Latest news with #IKS
Time of India
10 hours ago
- Science
- Time of India
Government throws open IITs for students from gurukuls
NEW DELHI: Students who have studied in traditional gurukuls, even without formal academic degrees, will now have the opportunity to earn recognised qualifications and receive generous scholarships for research at premier IITs. Tired of too many ads? go ad free now The move marks a major shift in India's education policy, opening up elite research pathways for scholars from non-formal backgrounds rooted in classical learning. The initiative, titled 'Setubandha Vidwan Yojana', aims to bridge India's age-old gurukul tradition with modern scientific and academic inquiry. Backed by the ministry of education and implemented by the Indian Knowledge System (IKS) division of the Central Sanskrit University (CSU), the scheme offers fellowships of up to Rs 65,000 per month across 18 interdisciplinary fields - from ayurveda to cognitive science, and architecture to political theory, grammar to strategic studies, performing arts to mathematics, physics, and health sciences. "Setubandha is the first national-level programme to formally integrate traditional scholars into the research ecosystem of IITs, without insisting on conventional degrees. Instead, eligibility is based on a minimum of five years of rigorous study in a recognised gurukul and demonstrable excellence in Shastras or traditional knowledge," said a senior MoE official. The maximum age to apply is 32 years. Scholars selected under Category 1 (equivalent to postgraduate level) will receive a monthly fellowship of Rs 40,000 and an annual research grant of Rs 1 lakh. Those under Category 2 (equivalent to PhD level) will be awarded Rs 65,000 monthly and an annual grant of Rs 2 lakh. Some of the recognised research areas include Anvikshiki Vidya (philosophy and cognitive science), Ganit-Bhaut-Jyotish Vidya (mathematics, physics, astronomy), and Bhaishajya and Arogya Vidya (Ayurveda and health sciences). The scheme marks a significant institutional recognition of traditional knowledge systems, which for decades have operated outside formal academic structures. Tired of too many ads? go ad free now The NE explicitly calls for the integration of Indian Knowledge Systems (IKS) into mainstream curricula and research, encouraging cross-disciplinary studies rooted in the country's intellectual heritage. With increasing global interest in ayurveda, yoga, Sanskrit linguistics, and indigenous governance systems, the govt sees this initiative as a way to empower traditional scholars and harness centuries-old wisdom for modern applications in science, technology, and social policy. In 2020, India more than just released a policy - it rekindled an ancient ideal. National Education Policy (NEP) placed learning at the heart of nation building, drawing from civilisational wisdom. Framed through one of the most participatory policy-making processes in history under late K Kasturirangan's guidance, NE was a visionary roadmap rooted in cultural values. It reimagined learning as a process free from confines of rote memorisation, rigid structures, and linguistic hierarchies. It set the stage for a holistic, inclusive and future-ready education system. Five years on, NEP's impact is visible in policy corridors and classrooms. In early childhood classrooms, play-based learning is displacing rote memorisation; children read fluently in their mother tongue; Class 6 students explore hands-on skills in vocational labs. Its imprint is visible in research hubs where India's knowledge systems engage in dialogue with cutting-edge science. NEP's vision is reflected in the rise of women in STEM fields and in the growing global presence of Indian institutions. Nipun Bharat Mission has improved learning outcomes, ensuring foundational literacy and numeracy by Class 2. Nipun Bharat's success, reflected in Aser 2024 and Parakh Rashtriya Sarvekshan 2024, has made classrooms spaces of curiosity and comprehension. Initiatives like Vidya Pravesh and institutionalisation of Balvatikas will help integrate early childhood care and education. Add to this new-age textbooks and introduction of Jaadui Pitara and e-Jaadui Pitara in 22 Indian languages. Over 14L teachers have completed Nishtha training, and platforms like Diksha have expanded access to teaching resources. NEP recognised language is not a hurdle but a powerful medium of empowerment. With 117 language primers developed and Indian Sign Language introduced as a subject, vision of multilingual, inclusive education is being realised at scale. Bhartiya Bhasha Pustak Yojana and National Digital Depository for Indian Knowledge Systems will democratise access to linguistic and civilisational learning. National Curriculum Framework for School Education and new textbooks for Classes 1 to 8 are in place. Prerna is a bridge programme to help curriculum transition and ensure students aren't overwhelmed but supported at each stage of their learning journey. Centrally sponsored schemes like Samagra Shiksha and PM Poshan have helped achieve near-universal enrolment. NEP's reach has extended to underserved populations. More than 7.12L girls from disadvantaged groups are enrolled in over 5,138 Kasturba Gandhi Balika Vidyalayas. Over 490 hostels have been sanctioned for PVTG learners and 692 hostels under Dharti Aaba Janjatiya Gram Utkarsh Abhiyan. Prashast, a programme that screens for disability, helps the schooling system become more resilient and inclusive. A key driver of the transformation under NE are 14,500 PM Shri schools. These modern, inclusive and green institutions are being developed as exemplary schools aligned with NEP's vision, redefining both infra and pedagogy. The Vidyanjali platform has connected over 8.2L schools with more than 5.3L volunteers and 2,000 CSR partners, directly benefitting 1.7cr students. In higher education, total enrolment has risen from 3.42cr to 4.46cr, a 30.5% increase. Women now comprise nearly 48% of all students, and female PhD enrolment has more than doubled from 0.48L to 1.12L. This expansion in enrolment, especially for SC, ST, OBC, and minority students, marks a historic achievement for inclusivity in higher education. Female GER has surpassed male GER for six consecutive years. Introducing Multiple Entry and Exit, Academic Bank of Credits with over 21.12cr APAAR IDs issued, and National Credit Framework have together provided flexibility and mobility. With 153 universities offering multiple entry and 74 multiple exit options, learning is not linear but modular and student-driven. NEP's emphasis on research and innovation has improved India's Global Innovation Index rank from 81st to 39th. Over 18,000 startups have been incubated across 400 HEIs. Anusandhan NRF, revamped PMRF 2.0, and the ₹6k cr One Nation One Subscription initiative show a commitment to decentralise access to research. Tech platforms like Swayam and Swayam Plus have recorded over 5.3cr enrolments. Support of Diksha and PM e-Vidya with over 200 DTH Channels ensures high-quality content is available countrywide. Digital learning ecosystem's success, including biannual admissions and dual degree regulations, has made higher education more inclusive, interdisciplinary, and industry-relevant. In QS World University Rankings 2026, 54 Indian institutions made the list, up from just 11 in 2014. Global universities Deakin, Wollongong, and Southampton have set up campuses in India. The journey of transformation is being celebrated through Akhil Bharatiya Shiksha Samagam, but is being measured in the quiet confidence of learners, teachers, and parents. We must continue to green our campuses, expand critical research infra, and deepen learning outcomes. Under PM's leadership, education is not just policy but the greatest national investment. Where there is learning, there is progress. A billion minds unshackled and empowered aren't just a demographic dividend, but New India's supernova.
News18
a day ago
- Politics
- News18
Education Ministry Seeks Explanation From JNU VC For Skipping Key Conference Without Approval
The Education Ministry has asked JNU VC Santishree Pandit to explain her absence from a key VCs' meet, despite a prior invite. The Ministry of Education has sought a written explanation from Jawaharlal Nehru University (JNU) Vice-Chancellor Santishree Dhulipudi Pandit over her absence from a key conference of Central University heads, sources told PTI. Officials noted that Pandit did not attend the Vice-Chancellors' conference without obtaining prior approval from the Ministry. Her absence was flagged as a serious matter. There has been no official response from the JNU Vice-Chancellor on the issue so far. 'Her absence was viewed seriously. In such circumstances, Vice-Chancellors are required to take prior approval. There was a conference at JNU coinciding with the Vice-Chancellors' conference. But it should have been kept in mind that the invite for this conference was extended much in advance," a source said. While the Ministry's conference was scheduled for July 10–11 in Kevadia, Gujarat, JNU was hosting its own three-day conference on Indian Knowledge Systems (IKS) from July 10 to 12, which former Vice-President Jagdeep Dhankhar inaugurated. Key discussions at the event focused on assessing how Central Universities are aligning with the NEP's next-phase objectives, fostering dialogue on institutional innovations and challenges, and preparing universities for upcoming policy milestones, regulatory shifts, and the evolving global academic landscape leading up to 2047. view comments First Published: Disclaimer: Comments reflect users' views, not News18's. Please keep discussions respectful and constructive. Abusive, defamatory, or illegal comments will be removed. News18 may disable any comment at its discretion. By posting, you agree to our Terms of Use and Privacy Policy.
Indian Express
2 days ago
- Politics
- Indian Express
Ministry asks JNU V-C why she skipped meet, views it ‘seriously'
IN AN unusual move, the Ministry of Education (MoE) has sought a formal explanation from Jawaharlal Nehru University (JNU) Vice-Chancellor Santishree Dhulipudi Pandit for skipping a recent conference of Central Universities' Vice-Chancellors organised by the Centre in Gujarat, saying her absence was being 'viewed seriously', The Indian Express has learnt. In a letter sent to Pandit this week, a senior official of the Department of Higher Education noted that she had skipped both days of the conference 'without formal approval', despite being 'formally invited well in advance'. Saying that her absence was being 'viewed seriously', the letter said her 'valuable contributions to deliberations on various themes were missed.' The Vice-Chancellors' Conference was held in Kevadia, Gujarat, on July 10-11. It was attended by Union Education Minister Dharmendra Pradhan, Vice-Chancellors of Central Universities, officials from the Ministry of Education, the University Grants Commission, and other academicians. JNU hosted its own three-day conference on Indian Knowledge Systems (IKS) from July 10 to 12 — inaugurated by former Vice-President Jagdeep Dhankhar. However, the letter noted that the scheduling overlap had been taken into account and the ministry expected Pandit to attend at least on the second day. 'While acknowledging that this conference coincided with the conference on IKS at JNU, it was expected that you would join the Vice-Chancellors' Conference on the second day (11th July 2025), following the inaugural event at your university,' the letter said, and asked Pandit to apprise the ministry of the reasons for her absence. The Indian Express did not receive any response to calls, messages and emails sent to the V-C and the media relations officer. Higher Education Secretary Vineet Joshi declined to comment on the matter. However, a senior official in the ministry confirmed that the JNU V-C was the only institutional head to whom such a communication was sent, as she was the only one absent from the conference. 'She should have gone for both things — both were important. People could have benefitted from her presence at the Vice-Chancellors' conference,' the official said. 'When people get together, it's an opportunity to exchange ideas. This sort of communication is just to remind somebody that if one is in some position, it is not just about doing well in that position. So much money was being spent, so many people were coming for this conference, and time was spent learning from each other… this was a reminder that this is important,' the official said. According to the official, such communications have been sent in the past to absentees to 'sensitise' them. The two-day conference focused on Central Universities as 'drivers of educational transformation' and their contribution to Viksit Bharat @2047, as well as on 'critical themes in higher education policy, institutional governance, research and innovation, and national development priorities,' according to a Press Information Bureau statement. The discussions at the conference aimed to assess 'how the Central Universities are aligned with the policy's next-phase goals', 'foster dialogue among academic leaders on institutional innovations, enabling environments and shared challenges,' and 'prepare institutions for upcoming policy milestones, regulatory transitions, and the global academic landscape of 2047.'
Indian Express
4 days ago
- Politics
- Indian Express
NEP 2020, Five Years On: Curricular flexibility improves, but multiple entry-exit remains rigid
Five years after its approval by the Union Cabinet in July 2020, the National Education Policy (NEP) — envisioned to transform India into a 'global knowledge superpower' — has led to notable systemic reforms. These include greater curriculum flexibility, the integration of Indian Knowledge Systems (IKS) into classrooms, and the establishment of new institutions. However, despite this progress, several structural challenges remain. According to the first 'QS I-GAUGE Implementation Report' by Quacquarelli Symonds, only 36% of higher education institutions (HEIs) have implemented multiple entry and exit points. The report, based on data from 165 higher education institutions (HEIs) across 24 states and union territories, assesses the policy's progress across key areas. The most visible impact of the NEP has been the shift away from rigid disciplinary boundaries. Nearly 90% of surveyed institutions now report offering flexible, multidisciplinary curricula, often integrated with vocational components. Environmental education is nearly universal, and ethics-based courses such as Mulya Pravah 2.0 are now offered by 62% of institutions. The multiple entry and exit points — touted as a revolutionary student-centric reform — has failed to take root meaningfully. Just 36% of HEIs surveyed have implemented this provision, and only 64% maintain records in the Academic Bank of Credits (ABC), the mechanism required for credit portability. The NEP placed significant emphasis on improving student well-being. Nearly 86% of institutions report having a dedicated student services centre to address emotional and psychological needs. However, more specialised mental health support, especially in collaboration with national institutes such as NIMHANS or AIIMS, is rare. Only 14% of the surveyed HEIs have formal partnerships with such institutions, the report found. This shortfall is further reflected in faculty preparedness: while the NEP encourages teacher training in counselling and mentoring, only 64% of HEIs reported that their faculty undergo refresher courses on mental health support. A lack of formal training could limit the efficacy of mental wellness services already in place. A major NEP goal was to bring industry closer to academia by appointing 'Professors of Practice' (PoPs) to teach applied, experience-based courses. However, this vision remains far from realised. While many HEIs support the idea in principle, only 14% of institutions have actually appointed such professors. Likewise, only 19% of HEIs involve industry experts in curriculum design, even though this is key to keeping academic content aligned with market demands. Internships have become more widespread, 98% of institutions offer them with academic credit but deeper, sustained industry engagement through curriculum and faculty collaboration remains largely limited. According to the QS report, just 22% of institutions currently enjoy autonomous status. What are the barriers? Nothing out of the blue: 153 institutions cite financial dependence as a key issue, 143 mention bureaucratic delays, and 131 point to limited institutional capacity. But does institutional autonomy really matter? Short answer, yes. It restricts the ability of HEIs to redesign curricula, establish interdisciplinary departments, or forge international partnerships, all crucial to the NEP's vision of 'globally competitive' Indian universities. Global collaboration has not kept pace with NEP's ambitions. Fewer than half the institutions surveyed (41%) have signed MoUs with foreign universities. Just 33% reserve seats for international students, and only 39% report having dedicated infrastructure to host them. Cross-border research collaboration is also underwhelming, with only 45% of faculty reportedly engaging with international peers on joint research or teaching. In effect, while the aspiration for global engagement is widespread, the ecosystem to support it, infrastructure, regulatory ease, and funding, remains weak. The NEP's emphasis on Indian Knowledge Systems (IKS) has led to the introduction of electives in areas like Ayurveda, Yoga, Sanskrit, and ancient sciences. But progress here is slow and inconsistent, the report has revealed. Only 38% of institutions offer IKS electives for credit, and just 36% run short-term non-degree courses in these domains. Notably, a mere 8% of HEIs have empanelled 'Kala Gurus', traditional scholars meant to teach and research indigenous knowledge. The report notes that while IKS enjoys rhetorical support, its practical implementation is often limited by a lack of teaching staff, infrastructure, or institutional clarity on integrating traditional and modern epistemologies. NEP envisioned universities pooling resources and forming large knowledge clusters to promote research and innovation. Yet, 61% of institutions surveyed said they are not part of any such cluster. The barriers cited include infrastructural limitations (138 institutions), financial constraints (140), and cultural or administrative differences (123). Moreover, only 64% of institutions reported collaboration with regional R&D partners, pointing to the early stages of a research ecosystem that NEP aims to build. One of NEP's strongest adoption areas has been digital learning. According to the report, 96% of institutions use platforms like SWAYAM, DIKSHA, or SWAYAM PRABHA. Additionally, 94% report investment in digital infrastructure, and 85% offer faculty training in creating high-quality online content. Yet, equitable access remains a challenge. Only 28% of institutions offer two-year postgraduate diplomas via open and distance learning, an option that could democratise access in underserved regions. And while MOOCs are accepted for credit in 72% of institutions, standardised assessment and integration into degree programs are still evolving. The NEP has succeeded in reshaping perceptions around higher education in India. Over the last five years, several new public institutions including the Indian Institute of Heritage and multiple Central Tribal Universities have been launched. Funding models are being reconsidered, and digital learning is seeing greater traction than before. Yet, as the QS I-GAUGE report shows, India's higher education reform remains a work in progress. The policy vision is in place, but its realisation depends on operational support, targeted funding, and regulatory simplification. Without addressing foundational issues like faculty shortages and financial dependency, even the best policy ideas risk being stuck in an implementation limbo.
Hindustan Times
4 days ago
- Politics
- Hindustan Times
RSS chief meets Muslim clerics to foster dialogue with Hindus
Rashtriya Swayamsevak Sangh (RSS) chief Mohan Bhagwat and Kerala governor Rajendra Vishwanath Arlekar on Sunday will preside over a session on 'Bharatiya and Kerala perspectives in education' aimed at 'formulating transformative strategies for nation-building through education' as part of four-day long national education conference in Kerala's Kochi organised by Shiksha Sanskriti Utthan Nyas (SSUN), an education-oriented wing of RSS. The conference titled 'Gyan Sabha' will start from Friday with a focus on the theme 'Education for a Developed India' and conclude on Monday. (PTI) The conference titled 'Gyan Sabha' will start from Friday with a focus on the theme 'Education for a Developed India' and conclude on Monday. Over 400 educationists will participate in the event, including state education ministers, vice-chancellors, academicians, and officials of central educational bodies like University Grants Commission (UGC), National Assessment and Accreditation Council (NAAC), All India Council for Technical Education (AICTE) and Indian Knowledge System (IKS). The main focus of the conference will be on Indianisation in the education system and implementation of the National Education Policy (NEP) 2020. 'From July 25 to 26, around 100 national-level SSUN workers will hold internal brainstorming sessions. On July 27, about 200 educationists from Kerala will discuss ways to improve the state's education system. The same morning, a public function will be held with Kerala Governor Rajendra Vishwanath Arlekar presiding and RSS chief Mohan Bhagwat as chief guest. The afternoon will feature two sessions on education policies. On July 28, discussions will focus on strategies to implement positive changes in the education system across different states and regions,' SSUN general secretary Atul Kothari told HT. According to the agenda of the event, there will be a session on July 27 titled 'Policy dialogue and leadership conclave' to discuss structural reforms needed in the education sector through a revamped curriculum. The speakers of the session include Pankaj Mittal, general secretary, Association of Indian Universities (AIU); TG Sitharam AICTE chairman and Ganti S. Murthy, IKS national co-ordinator. Another session on July 27 titled 'Bharatiya and Kerala perspectives in education' will see Bhagwat, Arlekar and Kothari discussing ways to formulate 'transformative strategies for nation-building through education,' 'UGC vice chairman Deepak Kumar Srivastava and NAAC chairman Anil Sahasrabudhe alongwith education ministers and senior officials of several states, will also participate in brainstorming sessions on how to bring positive changes in the education system. We believe that India's education system should include concepts from India's traditions and culture as suggested by IKS along with modern concepts,' Kothari said. This is the first time such an educational event by SSUN is being held in Kerala. 'We carry out our conferences across the country and this time we are holding the event in Kerala. There is no particular reason behind choosing the state for the event,' Kothari said. 'Recognizing that transforming India's vast education system cannot be achieved by a single institution or organization like ours, we aim to bring together institutions, organizations, and individuals working for educational reform on a common platform. Through collective brainstorming and exchange of ideas, the event seeks to build a shared strategy for coordinated action towards educational transformation,' he added.
