| UDISE+ is one of the largest Management Information Systems initiated by the Department of School Education and Literacy (DoSEL), Ministry of Education, Government of India, covering more than 14.72 lakhs of schools, 98.08 lakhs of teachers, and 24.80 crores of children. It is an online portal facility created by DoSEL for record of data related to schools, teachers, enrolment, infrastructure, in respect of all recognized schools in the country. In UDISE+, school wise data is captured through Data Capture Format (DCF). Each school has been provided with a login ID and password for facilitating online data compilation by respective schools. The Head Teacher/ Head Master of the school in all the States compiles the data, and it goes through a 3-stage validation/verification process, viz., Block/ Cluster level, District level, and State level. |
| JIGYASA program: It was launched in 2017 by Council of Scientific & Industrial Research (CSIR). It is also known as CSIR Jigyasa program. It aims to promote curiosity and scientific temperament as part of Scientific Social Responsibility (SSR). CSIR Jigyasa Virtual Lab (CJVL) is an extension of CSIR Jigyasa program. The objective of Jigyasa is to extend the classroom learning by focusing on well-planned research laboratory-based learning for school students. To bring in quality with value added research knowledge, CSIR laboratories collaborate with Kendriya Vidyalayas (KVS), Navodaya Vidyalayas (NVS), Karnataka State S&T Academy (KSTA), Atal Innovation Mission (AIM), Niti Aayog, Indian Institute of Technology Bombay, etc. |
| Youth Co:Lab The Atal Innovation Mission (AIM), NITI Aayog, and the United Nations Development Programme (UNDP), in partnership with Citi Foundation, have officially launched the seventh edition of the Youth Co:Lab National Innovation Challenge for 2024-2025. |
| About Science and Heritage Research Initiative (SHRI): It is a new programme on Heritage Research. It aims to engage experts from diverse fields for data capture and analysis, to form new collaborations, and provide viable technology, to address cultural heritage related issues. Aims and Objectives: SHRI has been envisaged to – Build capacity in human resources and encourage new researchers to work in these areas. Promote scientific R&D activities for conservation of Heritage objects which may include material deterioration process, preservation techniques, intervention technologies, new materials, processes for restoration and diagnostic technologies. Safeguard the use, representations, expressions, knowledge and techniques, communities, groups and in some cases, individuals, recognised as an integral part of our cultural heritage. |
| About National Council for Vocational Education and Training (NCVET): It was established by the Ministry of Skill Development and Entrepreneurship (MSDE), Government of India in 2018, as a regulatory body, aimed at ensuring quality in the Technical and Vocational Education and Training (TVET) sector. It has taken over the roles previously held by the National Skill Development Agency (NSDA) and the former National Council of Vocational Training (NCVT). It has been entrusted with the development, qualitative improvement, and regulation of vocational education entities involved in both long- and short-term vocational education and training while also establishing minimum standards for their operations. |
| About Eklavya Digital Platform: It has been developed under the aegis of Headquarters Army Training Command with Army War College as the sponsor agency. The platform has been developed by the “Bhaskaracharya National Institute of Space Applications and Geoinformatics” (BISAG-N), Gandhinagar, along with support from the Directorate General of Information Systems. This platform has been hosted on the Army Data Networkand features a scalable architecture. This enables Headquarters Army Training Command to seamlessly integrate any number of training establishments of the Indian Army, each capable of hosting an extensive range of courses. This initiative aligns with the Indian Army propelling itself into the “Decade of Transformation” as envisioned by the COAS and also with Indian Army’s theme for 2024 as the “Year of Technology Absorption.” |
| About One Nation One Subscription Scheme: It is a new Central Sector Scheme for providing country-wide access to scholarly research articles and journal publication. The scheme will be administered through a simple, user friendly and fully digital process. This will be a “One Nation One Subscription” facility for the government higher education institutions and R&D laboratories of the Central G This will supplement the Anusandhan National Research Foundation (ANRF) initiative to promote research and development and foster a culture of research and innovation throughout government universities, colleges, research institutions, and R&D laboratories. The benefits of One Nation One Subscription scheme will be provided to all Higher Educational Institutions under the management of the Central or State Government and Research & Development Institutions of the Central Government, through a national subscription coordinated by a central agency, namely the Information and Library Network (INFLIBNET), an autonomous inter-university centre of the University Grants Commission (UGC). |
| About SVASTIK Initiative: The Scientifically Validated Traditional Knowledge (SVASTIK) is a national initiative which is coordinated by CSIR-NIScPR. SVASTIK aims to preserve and perpetuate the practice of the appropriate tradition, instill the scientific temperament of verifying tradition scientifically, and boost public faith in our traditional knowledge and practices. Various research organisations, higher education institutions, experts and NGOs have joined hands with SVASTIK to document and disseminate content on scientifically validated Indian traditional knowledge. The initiative was launched to communicate scientifically validated traditional knowledge of India to society. The NIScPR has disseminated socially engaging SVASTIK stories in 17 Indian languages via social media. Moreover, our two SVASTIK publications provide authenticated stories on traditional knowledge, inspiring young students to explore science. |
| It is a pilot project under National Geospatial Policy 2022 to demonstrate the potential applications of geospatial technologies and innovations in improving the quality of life of citizens and ease of doing business. It is part of the numerous efforts of DST in liberalising geospatial data, developing geospatial infrastructure, geospatial skill and knowledge as well as standards in implementing the policy. In the first phase it will be implemented in the states of Uttar Pradesh, Haryana, Assam, Andhra Pradesh & Maharashtra. In the above-mentioned states it will be run and use cases will be demonstrated to showcase the potential applications of integration of geospatial data and technology in 3 sectors –Agriculture, Livelihoods, Logistics and Transport. Several Government departments, Industry, Corporate and Startups will be partnered with in the first phase. This will create the base for its Nationwide rollout. It gains a powerful backbone with support from the Integrated Geospatial Data Sharing Interface (GDI), which will make spatial data accessible and bring transformation. The activities under Operation Dranagiri will be overseen by IIT Tirupati Navavishkar I-Hub Foundation (IITTNiF). The Geospatial Innovation Accelerators (GIAs) at IIT Kanpur, IIT Bombay, IIM Calcutta and IIT Ropar will act as the operational arms of Operation Dronagiri. Implementing agency: The entire implementation process will be driven by the Geospatial Innovation Cell, Department of Science and Technology. |
| About PARAKH Rashtriya Sarvekshan 2024: The introduction of PARAKH aims to create a broader understanding of the educational landscape in India. A sample of school students from government, government-aided and private schools from each district in the country take the assessment, which is in the form of multiple-choice questions across different subjects. It will cover students from Grades 3, 6, and 9 across key subjects like Language, Mathematics, Science, Social Science, and “The World Around Us.” It will evaluate the overall effectiveness of schools across multiple districts. By using a combination of paper-based assessments and Optical Mark Recognition (OMR) technology, PARAKH introduces a more streamlined method of data collection and analysis. It collects performance data along with contextual data (school, teacher, and pupil questionnaires). It will evaluate entire schools as entities, providing a system-level assessment of education across districts. This change aligns more closely with international surveys such as the Programme for International Student Assessment (PISA) |
| About PM-YASASVI Scheme: It is a comprehensive umbrella scheme aimed at uplifting students from Other Backward Classes (OBC), Economically Backward Classes (EBC), and Denotified Tribes (DNT) by providing them with access to quality education during their formative years. It has consolidated and enhanced several earlier initiatives, including the Dr. Ambedkar Post-Matric Scholarship Scheme for EBCs and the Ambedkar Pre-Matric and Post-Matric Scholarship Scheme for DNTs, which were subsumed under this program starting from 2021-22. By integrating these schemes, PM YASASVI aims to ensure a more streamlined and impactful approach to supporting the educational needs of socially and economically disadvantaged students. Objective: The overarching goal of the scheme is to promote educational empowerment among these vulnerable groups, helping them overcome financial barriers and complete their education. |
| Alexander Dunn has been awarded the prestigious 2024 SASTRA Ramanujan Prize. bout SASTRA Ramanujan Prize: It was instituted in the year 2005. It is awarded every year by the SASTRA University on its campus near Kumbakonam in Tamil Nadu, on Ramanujan’s birth anniversary, December 22. Eligibility: The prize is conferred annually to mathematicians from across the world who is less than 32 years of age, working in an area influenced by the Srinivasa Ramanujan. The age limit is 32 years to commemorate the fact that Ramanujan accomplished a phenomenal body of work in this short span. Cash prize:It carries a citation and an award of $10,000. |
| About INSPIRE – MANAK Programme: The INSPIRE – MANAK (Million Minds Augmenting National Aspiration and Knowledge) is one of the flagship schemes of the Department of Science and Technology (DST), Govt. of India. It is for nurturing ideas and innovations of school students and motivates them to pursue science and a career in research. It is jointly implemented by DST and the National Innovation Foundation (NIF) – India. It aims to motivate students in the age group of 10-15 years and studying in classes 6 to 10 to become future innovators and critical thinkers. |
| What is the New India Literacy Programme (NILP)? In a letter to all States, the Union Ministry of Education has defined ‘literacy,’ and what it means to achieve ‘full literacy,’ in the light of the renewed push for adult literacy under the New India Literacy Programme (NILP).About New India Literacy Programme (NILP): It aims to support the States and Union Territories in promoting literacy among non-literates in the age group of 15 and above. It is a centrally sponsored scheme with a financial outlay of Rs.1037.90 crore for implementation during FYs 2022-23 to 2026-27. It aims to onboard one crore learners per year above 15 years across all States and Union Territories. |
| About Vigyan Dhara Scheme: It is a new central sector scheme unifying three umbrella schemes of the Department of Science and Technology (DST). The scheme has three broad components: Science and Technology (S&T) Institutional and Human Capacity Building, Research and Development and Innovation, Technology Development and Deployment. These three schemes have been merged into the unified scheme ‘Vigyan Dhara’. This initiative, managed by the Department of Science and Technology (DST), is designed to enhance India’s S&T capabilities through a streamlined approach. The proposed outlay for the implementation of the unified scheme ‘Vigyan Dhara’ is 10,579.84 crore during the 15th Finance Commission period from 2021-22 to 2025-26. |
| Right to Education (RTE) Act, 2009 Recently, the Delhi High Court addressed the issue of separate identification numbers (IDs) for different wings of the same school, impacting the admission of students under the Economically Weaker Section/Disadvantaged Group (EWS/DG) category. Court Order: It directed the merger of identification numbers for different wings of the same schools in Delhi to ensure a seamless transition for students, particularly under the EWS/DG category. It also highlighted the goal of serving the broader objectives of the RTE Act by promoting equality and dignity for all students. The court mandated the appointment of nodal officers in every private unaided recognized school in Delhi to oversee the EWS/DG admission process. It also ordered the Department of Education (DoE) to merge the IDs within eight weeks and file a compliance report. About the Right to Education (RTE) Act, 2009: Background: RTE Act Originates from the 1993 Supreme Court ruling in the Unnikrishnan vs. State of Andhra Pradesh case, establishing education as a fundamental right under Article 21. The Constitution (86th Amendment) Act, 2002 introduced Article 21A, guaranteeing free and compulsory education for children aged 6-14 years. Key Constitutional Amendments: Article 21A: State’s responsibility to provide free and compulsory education to children aged 6-14. Article 45: State to provide early childhood care and education until the age of six. Article 51A: Parents’ duty to provide educational opportunities for children aged 6-14. Significant provisions of the RTE Act: Free and compulsory education: Right to education for all children aged 6-14 in a neighbourhood school. Provision for age-appropriate class placement for older children who missed schooling. No detention, expulsion, or mandatory board exams until the completion of elementary education. Curriculum and Recognition: Government to establish curriculum and evaluation procedures. Compliance with pupil-teacher ratios and infrastructure norms is mandatory for school recognition. Teachers must qualify through the Teacher Eligibility Test (TET). Responsibilities of schools: Government and aided schools must provide free and compulsory education. Schools must establish School Management Committees (SMCs) to monitor grant utilization and school development. Government responsibilities: Central Government: National Advisory Council, curriculum framework, and teacher training standards. State Government: Ensure compulsory admission, attendance, and elementary education completion; establish neighbourhood schools. Grievance redressal: National and State Commissions for Protection of Child Rights to safeguard rights under the RTE Act. Status and impact of the RTE Act: Achievements: Increased enrolment rates, especially at the upper primary level (Class 6-8), with a 4% rise from 2009 to 2016. Improved infrastructure, with 13% of schools achieving full RTE compliance. Significant impact of the 25% EWS/DG quota, facilitating access to education for millions of students. Amendments to the RTE Act, 2009: 2012 Amendment: The 2012 Amendment included children with disabilities within the Act’s purview and exempted religious and minority institutions. 2019 Amendment: Abolished the no-detention policy up to class VIII, allowing states the discretion to implement it. |
| About International Earth Sciences Olympiad: It was established in 2003 at the International Geoscience Education Organization Council Meeting in Calgary, Canada. It is an annual competition for secondary school studentsfrom across the globe. It aims to generate awareness of earth sciences through teamwork, collaboration, exchanging ideas, and competition. The overall vision is to generate interest among the young in various fields of earth system sciences, with a focus on promoting awareness and solution-centric discussions around environmental challenges. It is one of the most successful student-centric programs facilitated under the REACHOUT (Research, Education, Training and Outreach) scheme of the Ministry of Earth Sciences. India has participated in the IESO since 2007 and hosted its 10th edition in Mysore. |
| Prerana ProgrammeAbout Prerana Programme: It was launched in January 2024 by the Union Education Ministry. It is driven by a strong commitment to integrate principles of the Indian education system and the philosophy of value-based education which is a cornerstone of the National Education Policy (NEP) 2020. Prerana is a week-long residential program for selected students of class IX to XII. It is an experiential and inspirational learning program for students with the best-in-class technology where heritage meets innovation. A batch of 20 selected students (10 boys and 10 girls) attend the program every week from various parts of the country. Prerana program is running from a Vernacular School, established in 1888 in Vadnagar, Mehsana District, Gujarat. Recently, the Union Minister of Education interacted with students, teachers, parents of PM SHRI Schools and alumni of Prerana Programmes. |
Current Afffairs Related to Education 2024-25, For HP TGT,H.P PGT and H.P JBT.
