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UGC Integrates NEP Guidelines into Postgraduate Programs

By
Kapil Suri
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UGC

University Grants Commission (UGC) unveiled a revamped curriculum and credit framework for postgraduate programmes, aligning them with the National Education Policy (NEP) 2020. This new framework aims to change PG courses’ academic structure and flexibility nationwide significantly.

The updated framework provides guidelines for credits and the academic structure for one-year and two-year postgraduate programmes, removing the requirement for specific disciplines for entry. Notably, it introduces an exit option for students enrolled in two-year programmes after the first year, allowing greater flexibility in educational pursuits.

Students can now be eligible for a PG programme in a discipline corresponding to their major or minor(s) in their undergraduate studies. The UGC specified that universities can admit students based on their undergraduate performance or through entrance examinations. Importantly, regardless of their chosen undergraduate disciplines, students can qualify for any PG discipline by passing national or university-level entrance examinations in that discipline.

“Candidates who have completed a four-year undergraduate programme or a three-year undergraduate programme followed by a two-year PG programme, or a five-year integrated UG-PG programme in STEM subjects, will be eligible for admission in ME, MTech in allied areas,” stated the UGC.

Read more: UGC Permits Biannual Student Admissions for Colleges Starting 2024-25

This initiative by the UGC aligns with the NEP 2020’s vision of creating a more flexible and inclusive higher education system. By allowing students to switch disciplines and offering multiple entry and exit points, the new framework seeks to accommodate diverse educational backgrounds and career aspirations.

The release of this new curriculum and credit framework marks a significant step towards implementing NEP 2020 in higher education. It is expected to enhance the academic experience for postgraduate students by providing more flexibility, fostering interdisciplinary learning, and aligning education with global standards.

NCTE Hosts Orientation for PM SHRI Teachers on NMM and NPST

By
Kapil Suri
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NCTE

The National Council for Teacher Education (NCTE), under the direction of the Department of School Education and Literacy (DoSEL), Ministry of Education, Government of India, successfully conducted a five-day virtual orientation program from June 10-14, 2024. This comprehensive initiative targeted over one lakh teachers from PM SHRI schools across 29 States, Union Territories (UTs), Kendriya Vidyalayas (KVS), and Navodaya Vidyalayas (NVS) across the nation.

The sessions aimed at enhancing the capacity of PM SHRI school teachers by equipping them with the knowledge and skills required to implement the National Education Policy (NEP) 2020 effectively. For five days, teachers participated in two-hour sessions that provided valuable insights into the National Mission for Mentoring (NMM) and the National Professional Standards for Teachers (NPST). The program’s design ensured that different states and UTs were covered daily, promoting widespread participation and inclusion. Sign language interpreters were engaged throughout the sessions to further inclusivity.

Key Highlights of the Orientation Program

  1. National Mission for Mentoring (NMM):
  • The session on NMM included a detailed presentation and a technical demonstration showcasing the registration process and usage of the NMM portal for mentors and mentees.
  • The NMM digital portal was highlighted as a continuous support mechanism, facilitating effective interaction between mentors and mentees, thereby strengthening the mentoring process.
  1. National Professional Standards for Teachers (NPST):
  • The NPST session focused on enhancing teachers’ understanding of performance expectations and improvement strategies as recommended in the NPST Guiding Document.
  • The session outlined three core standards, various teacher levels, and the NPST framework aimed at the capacity building of in-service teachers. The information provided was designed to help teachers achieve their professional and personal goals.

Prof. Pankaj Arora, Chairperson of NCTE, and Ms. Kesang Y. Sherpa, Member Secretary of NCTE, played pivotal roles in contextualising the orientation sessions. Their expertise provided the necessary background and understanding of both NPST and NMM, setting the stage for a productive and informative series of sessions for PM SHRI school teachers.

Also read: NCTE organises 2-day capacity building workshop to implement National Mission for Mentoring

The virtual orientation program underscored NCTE’s commitment to supporting the professional growth of PM SHRI school teachers. By providing a deeper understanding of NMM and NPST, the sessions empowered teachers to foster a robust educational foundation for their students. The initiative aligned with the goals of NEP 2020 and set a precedent for future capacity-building endeavours in the Indian education sector.

Education Minister Plans HECI Legislation Following 100-Day Consensus

By
Kapil Suri
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HECI

The Union Education Ministry is set to advance its long-standing agenda of establishing a single higher education regulator, the Higher Education Commission of India (HECI), within the next 100 days. This significant move comes alongside efforts to implement a twice-a-year board exam format starting in 2025.

The ministry’s agenda includes introducing HECI legislation in Parliament. This proposed regulator aims to streamline the regulatory framework by subsuming existing bodies such as the University Grants Commission (UGC) and the All-India Council for Technical Education (AICTE). HECI is expected to replace the current “rigid” regulatory regime with a more enabling “light but tight” system. Recognizing the substantial impact of this shift, the ministry plans to keep the option open for the legislation to be referred to a parliamentary panel. This step is intended to ensure comprehensive consensus through multiple rounds of stakeholder consultations.

Previous attempts to establish HECI under the Modi and UPA governments faced parliamentary hurdles. To avoid past pitfalls, the ministry exercises caution and seeks broad-based support before presenting the bill.

Also read: Delhi University holds consultative meeting on HECI

In parallel, the ministry is planning significant reforms in school education. From the 2025 academic year, a twice-a-year board exam format will be introduced. Two models are under consideration: allowing students to opt for exams every six months or adopting a JEE-like schedule with exams in January and April. The latter model is gaining more support.

Within the next 100 days, the ministry will launch the Vidya Samiksha Kendra, a digital initiative to connect data flow from every school to a national dashboard in Delhi. This initiative aims to enhance educational oversight and data management.

All these initiatives align with the National Education Policy (NEP) 2020 recommendations. The ministry is committed to accelerating the implementation of NEP recommendations during this government term. The 17th Lok Sabha’s panel on parliamentary assurances recently criticized the education ministry for its “lack of commitment and proactive approach” in pursuing the HECI proposal. In response, the ministry is intensifying its efforts to ensure timely and effective implementation of its educational reforms.

 

IIT Madras Launches B.Tech Program in AI & Data Analytics, Admissions via JEE

By
Kapil Suri
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IIT madras

In a pioneering move to prepare the next generation of tech leaders, the Indian Institute of Technology, Madras (IIT Madras) has unveiled a new undergraduate programme in Artificial Intelligence (AI) and Data Analytics. Scheduled to commence from the academic year 2024-25, the BTech programme will admit 50 students selected through the Joint Entrance Examination (JEE) Advanced.

The initiative, housed under the Wadhwani School of Data Science and AI, marks a significant leap forward in integrating cutting-edge technology education with real-world applications. Established with a generous ₹110-crore endowment from Sunil Wadhwani, an esteemed alumnus and co-founder of iGATE and Mastech Digital, the programme underscores IIT Madras’s commitment to shaping future AI innovators.

Prof. V Kamakoti, Director of IIT Madras, emphasized the interdisciplinary nature of AI and its transformative potential across various disciplines. “AI is evolving rapidly, permeating engineering, science, and humanities. Understanding these multidisciplinary connections is crucial for success in this field. The BTech in AI and Data Analytics is uniquely positioned to address this aspect, making it the first of its kind globally,” said Prof. Kamakoti.

Also read: IIT Madras and Sambalpur University Partner to Advance AI Research

The curriculum is meticulously designed to provide students with a comprehensive understanding of AI fundamentals, ranging from mathematical underpinnings to practical applications and responsible design. Prof. B Ravindran, Head of the Wadhwani School of Data Science and AI, highlighted the programme’s structure, divided into four core parts: Foundation in Sciences, Modeling Techniques, Training and Deployment of Models, and Domain Applications.

“AI is at a juncture akin to where computer science stood 30 years ago. It promises to be the defining technology of this generation and beyond. Our programme ensures that students grasp AI fundamentals and gain the expertise to pursue advanced research,” noted Prof. Ravindran.

The BTech programme offers flexibility through various electives within and outside the department, enabling students to tailor their learning journey to their interests and career aspirations. This academic freedom is complemented by state-of-the-art facilities and industry collaborations, ensuring graduates are well-prepared for diverse AI-driven roles in the global marketplace.

 

IIT Kharagpur Appoints Rintu Banerjee, First Woman to Hold Deputy Director Position

By
Kapil Suri
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Rintu banerjee

In a historic move, Prof. Rintu Banerjee was appointed Deputy Director of the Indian Institute of Technology Kharagpur, becoming the first woman to hold this prestigious position. This appointment marks a significant milestone in the institute’s history and highlights Prof. Banerjee’s outstanding contributions to biotechnology.

Prof. Banerjee has had a distinguished career, serving in various pivotal roles at IIT Kharagpur. She is the founding head and current chairperson of the P K Sinha Centre for Bioenergy and Renewables. Additionally, she has led the Centre for Rural Development, Innovative and Sustainable Technology and served as the Head of the Department of Agricultural & Food Engineering for three years.

Her extensive portfolio at IIT Kharagpur includes serving as the Chairperson of the Centre of Excellence in Precision Agriculture & Food Nutrition, the nodal coordinator for Australia and New Zealand for the Scheme for Promotion of Academic and Research Collaboration (SPARC), and the Coordinator for the Rural Technology Action Group (RuTAG).

Prof. Banerjee’s academic journey began with a PhD in Microbial Biotechnology from the Chemical Engineering Department at IIT Kharagpur. Her career has been marked by a strong focus on industry-academia collaborative research, which has resulted in the transfer of numerous technologies to various industries and the earning of several national and international patents.

Also read: IIT Kharagpur Announces Major Reforms in Undergraduate Programs Aligning with National Educational Policy

Her notable achievements include the successful commercialization of her 1G & 2G Ethanol technology. Prof. Banerjee has also contributed significantly to academic literature, publishing two books on environmental biotechnology and OMICS-based approaches in plant biotechnology. Her research has been supported by various government and private funding bodies, including the Department of Biotechnology (DBT), the Department of Science and Technology (DST), the Indian Council of Agricultural Research (ICAR), and the Indian Council of Medical Research (ICMR), among others.

With her appointment as Deputy Director, Prof. Banerjee is expected to continue her trailblazing work and inspire a new generation of scholars and researchers. IIT Kharagpur looks forward to her leadership in driving innovation and excellence at the institute.

 

Dharmendra Pradhan Takes Office As Union Minister of Education

By
Kapil Suri
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dharmendra pradhan

Shri Dharmendra Pradhan officially assumed his role as the Union Minister of Education today at Shastri Bhawan, New Delhi. He was welcomed by key officials, including Shri K. Sanjay Murthy, Secretary of the Department of Higher Education, and Shri Sanjay Kumar, Secretary of the Department of School Education & Literacy, along with other senior ministry officials.

In his remarks after taking office, Shri Pradhan expressed profound gratitude to Prime Minister Shri Narendra Modi for his enduring trust and confidence. He emphasised the pivotal role of the Prime Minister’s leadership in steering India towards becoming a leading knowledge economy of the 21st century. Shri Pradhan highlighted the importance of the National Education Policy (NEP) 2020, expressing his commitment to its innovative implementation. He envisions a future-ready learning landscape that empowers individuals and propels India into a global educational powerhouse.

The newly appointed Ministers of State joined Shri Pradhan for the Ministry of Education, Shri Jayant Chaudhary and Dr. Sukanta Majumdar. He congratulated them on their new roles and expressed enthusiasm about collaborating with them to realise the Prime Minister’s vision. Together, they aim to transform India into a hub of education, skills, innovation, and research.

Shri Dharmendra Pradhan, who represents the Sambalpur constituency in Odisha, has an extensive political career. He served as the Minister of State (Independent Charge) for Petroleum & Natural Gas in 2014, then as the Minister of Petroleum and Natural Gas and Minister of Skill Development and Entrepreneurship in 2017. In 2019, he was appointed Minister of Petroleum and Natural Gas and Steel. Since July 2021, he has held the dual roles of Minister of Education and Minister of Skill Development and Entrepreneurship.

Also read: Ministry Of Education Announces Biannual Board Exams Starting 2025, Instructs CBSE To Finalize Logistics

During his tenure, Shri Pradhan has been instrumental in advancing the NEP 2020, launching several progressive initiatives that have significantly enriched India’s educational ecosystem. His leadership continues to drive transformative changes, positioning India at the forefront of global education and innovation.

 

RLD’s Jayant Chaudhary Appointed MoS for Skill Development, Education in Modi Cabinet 3.0

By
Kapil Suri
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Jayant Chaudhary

Jayant Chaudhary, the leader of the Rashtriya Lok Dal (RLD), was one of the 71 ministers who took the oath alongside Prime Minister Narendra Modi on Sunday. He has been designated as the Minister of State (Independent Charge) for the Ministry of Skill Development and Entrepreneurship and the Minister of State for the Ministry of Education. Chaudhary joined the National Democratic Alliance (NDA), continuing the political legacy of his grandfather, Chaudhary Charan Singh, the 5th Prime Minister of India. Previously, the RLD was in alliance with Akhilesh Yadav’s Samajwadi Party, during which it won eight seats and later secured an additional seat in a by-poll. However, tensions arose between the SP and RLD during the Uttar Pradesh civic polls last year over seat allocations in Nagar Maha panchayats and Nagar panchayats. Currently, the RLD holds nine seats in the Assembly.

Jayant Chaudhary was a member of the 15th Lok Sabha, representing Mathura from 2009 to 2014. His party joined the NDA in March 2024, just before the Lok Sabha elections began. His political career started in 2009 when he was elected the Mathura MP.

Also read: Transnational Skill Standards: New Initiative Launched by Union Ministry of Skill Development and Entrepreneurship

According to the Rajya Sabha’s website, Jayant Chaudhary was born in Dallas, USA, on December 27, 1978, to former Union minister Ajit Singh and Radhika Singh. He pursued his education at Sri Venkateswara College, Delhi University, and the London School of Economics and Political Science in London. Additionally, he serves as the chairman of the Kisan Trust, established by his grandfather, Chaudhary Charan Singh, in 1978.

 

AICTE Updates Norms For Working Professionals Pursuing Technical Education

By
Kapil Suri
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aicte

The All India Council for Technical Education (AICTE) has announced new guidelines for working professionals pursuing undergraduate and postgraduate courses in engineering colleges. Effective from the 2024-2025 academic year, these revised norms will apply to B.E/B. Tech courses and diploma programs in AICTE-approved institutions.

Under the new regulations, institutions with an average enrollment of over 80% in the past three years can admit working professionals only in the first year of their courses. This measure aims to streamline the admission process and ensure quality education for all students.

A significant change in the guidelines is reducing the permissible distance between the workplace and the institute. Professionals working in registered industries, organisations (Central or State), private or public limited companies, and MSMEs must now be within a 50 KM radial distance from the institute, down from the earlier limit of 70 KM. This change is expected to facilitate better integration of work and study for professionals.

Working professionals can apply for at least one full-time course while maintaining regular employment. The qualification criteria for these applicants remain the same as those for candidates eligible for lateral entry into the second year. To earn their degree, professionals must accumulate the credits specified in the AICTE model curriculum or by the affiliating university.

Also read: AICTE Launches PhD, M.E, M.Tech Programs For Diploma Faculty

The reservation policies of the respective State or Union Territory will apply in terms of academic requirements. Additionally, AICTE has introduced a special provision reserving one seat in every institute for candidates working in central government organisations, industries, companies, and autonomous organisations based on merit. The seat may be reallocated to the general category if no such candidates apply.

These changes reflect AICTE’s commitment to supporting the educational aspirations of working professionals, ensuring they have access to quality technical education while continuing their careers.

UGC Permits Biannual Student Admissions for Colleges Starting 2024-25

By
Kapil Suri
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UGC

In a major policy shift, the University Grants Commission (UGC) will now allow higher education institutions (HEIs) in India to admit students twice a year starting from the 2024-25 academic session. UGC Chairman Professor Mamidala Jagadesh Kumar announced this change aims to align Indian universities with international practices and enhance flexibility.

Indian HEIs admit students only once a year, starting their academic session in July-August and ending in May-June. The new policy will introduce an additional admission cycle in January-February, benefiting students who miss the initial window due to delays in board exam results, health issues, or personal reasons. Inspired by the success of biannual admissions in Open and Distance Learning (ODL) and online modes, which resulted in nearly half a million additional enrollments, the UGC extended this approach to regular mode programs.

Also read: UGC introduces Life Skill courses aligned with NEP for undergraduates

Professor Kumar emphasized that biannual admissions will help HEIs manage resources more efficiently, allowing better faculty, lab, and classroom and support service utilization planning. This system, already in place at many global institutions, could enhance international collaborations and student exchanges, boosting India’s global educational competitiveness. However, biannual admissions will not be mandatory; HEIs with the necessary infrastructure and faculty can adopt this system to increase student intake and introduce new programs in emerging fields. Institutions will need to amend their regulations to facilitate twice-yearly admissions.

The broader impact of this policy includes a potential increase in the Gross Enrolment Ratio (GER) and support for the vision of making India a “Global Study Destination” as outlined in the National Education Policy (NEP) 2020. HEIs must carefully plan for the administrative and logistical challenges of admitting students at different times of the year, ensuring faculty and staff are prepared for the transition and adequate support systems are in place. Additionally, biannual admissions could enhance job opportunities for graduates by aligning with industry needs, allowing for more frequent campus recruitments.

 

Report: Proper Data Collection and Analysis Can Enhance India’s Education System

By
Kapil Suri
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indian education system

A new study by Aapti Institute and Mozilla, funded by USAID, reveals opportunities and hurdles for data-driven decision-making in India’s vast education system.

Good News: Data Can Drive Improvement

  • The report highlights the potential for data collection and analysis to benefit the education system significantly.
  • Standardised data collection and analysis could inform better policies and interventions.

Challenges to Address: Data Collection and Privacy

  • The current system needs to be more cohesive, with different groups collecting data at various times, burdening schools.
  • Data collection methods must be updated, relying heavily on manual entry and paper records, raising privacy and security concerns.
  • The digital divide creates data gaps, potentially skewing policy decisions.

Recommendations for Improvement

  • The report suggests creating a central agency for standardised data collection with strong privacy protocols.
  • Financial incentives for data entry, specialists in each region, and IT training are recommended.
  • A standardised scoring system for schools would encourage data-driven improvement.

Importance of Responsible Data Use

  • USAID emphasises the importance of “clean, participatory data” for positive development.
  • Mozilla highlights the need to balance data’s potential with responsible handling to avoid harm.

Also read: PM Modi’s emphasis on industry-oriented education system

The Study: Scope and Impact

  • The report “Strengthening Data Ecosystems in Indian Schools” is based on nine months of research across ten states.
  • Responsible data use could significantly benefit India’s education system, which has over 1.49 million schools and 265 million students.

This summary condenses the key points of the news post while maintaining a clear and concise structure.

 

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