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News18
3 days ago
- Politics
- News18
Punjab School Education Minister Bains Engages Teachers In Dialogue To Elevate Academic Standards
The minister got first-hand feedback and inputs from educators and announced a plan to revamp computer labs with a Rs 400 crore investment In a unique initiative to further enhance the quality and standards of education in the state government schools, Punjab School Education Minister S Harjot Singh Bains engaged in 'Dialogue with Teachers" at the District Institute of Education and Training (DIET), Sangrur, to get first-hand feedback and inputs from educators. While addressing the teachers, Bains highlighted the transformative strides in the state's education system, noting that the government schools are now globally recognised. He emphasised that the government's approach is centred on delivering tangible results, rather than resorting to superficial measures. The minister assured that teachers' issues would be addressed while announcing a plan to revamp computer labs with a Rs 400 crore investment and said that interactive panels are being installed in schools. He also said that a third batch of teachers would be sent abroad for training, and the selection would be based solely on merit. Additionally, the minister highlighted initiatives such as promotions for lecturers, appointments of 400 new principals, and improvements in school infrastructure, including increased access to proper seating and sanitation facilities. He further stated that education is the top priority of the Chief Minister S Bhagwant Singh Mann-led Punjab government, while citing Punjab's emergence as a top performer in the National Achievement Survey (NAS) 2024, attributing it to the state government's relentless efforts. Furthermore, the Education Minister stated that an impressive 845 government school students passed the highly competitive National Eligibility-cum-Entrance Test (NEET), while 265 students successfully cleared the Joint Entrance Examination (JEE) Mains this year, which showcases the school education department's commitment to fostering academic excellence and empowering students to excel in the country's most challenging competitive exams. These remarkable accomplishments showcase the Punjab government's dedication to ensuring quality education and improving student learning outcomes, he said. While congratulating the teachers for transforming education, Bains said that the state government has launched the School of Eminence, School of Happiness, and School of Brilliance schemes to uplift the education system and shape the future of students in government schools. He also highlighted a groundbreaking initiative under the Aam Aadmi Party government, where teachers are being trained in esteemed international institutions in Singapore, Finland, and Ahmedabad to modernise the state's education system. He described the Dialogue with Teachers initiative as a pioneering platform where the administration actively listens to and values teachers' insights, fostering a collaborative approach to education reform. Stay updated with the latest education! Get real-time updates on board exam results 2025, entrance exams such as JEE Mains, Advanced, NEET, and more. Find out top schools, colleges, courses and more. Also Download the News18 App to stay updated! tags : aap education punjab school view comments Location : Sangrur, India, India First Published: July 27, 2025, 00:48 IST News education-career Punjab School Education Minister Bains Engages Teachers In Dialogue To Elevate Academic Standards 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.
The Hindu
4 days ago
- Science
- The Hindu
Ganitha-Ganaka programme extended to all govt. schools across the State
With an aim to increase interest in learning mathematics among children, the State government has decided to to extend the Ganitha-Ganaka programme, in which teachers explain basic mathematic concepts to school children through Remote Tutoring (phone calls) after school hours, to all government schools across the State for the academic year 2025-26. The State government has recently issued an order stating that about 13.51 lakh students studying in classes 3, 4, and 5 in a total of 38,548 primary and higher primary government schools across State will be beneficiaries of this programme. In the academic year 2024-25, the State government introduced the programme for students from classes 3 to 5 in 14,711 government primary schools in 93 ambitious taluks of 17 districts and about 6.99 lakh students benefitted from it. An assessment showed that the programme helped children develop an interest in learning mathematics and buoyed by this success, the government has expanded the programme to all government schools across the state this year. The programme will be implemented in collaboration with Samagra Shikshan Karnataka (SSK), Department of State Educational Research and Training (DSERT), Abdul Latif Jameel Poverty Action Lab (J-PAL) South Asia, Alokit and Youth Impact. Remedial teaching The State government has recently decided to scrap the Nali-Kali programme, where students from classes 1 to 3 are taught in the same classroom, due to its ineffectiveness. Annual Status of Education Report (ASER-Rural) and National Achievement Survey (NAS) data for the last five years have emphasised that students are lagging behind in learning due to this teaching method being ineffective. Ganitha-Ganaka programme is being implemented as remedial teaching for children who are lagging behind in learning. 75,000 mathematics teachers The State government has selected about 75,000 mathematics teachers for the implementation of the Ganitha-Ganaka programme and will train them. These teachers will call students on the phone and help them solve problems in mathematics. All these calls are recorded and all charges reimbursed to teachers by the government. Each teacher will get ₹800 towards this and the government has allocated a total grant of ₹6 crore for this programme.
Hindustan Times
5 days ago
- Politics
- Hindustan Times
Himachal's education reforms: Blueprint that reversed decline
In an era where education reform is often reduced to political tokenism, Himachal Pradesh has quietly redefined the narrative. The hill state's leap from rank 21 in the 2021 National Achievement Survey (NAS) to fifth in 2025 reflects a structural overhaul that prioritised learning outcomes over populism. Himachal's earlier achievements in education faded post-2017, with a notable dip in 2021 after the pandemic. But 2025 marks an inflection point. Chief minister Sukhvinder Singh Sukhu reversed the decline with reforms focused on foundational learning, administrative rationalisation, and outcomes-based governance. (HT File) While Punjab claimed the top spot in NAS 2024, India's most credible assessment of student learning covering Classes 3, 6, and 9, Himachal's turnaround stands out. Weather and security challenges hinder Jammu and Kashmir, while Delhi struggles with governance issues and high migrant enrolment. Himachal's success, however, comes from within: Reforms, political will, and data-backed strategies. Himachal's earlier achievements in education faded post-2017, with a notable dip in 2021 after the pandemic. But 2025 marks an inflection point. Chief minister Sukhvinder Singh Sukhu reversed the decline with reforms focused on foundational learning, administrative rationalisation, and outcomes-based governance. Sukhu's boldest move was politically risky but necessary: The closing down of 1,160 non-functional schools, comprising 911 primary, 220 middle, 14 high, and 15 senior secondary institutions, that had negligible enrolment or existed only on paper. His predecessors had avoided such action, fearing backlash from MLAs and local lobbies. Six structural shifts Himachal's NAS success is rooted in six core structural shifts. First, school mergers for efficiency. More than 1,000 low-enrolment schools were merged, rationalising staff, reducing overheads, and enabling viable class structures. Second, a unified education directorate. A streamlined command now governs education from pre-primary to Class 12. By separating school and college education, administrative turf wars have ended. Third, introducing English from Grade 1. Himachal leapfrogged national trends by introducing English as the medium of instruction from the first grade, boosting early language skills and employability. Fourth, freedom in uniforms. Schools can now decide their uniforms, fostering a sense of ownership, identity, and student engagement. Fifth, global exposure. Select students and teachers are taken abroad to infuse global best practices and raise aspirations. And finally, cluster-based management. Schools are now grouped into academic clusters for shared resources, collaborative learning, and better monitoring. The NAS 2025 has endorsed these reforms through: Foundational literacy as Grade 3 students, under the NIPUN Bharat Mission, performed well, showing early learning improvements; public sector outperformance as government schools outshone private ones with girl and rural students surpassing national averages; and new district leaders, namely Hamirpur (79%) and Sirmaur (77%) leading Grade 3 scores and Lahaul and Spiti topping Grades 6 and 9, bucking the usual urban advantage. Despite the gains, challenges persist. Only 26% of teachers attended the continuous professional development (CPD) sessions, a red flag for future quality. Just 30% of schools have facilities for children with special needs (CWSN), and only 35% have trained teachers for them. Issues, such as bullying and peer exclusion, remain prevalent, calling for stronger mental health support. A mere 41% of students opted for vocational courses despite 45% of schools offering them, pointing to an interest-industry disconnect. Road to NAS 2027 To break into the top three, the state needs to refine its approach by institutionalising competency-based learning. The NAS data must feed into school improvement plans and teacher training. The education department must move beyond token workshops to embedded, ongoing professional development. It should bridge skill-interest gaps by partnering with local industries and sector skill councils to align vocational education with real-world demands and ensure inclusive campuses by expanding infrastructure for CWSN and scale up initiatives like Manodarpan for student wellness. Since the first pilot NAS in 2001, Himachal's education trajectory has mirrored the evolution of Indian school assessments. From early-stage diagnostics to equity-focused analysis (2012–14), to post-pandemic realignment in 2021, the NAS 2025 stands as Himachal's breakout moment. The transformation reflects sustained responsiveness to national policies, especially the New Education Policy (NEP) 2020. Himachal's journey from stagnation to resurgence is the outcome of political will, bold decisions, and a shift from rhetoric to reform. kstomar7@ (The writer is a Shimla-based freelance contributor. Views expressed are personal)
The Print
21-07-2025
- Science
- The Print
Centre's school education assessment flags learning gaps—Maths least favourite, govt schools lag behind
Conducted by the Performance Assessment, Review, and Analysis of Knowledge for Holistic Development (PARAKH)—an independent body under NCERT and Union Ministry of Education—the survey report released Tuesday showed that Mathematics was the subject where students across all three assessed grades performed the lowest. The PARAKH Rashtriya Sarvekshan, formerly known as the National Achievement Survey (NAS), was conducted on 4 December last year, covering 21,15,022 students from both government and private schools in Grades 3, 6 and 9, across 74,229 schools in 781 districts, spanning 36 States and Union Territories. New Delhi: Highlighting serious learning gaps in the subject of Mathematics among school students, a government survey has found that less than 60 percent of Class 3 students could fluently perform addition and subtraction of two-digit numbers, with less than 50 percent of Class 6 students able to recognise simple number patterns, like odd and even numbers. Additionally, only 28 percent of Class 9 students could understand and apply the concept of percentages to solve problems. The survey was revised last year in line with the National Education Policy (NEP) 2020. The last NAS in 2021 covered Classes 3, 4, 5, 8 and 10. Under the revamped format, it now assesses Classes 3, 6, and 9—marking the beginning of each stage of schooling as outlined in the new policy. In Class 3, where students were assessed in both Language and Mathematics, the average score in Language was 64 percent, compared to 60 percent in Mathematics. The survey showed that average performance in Mathematics declined as students progressed through higher grades. Language performance also showed a downward trend. In Class 6, an additional subject—'The World Around Us'—was introduced alongside Language and Mathematics. Students scored lowest in Mathematics (46 percent), while Language averaged 57 percent, and The World Around Us scored 49 percent nationally. The World Around Us covers the environment and society. It describes the use of natural resources in our immediate surroundings, and basic social and behavioural norms, among others. In case of class 9, students were assessed in Language, Mathematics, Science and Social Science. Among the four subjects, Language had the highest average score (54 percent), while Mathematics had the lowest (37 percent). Science and Social Science showed equal average performances at 40 percent. According to Indrani Bhaduri, programme coordinator, CEO and head of PARAKH, the performance of Class 3 students has improved since the previous NAS in 2021, when the average Mathematics score was 57 percent. However, she said that the previous NAS surveys cannot be compared with this one because of the overall change in assessment method. 'In almost all states, the performance of Class 3 has improved due to the NIPUN Bharat initiative. It is only a few states that are pulling down the national average,' she told ThePrint. NIPUN Bharat initiative, or National Initiative for Proficiency in Reading with Understanding and Numeracy, was launched as part of NEP 2020. For higher classes, Bhaduri said, the impact of NEP 2020 will take more time to reflect in student outcomes, as learning levels were significantly affected by the COVID-19 pandemic. 'This trend is visible in international assessments like PISA and TIMSS, where higher grades—those most affected by the pandemic—have shown consistently lower performance,' she said. In terms of state-wise performance, Punjab, Himachal Pradesh, Kerala and Chandigarh were among the top performers, while Meghalaya, Lakshadweep and Uttarakhand recorded the lowest scores across all classes. The report said that instances where less than 50 percent of students were able to answer correctly indicate 'learning gaps'. 'These learning gaps highlight the need for focused interventions to strengthen students' skills, refine instructional strategies, and provide additional learning support. Addressing these areas effectively will help improve overall student learning outcomes in the nation,' the report read. Also Read: CBSE releases final two board exam policy for class 10, makes first option mandatory; second optional Govt schools lag in Mathematics In case of Class 3, central government schools recorded the lowest performance in Mathematics. Scheduled Tribe (ST) students had the lowest scores across both subjects. Other Backward Class (OBC) and Scheduled Caste (SC) students performed at similar levels, with better outcomes in Language, compared to Mathematics. Similarly, in case of Class 6, government-aided and state government schools showed weaker performance, especially in Mathematics. In terms of social groups, ST students had the lowest overall scores, Mathematics being the most challenging for them. OBC and SC students recorded moderate performance, with better outcomes in Language than in The World Around Us and Mathematics. In Class 9 as well, state government and government-aided schools recorded the lowest performance in Mathematics. ST students had the lowest scores across all subjects, with the largest gaps observed in Mathematics. 'SC and OBC students performed similarly, with Language being their strongest subject and Mathematics the weakest across all social groups,' the report read. A significant rural-urban divide was also observed. While Class 3 students in rural areas performed better in both subjects, Classes 6 and 9 students in urban areas outperformed their rural counterparts across all subjects. In his message in the report, School Education Secretary Sanjay Kumar said that the survey helped 'identify both our achievements and the challenges that lie ahead'. Moving beyond assessment, the next phase aims to 'translate the findings of the PARAKH Rashtriya Sarvekshan 2024 into meaningful actions', he added, which will involve phased data sharing through workshops at national, regional, state and district levels to 'prepare district-specific roadmaps, where roles and responsibilities are clearly defined'. 'Support will come from layered interventions—short-, mid-, and long-term—including teacher training, community engagement, digital materials, and a Management Information System,' he said. Science & Social Science also challenging Only 36 percent of Class 9 students could correctly classify matter based on physical properties (such as state, shape, transparency, magnetism, conductivity) and chemical properties (including purity, acidity, metallic nature and composition). Additionally, just 33 percent accurately described how electricity works by manipulating elements in simple circuits, and demonstrated the heating and magnetic effects of electricity. In Social Science, only 33 percent of Class 9 students could explain key natural phenomena, such as climate, weather, ocean cycles, soil formation, and river flow, along with their spatial distribution. Meanwhile, 45 percent understood the process of the Indian Constitution's formation, and grasped the ideas and ideals of the Indian National Movement, including those rooted in India's civilisational heritage. According to the report, the average national score in Social Science for girls was 41 percent, higher than boys at 39 percent. However, in Science, boys scored marginally higher with an average of 41 percent, compared to girls' 39 percent. (Edited by Mannat Chugh) Also read: IIT Kharagpur's two-pronged plan to help students in distress: 'campus mothers' & welcome committees
Indian Express
16-07-2025
- General
- Indian Express
NCERT School Survey: A must know for UPSC current affairs
Take a look at the essential concepts, terms, quotes, or phenomena every day and brush up on your knowledge. Here's your knowledge nugget for today on an important school survey. (Relevance: The Education sector is crucial for the government to attain the goal of Vikshit Bharat. This survey provides an assessment report on the initiatives taken by the government and identifies areas that require further attention. The data provided in the article can be used for value addition in your UPSC Mains. Importantly, questions have been asked on this sector in the UPSC exam. ) Learning levels are yet to bounce back to pre-Covid levels in the primary stage, with students in Class 3 still not having caught up with the performance recorded in 2017, reveals Parakh Rashtriya Sarvekshan 2024, a survey conducted by the National Council of Educational Research and Training (NCERT). The PARAKH Rashtriya Sarvekshan, which was called the National Achievement Survey (NAS) in previous iterations, assessed 21.15 lakh students in Classes 3, 6, and 9 across 74,229 schools in December 2024. 1. Class 3 students assessed in language and Mathematics fared better compared to 2021, when learning levels were captured in the wake of the pandemic and the resultant disruptions in education, but their scores remained lower than the pre-Covid level in 2017. 2. Notably, the scores of only Class 3 can be compared with 2017 and 2021 since it is the only common class in all three rounds of assessment. The 2017 NAS was held for Classes 3, 5 and 8, while the 2021 NAS was for Classes 3, 5, 8, and 10. 3. Significantly, the 2024 survey was aligned with the stages of the National Education Policy 2020, under which Class 3 marks the end of the foundational stage of school education, Class 6 the end of the preparatory stage, and Class 9 the end of the middle stage. The objective of this survey is to evaluate the effectiveness of India's school education system by assessing competencies at various educational stages. 4. According to its findings, Class 3 students recorded an average national score of 64% in language in 2024 — a two-percentage-point increase from 62% in 2021, but lower than the 2017 score of 66.7%. Similarly, in Maths, the national average score in 2024 was 60% — above the 57% recorded in 2021, but below 63% scored in 2017. 5. In terms of the language competencies they were assessed on, Class 3 students scored the lowest (60%) in reading short stories and comprehending their meaning, while they fared best (67%) in knowing and using words to carry out day-to-day interactions. 6. In Maths, Class 3 students fared poorly in geometric shapes and simple money transactions, scoring an average of 50% in both. They performed best (69%) in identifying simple patterns, shapes, and numbers. 7. PARAKH (Performance Assessment, Review and Analysis of Knowledge for Holistic Development) was set up in 2023 as the National Assessment Centre, with one of its mandates being to organise these achievement surveys. 8. The survey, spearheaded by the NCERT and the CBSE, assesses school students' learning achievements. A sample of school students from government, government-aided and private schools from each district in the country take the assessment. Along with the Parakh survey, there are two other education assessments to gauge learning levels among children. Each tool offers a different lens to India's current education system. Annual Status of Education Report (ASER) 2024 1. Since 2005, the NGO Pratham has released the Annual Status of Education Report (Rural) to measure basic reading and arithmetic levels among school children, attendance in school, and other indicators. 2. The 2024 survey, which was released in January this year, recorded major gains in the share of children of the pre-primary age group (3 to 5 years) enrolled in some kind of institution (LKG/UKG/Anganwadi/others). 3. There were substantial increases in reading and arithmetic levels – an encouraging development after the learning losses during the Covid-19 pandemic. This was also the first full-length ASER survey to record digital literacy among older children (15 and 16 years). Keeping with recent trends, the percentage of children in this age group not enrolled in school has gone down (around 7% today). 4. This year's survey also showed that in terms of digital access, more than 90% of rural adolescents have access to a smartphone. Children were also evaluated on their ability to do tasks such as searching for information online or setting an alarm. In terms of both accessibility and skills, there were some gender gaps. For instance, 80.1% of boys (ages 14 to 16) could browse for information, against 78.6% of girls. In some southern states, girls either outperformed boys or were at the same level as them. 5. According to the report, the basic reading levels for Class 3 children enrolled in government schools have been the highest since the survey began 20 years ago. Reading level: The number of Class 3 children who can read a Class 2 textbook in government schools stands at 23.4%, up from 16.3% in 2022 and 20.9% in the pre-pandemic year of 2018. Overall reading levels, across both government and private schools, too improved from 20.5% in 2022 to 27.1% in 2024, almost touching the pre-pandemic level of 27.3%. Arithmetic levels, too, improved across both government and private schools. The percentage of Class 5 students who can read a Class 2 textbook has gone up from 42.8% in 2022 to 48.7% in 2024. 6. FLS was a one-time nationwide exercise conducted by NCERT in 2022 to assess the Foundational Literacy and Numeracy (FLN) after the launch of the National Initiative for Proficiency in Reading with Understanding and Numeracy (NIPUN) Bharat in July 2021. 7. NIPUN is a national mission that aims to enable all children at the end of Grade 3 to attain foundational skills by the year 2026-2027. 8. The FLS Study is a school-based performance assessment where a selected sample of children from grade 3 were assessed by a test administrator in a one-on-one setting where each child responded to a set of questions administered orally. 9. It found that 37 per cent of students enrolled in Class III have 'limited' foundational numeracy skills, such as identifying numbers, while 11 per cent 'lack the most basic knowledge and skills'. 10. It also assessed the literacy skills of students in 20 languages, including English. While 15 per cent lacked 'basic skills' in English, 30 per cent were found to have 'limited skills'. Consider the following statements: 1. Parakh Rashtriya Sarvekshan 2024, released by NITI Aayog, has revealed that the enrollment of students in class III has increased. 2. NIPUN mission aims to enable all children at the end of Grade 3 to attain foundational skills by the year 2026-2027. Which of the following statements is/are correct? (a) 1 only (b) 2 only (c) Both 1 and 2 (d) Neither 1 nor 2 (Source: Class 3 learning still lower than pre-Covid level: Govt survey, ASER 2024, National survey of students soon: What is it, how it has changed from previous years) Subscribe to our UPSC newsletter. Stay updated with the latest UPSC articles by joining our Telegram channel – IndianExpress UPSC Hub, and follow us on Instagram and X. 🚨 Click Here to read the UPSC Essentials magazine for June 2025. Share your views and suggestions in the comment box or at Khushboo Kumari is a Deputy Copy Editor with The Indian Express. She has done her graduation and post-graduation in History from the University of Delhi. At The Indian Express, she writes for the UPSC section. She holds experience in UPSC-related content development. You can contact her via email: ... Read More
