHER) which aims to facilitate and coordinate the internationalization of higher education in India.
Launch of the Study in India programme, which seeks to attract more foreign students to Indian universities.
Launch of several international scholarships, such as the Prime Minister's Scholarship Scheme and the Central Sector Scheme of Scholarship for Foreign Students, to attract students from abroad.