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GS Paper: GS2-13.Issues relating to development and management of Social Sector/Services relating to Health, Education, Human Resources.

  • [26th April 2025] The Hindu Op-ed: Teaching children to eat well must begin in school

    PYQ Relevance:

    [UPSC 2022] The Right of Children to Free and Compulsory Education Act, 2009 remains inadequate in promoting incentive-based system for children’s education without generating awareness about the importance of schooling. Analyse.

    Linkage: Teaching children about food and nutrition in schools can help them learn healthy eating habits early on. This supports the idea that education should go beyond just books and include lessons that improve their overall well-being.

     

    Mentor’s Comment:  At the Paris Nutrition for Growth Summit, the UNGA extended the Decade of Action on Nutrition to 2030, aiming to align with the SDGs and sustain global efforts to end malnutrition. This marks a crucial shift from merely food access to understanding eating behaviours, especially in children, linking nutrition with health, education, equity, and environmental sustainability

    Today’s editorial examines the extension of the United Nations Decade of Action on Nutrition to 2030, offering valuable insights relevant to GS Paper 2 (Health and Education) in the UPSC Mains.

    _

    Let’s learn!

    Why in the News?

    Food knowledge is now a necessity; we need to move beyond simply giving children food to also teaching them how to eat healthy.

    What is the significance of extending the United Nations Decade of Action on Nutrition to 2030?

    • Continued Global Focus on Ending Malnutrition: The extension ensures that efforts to end malnutrition—in all its forms—remain a priority on the global agenda. The original timeframe (2016-2025) was extended to maintain momentum in addressing undernutrition, obesity, and micronutrient deficiencies. Eg: It helps further the work initiated through the Global Nutrition Targets (World Health Organization), such as reducing childhood stunting and addressing maternal anemia, which are key components of the Decade of Action.
    • Aligning Nutrition Efforts with Sustainable Development Goals (SDGs): The extension ensures better alignment with the 2030 Agenda for Sustainable Development, particularly SDG 2: End hunger, achieve food security, improve nutrition, and promote sustainable agriculture. Eg: This could strengthen efforts to integrate nutrition into food security policies, such as promoting sustainable farming practices that support both nutrition and the environment.
    • Promoting Dietary Diversity and Healthy Eating: The Decade’s extension emphasizes the need for better education on dietary diversity and healthy eating habits. This shift is especially important in light of rising levels of obesity and diet-related diseases worldwide. Eg: Encouraging bio-diverse diets that include locally grown, seasonal foods to promote better health and reduce environmental impacts from food production.
    • Addressing the Growing Challenge of Overweight and Obesity: The extension allows for a more comprehensive response to the growing global challenge of overweight and obesity, particularly in children and adolescents, which leads to chronic diseases like diabetes and heart conditions. Eg: Policies supporting school nutrition programs and marketing restrictions on unhealthy food can be strengthened, as seen in countries like Mexico, which has implemented clear labeling for unhealthy foods.
    • Enabling Improved Food Systems and Environmental Sustainability: The extension of the Decade is a chance to transform food systems to be more inclusive, sustainable, and nutrition-sensitive. Eg: The Food Systems Summit and its alignment with the Decade’s goals will encourage the adoption of sustainable food production practices.

    Why is it important to focus on the next 4,000 days of a child’s life, beyond the first 1,000 days?

    • Critical Period for Adolescents’ Growth and Development: The period from 2 to 18 years is when children experience rapid physical, emotional, and behavioral changes. This phase is crucial for addressing any nutritional deficits from the first 1,000 days and ensuring proper growth. Eg: Adequate nutrition during adolescence helps children catch up on growth and reduces the risk of stunting, which can impact long-term health and development.
    • Preventing Long-Term Health Issues: Nutrition during the next 4,000 days plays a key role in reducing the risk of chronic diseases such as obesity, diabetes, and heart disease that can develop due to poor dietary habits. Eg: If adolescents are provided with proper nutrition and healthy eating habits, they are less likely to develop obesity-related issues in adulthood, as shown by long-term studies on childhood obesity prevention.
    • Building Healthy Habits for Life: The nutritional choices children make during their adolescent years influence their lifelong eating patterns. Teaching children to make healthy choices during this period sets the foundation for their future eating habits. Eg: Education on balanced diets and the importance of vegetables, fruits, and whole grains in school programs can help prevent future generations from falling into unhealthy eating patterns.
    • Cognitive and Emotional Development: Proper nutrition during these years supports not only physical growth but also cognitive and emotional development. Nutritional deficiencies can impair brain function and emotional well-being, leading to issues in learning, concentration, and mental health. Eg: Nutrients like iron and omega-3 fatty acids are essential for brain development. Schools providing meals rich in these nutrients see improved cognitive performance and better emotional resilience among students.
    • Addressing Gender Inequality and Social Impact: Adequate nutrition in adolescence, especially for girls, can help break the cycle of poverty and malnutrition by empowering them to reach their full potential, contributing to both personal well-being and community development. Eg: Self-Employed Women’s Association (SEWA) program in India that targets young girls’ education and nutrition to improve their future roles in society.

    Where can children best be taught to build healthy eating habits? 

    • Schools: Schools are ideal places to teach children healthy eating habits, as they can reach a large number of children and provide structured education on nutrition. School-based programs can include lessons on food choices, meal planning, and the importance of a balanced diet. Eg: In countries like Finland, students are taught about food, nutrition, and the environmental impact of food choices from a young age, with healthy meals provided in school canteens.
    • Home and Family: Parents play a crucial role in shaping children’s eating habits, as they control the food environment at home. Teaching children to make healthy food choices can begin in the kitchen, with parents modeling healthy behaviors and involving children in meal preparation. Eg: Families that cook together tend to make healthier food choices, as seen in research by the American Dietetic Association, where children who participate in preparing meals are more likely to eat fruits and vegetables.
    • Community Programs and Initiatives: Local community centers and health programs can offer opportunities for children to learn about nutrition outside the school environment. These programs often provide workshops, cooking classes, and activities that teach children how to make healthy choices in a fun, engaging way. Eg: The “Veggie Van” initiative in the U.S. brings fresh produce and nutrition education to underserved communities, helping children learn healthy eating habits in a community-based setting.
    • Public Health Campaigns: Public health campaigns, through media and outreach programs, can educate children on the importance of nutrition. Campaigns targeting children through TV, social media, and even mobile apps can reinforce healthy eating habits at an early age. Eg: The “Change4Life” campaign in the UK targets families and children with educational content about healthy eating and physical activity, encouraging healthy habits through accessible and relatable messaging.

    What are the steps taken by Indian Government?

    • National Education Policy (NEP) 2020: The NEP 2020 emphasizes integrating nutrition and health education into the school curriculum. It encourages schools to include aspects of nutrition, healthy eating, and sustainable food practices in their teaching.  
    • School Health and Wellness Programme (SHWP): This program, launched by the Ministry of Education, aims to improve the overall well-being of children through health and nutrition awareness campaigns, including healthy eating practices, physical activity, and mental health support.  
    • Mid-Day Meal Scheme: This scheme is aimed at improving the nutritional status of children in government and government-aided schools by providing them with free nutritious meals during school hours. The government ensures that the meals meet dietary standards, focusing on providing balanced nutrition.  
    • Poshan Abhiyaan (National Nutrition Mission): Launched in 2018, Poshan Abhiyaan aims to reduce malnutrition, stunting, and anemia among children, pregnant women, and lactating mothers. The initiative includes awareness campaigns, community-based nutrition interventions, and regular monitoring of children’s health. Eg: Under Poshan Abhiyaan, the government has introduced the ICDS (Integrated Child Development Services) platform for tracking the health and nutrition of children, which helps in better delivery of nutrition services.
    • Food Safety and Standards Authority of India (FSSAI) Initiatives: FSSAI has launched programs like “Eat Right India” to educate citizens, including children, about healthy eating habits. This initiative aims to promote balanced diets, food safety, and sustainable eating practices in schools and communities.

    Way forward: 

    • Enhance Community-Based Nutrition Programs: Strengthen local initiatives and integrate nutrition education into community centers, schools, and healthcare systems to ensure wider access to information and healthier food choices.
    • Increase Public-Private Partnerships: Encourage collaboration between the government, private sector, and NGOs to innovate in food production, distribution, and education, ensuring sustainable and nutritious food options are accessible to all.

  • PM-Vidyalaxmi Scheme

    Why in the News?

    The PM Vidyalaxmi scheme, aimed at supporting meritorious students, is facing slow uptake due to technical issues, including login failures and frequent auto logouts

    About the PM Vidyalaxmi Scheme:

    Details
    Objective A Central Sector Scheme to provide financial assistance to meritorious students pursuing higher education in quality institutions.
    Eligible Students Students gaining admission to the top 860 Quality Higher Education Institutions (QHEIs), including government and private institutions.
    Annual Family Income Criteria Up to ₹8 lakh for students who do not qualify for other government scholarships or interest subsidies.
    Eligibility Based on NIRF Rankings • Top 100 institutions in overall, category-specific, and domain-specific NIRF lists.
    • State government-run institutions ranked 101-200.
    • All Central government-governed institutions.
    Loan Amounts • Loans up to ₹7.5 lakh with a 75% credit guarantee.
    • For loans up to ₹10 lakh, 3% interest subvention during the moratorium period.
    Target Beneficiaries Approximately 1 lakh students each year, with preference for students in technical or professional courses from government institutions.
    Financial Outlay ₹3,600 crore for the period from 2024-25 to 2030-31.
    Expected Impact Benefit for 7 lakh new students through interest subvention during the scheme’s duration.
    Application Process Applications can be submitted via the PM-Vidyalaxmi portal for loans and interest benefits.
    Payment Processing Interest support payments through e-vouchers and Central Bank Digital Currency (CBDC) wallets.

     

    [UPSC 2017] What is the purpose of Vidyanjali Yojana’?

    1. To enable the famous foreign campuses in India.

    2. To increase the quality of education provided in government schools by taking help from the private sector and the community.

    3. To encourage voluntary monetary contributions from private individuals and organizations so as to improve the infrastructure facilities for primary and secondary schools.

    Select the correct answer using the code given below:

    (a) 2 only* (b) 3 only (c) 1 and 2 only (d) 2 and 3 only

     

  • Giving shape to the University of the Future    

    Why in the news?

    The National Education Policy aims to transform India’s separate higher education system by creating large institutions that offer education across multiple fields.

    What distinguishes multidisciplinary, cross-disciplinary, and interdisciplinary approaches in higher education?

    Approach Description Example (Eg)
    Multidisciplinary Involves multiple disciplines working together, but each maintains its own methods and boundaries. Eg: A team of economists, biologists, and engineers working on a project about climate change, but each discipline works separately within their own domain.
    Cross-disciplinary Encourages collaboration between disciplines but without integrating their knowledge. Eg: An educationist and an economist working together on a project, but they maintain their individual disciplinary perspectives without merging them.
    Interdisciplinary Integrates concepts, methods, and frameworks from different disciplines to create a unified approach. Eg: A course titled “Environmental Economics” combining economics, environmental science, and sociology to address climate change through an integrated perspective.

    Why must single-stream institutions be phased out under the National Education Policy?

    • Encouraging Cross-Disciplinary Collaboration: Single-stream institutions focus only on one discipline, limiting students’ exposure to other fields. Phasing them out encourages the integration of various disciplines, fostering collaboration. Eg: A single-stream commerce college could partner with a neighboring arts college, allowing students to explore subjects like economics and sociology alongside their commerce studies.
    • Expanding Knowledge and Skill Sets: Multidisciplinary institutions allow students to develop a broader skill set by learning from multiple disciplines, enhancing their adaptability and problem-solving abilities. Eg: A student in a multidisciplinary university could take courses in both computer science and environmental studies, enabling them to work on tech-driven solutions for environmental issues.
    • Meeting Global Educational Standards: Single-stream institutions limit the scope of education, whereas multidisciplinary campuses are more aligned with global trends in higher education that emphasize holistic, well-rounded learning. Eg: In top global universities, students often have the flexibility to take courses from diverse fields, making them more versatile and better prepared for complex, real-world challenges.

    How can Indian universities promote cross-disciplinary learning and collaboration?

    • Encouraging Joint Courses and Programs: Indian universities can create joint courses and programs that combine subjects from different disciplines, allowing students to explore connections between fields and work on collaborative projects. Eg: A course titled “Sustainability in Urban Planning” could combine inputs from urban studies, environmental science, and economics, encouraging students to approach problems from multiple perspectives.
    • Fostering Collaborative Research Projects: Universities should establish research centers and projects that bring together faculty and students from different disciplines to work on solving real-world challenges, promoting cross-disciplinary collaboration. Eg: A research project focused on public health could involve faculty from medicine, economics, sociology, and environmental science to address issues like the spread of infectious diseases in urban areas.

    Who plays a crucial role in fostering interdisciplinary thinking?

    • Faculty Members: Professors and researchers play a crucial role in fostering interdisciplinary thinking by encouraging students to approach problems from multiple disciplinary angles and by designing courses and projects that integrate knowledge from different fields. Eg: A professor from the economics department might collaborate with faculty from environmental science and sociology to create a course on “Environmental Economics,” encouraging students to consider both economic policies and environmental impacts in solving global challenges.
    • University Administration: University leaders and administrators can support interdisciplinary thinking by creating structures that promote cross-department collaboration, offering funding for interdisciplinary research, and ensuring that the curriculum encourages interaction across disciplines. Eg: A university may establish an “Interdisciplinary Research Fund” to support projects that involve multiple departments.

    What challenges do they face in current academic structures?

    • Rigid Departmental Boundaries: Traditional departments often have defined areas of focus, making collaboration difficult across disciplines. Eg: A physics department may not easily partner with a social sciences department on a project related to climate change impacts.
    • Lack of Incentives for Interdisciplinary Work: Faculty members are primarily rewarded for publishing in their specific discipline, not for interdisciplinary research. Eg: A researcher in environmental science might find it hard to get recognition for a joint paper with a computer science expert on climate modeling.
    • Limited Interdisciplinary Training for Faculty: Many professors are trained and specialize in a single discipline, which hinders their ability to teach or engage in interdisciplinary approaches. Eg: An economics professor may not have the skills to incorporate concepts from sociology or political science into their curriculum.

    Way forward: 

    • Integrating Interdisciplinary Curriculum: Universities should design flexible curricula that allow students and faculty to take courses and engage in research across disciplines, breaking traditional academic silos.
    • Incentivizing Interdisciplinary Research and Collaboration: Establish funding programs and academic recognition for interdisciplinary research to motivate faculty and students to work across departmental boundaries.

    Mains PYQ: 

    [UPSC 2020] National Education Policy 2020 is in conformity with the Sustainable Development Goal-4 (2030). It intends to restructure and reorient education system in India. Critically examine the statement.

    Linkage: Multidisciplinary universities need to be established to reach the goal by 2030, aligning with the timeframe of SDG-4. This question directly talk about the NEP 2020’s intent to restructure and reorient the education system, which is central to the idea of shaping the university of the future.

  • The pandemic — looking back, looking forward

    Why in the News?

    Last month, in March, it was five years since the COVID-19 pandemic began around the world.

    What did COVID-19 reveal about trust in healthcare and public health interventions?

    • Fragility of Public Trust: Public trust in healthcare systems is delicate and can quickly deteriorate during a crisis. Eg: In countries like the U.S. and Brazil, misinformation and politicization of health measures led to public skepticism about mask mandates and vaccines.
    • Trust Influences Compliance: Low trust in healthcare institutions led to reduced compliance with health measures like vaccination, social distancing, and testing. Eg: In India, varying levels of trust in different states resulted in underreporting of COVID-19 deaths, as later highlighted in Science.
    • Communication is Crucial: Clear and consistent communication from governments and health agencies helped in building public trust. Eg: New Zealand’s early success was due in part to science-based communication from the Prime Minister and health officials.
    • Trust Shapes Health Behavior: People’s willingness to seek medical help or follow guidelines depended on their trust in healthcare providers. Eg: In Nigeria, fear and mistrust led many to avoid hospitals, fearing infection or poor treatment.
    • Erosion of Trust Undermines Future Preparedness: Damaged trust affects the public’s response to future health threats and reduces the uptake of new interventions.Eg: The inconsistent global response to monkeypox was partly due to lingering distrust from the COVID-19 experience.

    How did technology both aid and challenge digital health and education during the pandemic?

    • Enabled Remote Health Services (Telemedicine): Technology allowed continuation of healthcare through teleconsultations when in-person visits were restricted. Eg: In India, platforms like eSanjeevani facilitated over 100 million teleconsultations, especially in rural areas.
    • Accelerated Use of AI in Pharma and Diagnostics: Artificial Intelligence helped speed up drug discovery, vaccine research, and diagnostic tools. Eg: Tools developed by DeepMind (UK) predicted protein structures, aiding faster vaccine development and earning its creators the Nobel Prize.
    • Exposed the Digital Divide: Access to digital tools remained unequal, affecting remote education and healthcare access for underprivileged groups. Eg: In India, many rural students lacked smartphones or internet, disrupting schooling during lockdowns.
    • Boosted Digital Learning Platforms: Educational apps and platforms saw a massive surge, enabling continuity in learning. Eg: Platforms like Byju’s and Google Classroom were widely adopted in India and globally for virtual classes.
    • Data Privacy and Cybersecurity Concerns: Increased reliance on tech led to concerns over data breaches, surveillance, and lack of digital ethics. Eg: Contact-tracing apps like Aarogya Setu raised privacy concerns due to unclear data protection protocols.

    Why were vulnerable groups, especially women and the poor, hit hardest by the pandemic?

    • Loss of Livelihood and Informal Jobs: The poor, especially those in informal sectors, lost income due to lockdowns and lack of social protection. Eg: In India, millions of migrant workers lost jobs overnight and walked back to their villages without government support.
    • Increased Burden on Women: Women faced a double burden of unpaid care work (childcare, household chores) and job losses in female-dominated sectors. Eg: During school closures, women in urban slums often had to quit jobs to care for children, worsening gender inequality.
    • Limited Access to Health Services: Vulnerable groups faced disruptions in essential health services, including maternal care and mental health support. Eg: In many low-income countries, access to reproductive health services declined, increasing risks for pregnant women.

    When and why did universal health coverage and hybrid solutions gain urgency?

    • Exposure of Weak Health Infrastructure:The pandemic exposed gaps in health systems, especially in developing countries, creating urgency for universal health coverage to ensure no one is left behind. Eg: In India, shortages of hospital beds and oxygen highlighted the need for strong public health systems accessible to all.
    • Need for Remote Healthcare: Lockdowns limited physical access to hospitals, leading to a surge in telemedicine and hybrid care models that combine digital tools with on-ground services. Eg: Teleconsultations increased in both urban and rural areas to provide care without physical contact during peak COVID-19 waves.
    • Cost-Effective and Scalable Solutions: Governments began to focus on sustainable and scalable healthcare strategies that balance cost, access, and efficiency through hybrid models. Eg: Countries like Brazil and Bangladesh started integrating AI-powered diagnostics with community healthcare workers to reach underserved populations.

    Which IP-related debates during COVID-19 exposed tensions between innovation and access?

    • TRIPS Waiver Proposal: The proposal to waive certain intellectual property rights under the TRIPS Agreement sparked global debate. It aimed to let countries produce COVID-19 vaccines, tests, and treatments without legal barriers. Eg: India and South Africa led the push at the WTO in 2020; many developed nations opposed it, fearing harm to innovation.
    • Opposition from Pharmaceutical Companies: Pharmaceutical companies resisted IP waivers, arguing it would discourage future research investments. They emphasized the role of patents in incentivizing innovation and funding advanced research. Eg: Pfizer and Moderna opposed sharing mRNA technology, despite global demand.
    • Vaccine Nationalism and Access Inequality: IP protections contributed to unequal global vaccine distribution, especially in low-income countries. Wealthier nations secured large vaccine stocks early, while poorer countries struggled due to production limits. Eg: Africa faced major delays in vaccine access due to limited manufacturing and patent restrictions.

    Way forward: 

    • Promote Flexible IP Frameworks During Health Crises: Encourage temporary waivers or compulsory licensing for life-saving technologies to ensure global equity in access.
    • Strengthen Global South Collaboration: Build regional manufacturing and research partnerships to reduce dependency on patent-holding nations and improve pandemic preparedness.

    Mains PYQ:

    [UPSC 2020] “COVID-19 pandemic accelerated class inequalities and poverty in India. Comment.

    Linkage: The COVID-19 pandemic exposed weaknesses in India’s health sector and taught important lessons on how to better prepare for and manage similar health crises in the future. This impacted the vulnerable groups, especially women and the poor, hit hardest by the pandemic.

  • Trends in Maternal Mortality (2000-2023), Report

    Why in the News?

    In 2023, India had the second-highest maternal deaths globally, with 19,000 deaths, tied with the Democratic Republic of Congo, and second only to Nigeria. This equated to 52 fatalities daily according to the UN Report.

    Trends in Maternal Mortality (2000-2023), Report

    About the UN Report

    • The report, titled ‘Trends in Maternal Mortality 2000-2023’, was prepared by the World Health Organisation (WHO), UNICEF, UN Population Fund, World Bank, and the UN Department of Economic and Social Affairs (population division).
    • It provides global data on maternal mortality and highlights the countries with the highest rates of maternal deaths.

    Note:

    • Maternal Mortality refers to the death of a woman during pregnancy, childbirth, or within 42 days after delivery, due to complications related to pregnancy or childbirth, as per WHO.
    • Maternal Mortality Ratio (MMR) refers to the number of maternal deaths per 100,000 live births in a given time period, usually over a year.

    Key Highlights of the Report:

    • Nigeria had the highest number of maternal deaths with 75,000 deaths, accounting for 28.7% of global deaths in 2023.
    • The top four countries (India, Nigeria, DRC, Pakistan) accounted for 47% of global maternal deaths.
    • Despite a population similar to India, China had only 1,400 maternal deaths in 2023.
    • Maternal mortality globally declined by 40% between 2000 and 2023, due to improved healthcare access.
    • COVID-19 caused an additional 40,000 maternal deaths in 2021 due to service disruptions.
    • The global MMR remained high, with 260,000 maternal deaths in 2023, one death every two minutes.

    India’s Progress in Reducing Maternal Mortality:

    • India’s MMR declined by 78% from 362 in 2000 to 80 in 2023 (NFHS 2019-21).
    • Institutional deliveries increased from 79% in 2015-16 to 89% in 2019-21, with Kerala achieving 100%.
    • Eight states (including Kerala, Maharashtra, Telangana, Tamil Nadu) reduced MMR to below the SDG target of 70 per 100,000 live births.

    Various Schemes for Maternal Health in India:

    Scheme  Launched Objective Notable Features Target Beneficiaries
    Janani Suraksha Yojana (JSY) 2005 To reduce maternal and neonatal mortality by promoting institutional deliveries. Cash incentives, Focus on rural areas, Increased access to institutional deliveries. Pregnant women from poor socio-economic backgrounds.
    Pradhan Mantri Matru Vandana Yojana (PMMVY) 2017 To provide maternity benefits and promote institutional deliveries. Cash benefit of ₹5,000 for the first child, Additional incentives for girl child under PMMVY 2.0. Women pregnant with their first child after 01.01.2017.
    Janani Shishu Suraksha Karyakaram (JSSK) 2011 To eliminate out-of-pocket expenses for pregnant women and sick infants. Free delivery services, Free transport, Free post-delivery services. Pregnant women and sick infants in public health institutions.
    Surakshit Matritva Aashwasan (SUMAN) 2019 To provide assured, dignified, and quality healthcare at no cost. Zero denial policy, Quality of care, Focus on respectful care. All pregnant women and newborns visiting public health institutions.
    LaQshya 2017 To improve the quality of care in labor rooms and maternity operation theatres. Focus on improving infrastructure, Monitoring and evaluation, Quality assurance. Pregnant women receiving care in labor rooms and maternity OT.

     

    [UPSC 2023] Consider the following statements in relation to Janani Suraksha Yojna:

    1. It is safe motherhood intervention of the State Health Departments.

    2. Its objective is to reduce maternal and neonatal mortality among poor pregnant women.

    3. It aims to promote institutional delivery among poor pregnant women.

    Select the correct answer using the code given below:

    (a) 1 and 2 only (b) 2, 3 and 4 only (c) 1, 3 and 4 only (d) 1, 2, 3 and 4

     

  • [7th April 2025] The Hindu Op-ed: Prescribe preventive medicine for a healthy India

    PYQ Relevance:

    [UPSC 2021] Besides being a moral imperative of a Welfare State, primary health structure is a necessary precondition for sustainable development.” Analyse.

    Linkage: This highlights the importance of a primary health structure, which is crucial for delivering preventive healthcare services, including screening and early detection of diseases.

     

    Mentor’s Comment:  India is aiming to become a $5 trillion economy and a major global power. But there’s a growing problem that often goes unnoticed — non-communicable diseases (NCDs), like diabetes, heart disease, and cancer. These diseases now cause about two out of every three deaths in the country and pose a serious threat to our progress. To build a healthy and successful future, India must focus more on preventing illness, rather than only treating it after people fall sick.

    Today’s editorial discusses the issue of non-communicable diseases (NCDs) in India. This analysis will be useful for GS Paper 2 and Paper 3 in the UPSC Mains examination.

    _

    Let’s learn!

    Why in the News?

    India is seeing a rapid rise in non-communicable diseases, so people need to be aware that staying healthy is possible by taking care of themselves early before any illness starts.

    What are the major non-communicable diseases (NCDs) affecting India’s population?

    • Cardiovascular Diseases (CVDs): The Leading cause of NCD-related deaths in India. Eg: Heart attacks and hypertension are increasingly seen in people as young as 30–40 years.
    • Diabetes and Its Complications: Rapidly rising due to sedentary lifestyles and unhealthy diets. Eg: Many young adults require dialysis due to diabetic kidney complications.
    • Chronic Respiratory Diseases and Cancers: Included chronic Obstructive Pulmonary Disease (COPD), asthma, lung cancer, and oral cancer. Eg: Air pollution has led to increased COPD and lung cancer cases, especially in urban areas.

    How do they impact the country’s economy?

    • Loss of Productivity: NCDs reduce the ability of working-age individuals to remain productive. Eg: A 35-year-old with heart disease may take frequent leaves or drop out of the workforce, affecting economic output.
    • Increased Healthcare Expenditure: Families spend more on long-term treatment and medications, leading to out-of-pocket expenditure and pushing many into poverty. Eg: The cost of dialysis for kidney failure due to diabetes can be ₹20,000–₹30,000 per month, unaffordable for many.
    • Strain on Public Health Infrastructure: Public hospitals and health schemes get overburdened by rising cases of NCDs. Eg: Increased cases of cancer and diabetes require long-term care and monitoring, diverting resources from other healthcare needs.
    • Reduction in Demographic Dividend: India’s youthful population, considered an asset for economic growth, becomes a liability if affected by chronic illnesses early. Eg: Young professionals in IT or manufacturing sectors becoming diabetic or hypertensive by their mid-30s reduces long-term economic contribution.
    • Macroeconomic Losses: NCDs collectively reduce national income due to loss of labor force and healthcare costs. Eg: A World Economic Forum study estimated India may lose $3.5–$4 trillion between 2012–2030 due to NCD-related economic impacts.

    Why is preventive healthcare considered a crucial strategy for India’s sustainable development?

    • Reduces Disease Burden and Healthcare Costs: Preventive care helps in early detection and control of diseases, reducing the need for expensive treatments and hospitalizations. Eg: Widespread vaccination against polio eliminated the disease from India, saving billions in treatment costs.
    • Improves Productivity and Economic Growth: A healthier population means fewer sick days and a more productive workforce, which boosts economic development. Eg: Regular health screenings in workplaces reduce absenteeism and increase employee efficiency.
    • Strengthens Public Health Infrastructure: Focusing on prevention encourages investment in primary healthcare and rural health systems, making care more accessible. Eg: Ayushman Bharat – Health and Wellness Centres promote lifestyle changes and early diagnosis at the grassroots level.
    • Mitigates Impact of Non-Communicable Diseases (NCDs): Preventive measures like health education and lifestyle changes are key to tackling rising NCDs such as diabetes and hypertension. Eg: National Programme for Prevention and Control of Cancer, Diabetes, Cardiovascular Diseases and Stroke (NPCDCS).
    • Supports Environmental and Social Sustainability: Preventive healthcare includes sanitation, nutrition, and pollution control—contributing to better environmental and community health. Eg: Swachh Bharat Abhiyan improved sanitation, reducing waterborne diseases and promoting healthy living conditions.

    What are the steps taken by the Indian Government?

    • National Programme for Prevention and Control of Cancer, Diabetes, Cardiovascular Diseases and Stroke (NPCDCS): A flagship initiative aimed at early diagnosis, treatment, and management of NCDs at various levels of healthcare. Eg: Screening camps are organized at district and sub-district levels to detect hypertension and diabetes.
    • Ayushman Bharat – Health and Wellness Centres (HWCs): Over 1.6 lakh HWCs are being set up to provide comprehensive primary healthcare, with a focus on preventive care and NCD screening. Eg: Regular health check-ups for people over 30 years to catch NCDs early at the grassroots level.
    • Fit India Movement and Eat Right India Campaign: Aimed at promoting physical activity and healthy eating habits to reduce lifestyle-related NCDs. Eg: Schools and workplaces are encouraged to adopt fitness routines and healthier cafeteria menus.
    • Tobacco and Alcohol Control Measures: Implementation of the Cigarettes and Other Tobacco Products Act (COTPA), 2003, and awareness campaigns to curb use of tobacco and alcohol — key NCD risk factors. Eg: Graphic health warnings on cigarette packs and bans on public smoking areas.
    • Integration of Digital Health and Telemedicine: Leveraging platforms like eSanjeevani and CoWIN to deliver health advice, track NCD risk, and facilitate remote consultations. Eg: Teleconsultation for diabetic patients in rural areas via mobile apps and village-level health workers.

    Way forward:

    • Strengthen Preventive and Community-Based Healthcare: Expand health education in schools, workplaces, and rural communities to promote healthy lifestyle habits (diet, exercise, no tobacco/alcohol).Eg: Launch campaigns like “Healthy India, Fit India 2.0” with a focus on local dietary habits, mental health, and physical fitness, integrated into school curricula and rural outreach.
    • Enhance Multi-sectoral Collaboration and Policy Integration: Coordinate between health, education, urban development, food processing, and environment ministries to tackle NCD risk factors comprehensively. Eg: Enforce stricter urban pollution controls, promote cycling/walking infrastructure, regulate trans fats/sugars in processed foods, and incentivize healthy food production through farm policies.

  • Central Sector Scheme for Promotion of International Cooperation for AYUSH 

    Why in the News?

    The Ministry of Ayush is implementing the Central Sector Scheme for Promotion of International Cooperation for AYUSH to enhance global recognition and development of AYUSH systems, including Ayurveda, Yoga, Naturopathy, Unani, Siddha, and Homeopathy.

    About the Scheme

    • The scheme focuses on promoting AYUSH systems internationally, contributing to their global growth.
    • The scheme is announced on the AYUSH website, and applications are invited through open advertisements.
    • Proposals are screened by a committee and approved for financial assistance based on needs and activity limits.
    • Key Components of the Scheme:
      1. International Exchange of Experts & Officers: Facilitates deputation of AYUSH experts for international conferences and training.
      2. Incentives for Drug Manufacturers: Provides financial support for international propagation and product registration.
      3. Market Development Support: Supports exhibitions, conferences, and market surveys for international market development.
      4. Promotion through Young Postgraduates: Deploys young postgraduates to promote AYUSH abroad through NGOs.
      5. Translation and Publication: Funds the translation and publication of AYUSH literature in foreign languages.
      6. AYUSH Information Cells/Health Centres: Establishes AYUSH cells and health centers in foreign countries through Indian missions.
      7. International Fellowship Programme: Offers fellowships to foreign nationals to study AYUSH courses in India.

    Significance of Yoga and AYUSH in India’s International Outreach

    • The International Day of Yoga (IDY) was declared by the United Nations in 2014, with ₹161 crore spent on its promotion. IDY celebrations spread Yoga’s global message.
    • Yoga is now part of the National Curriculum Framework (NCF), making it compulsory for students from Class I to Class X.
    • The Yoga Certification Board (YCB) under the Ministry of Ayush certifies yoga professionals and accredits institutions, ensuring quality and standards in Yoga practice.
    • The Ministry of Ayush has signed 24 Country-to-Country MoUs and 51 Institute-to-Institute MoUs to promote Indian traditional medicine systems globally.

  • India’s educational transformation — the true picture 

    Why in the News?

    India’s education system was neglected for decades, with no major policy update since 1986. While the world evolved, India remained stuck in outdated methods, resisting technological and global advancements.

    What were the key flaws in India’s education system before NEP 2020?

    • Outdated and Rigid Curriculum: The last major policy revision was in 1986 (with minor changes in 1992), making the education system disconnected from modern technological and economic advancements. Example: While global education systems embraced digital learning and skill-based curricula.
    • Lack of Access and Equity: The system failed to provide inclusive education, with marginalized communities, women, and rural students facing significant barriers. Example: Inadequate scholarships, lack of infrastructure in rural schools, and gender disparity led to lower enrollments among Scheduled Castes (SC), Scheduled Tribes (ST), and women.
    • Political Interference and Corruption: Governance bodies like UGC and AICTE became instruments of political control rather than enablers of academic excellence. Example: The 2009 Deemed University scandal, where 44 private institutions were granted university status without proper evaluation, exposing financial irregularities.
    • Underfunded Public Education & Rise of Unregulated Private Institutions: Public universities were systematically starved of funds, leading to poor infrastructure and faculty shortages. Meanwhile, private institutions emerged as degree mills with little regulation. Example: Many engineering and medical colleges prioritized profit over education quality, leading to subpar graduates with minimal employable skills.
    • Eurocentric and Ideologically Driven Curriculum: The education system failed to incorporate India’s rich intellectual and cultural heritage, with history often being selectively framed to suit political narratives. Example: Contributions of revolutionaries like Bhagat Singh, Chandra Shekhar Azad, and Veer Savarkar were downplayed.

    How has the NEP 2020 contributed to improving access, equity, and quality in education in India?

    • Increased Access to Education for Marginalized Groups: NEP 2020 introduced policies to improve enrollment among SCs, STs, OBCs, and minorities. Example: Enrollment in higher education increased by 50% for SCs, 75% for STs, and 54% for OBCs since 2014-15. Women’s enrollment also grew by 38.8% in 2022-23.
    • Expansion of Early Childhood Education & Foundational Learning: NEP 2020 introduced the 5+3+3+4 system, focusing on foundational literacy and numeracy. Example: The NIPUN Bharat Mission aims to ensure that every child attains foundational literacy and numeracy by Grade 3.
    • Multilingual Education & Inclusion of Indian Knowledge Systems (IKS): Promotes regional languages in schools and integrates traditional knowledge into the curriculum. Example: The Bharatiya Bhasha Pustak Yojana aims to publish 15,000 textbooks in 22 Indian languages to make higher education accessible in local languages.
    • Improved Infrastructure & Teacher-Student Ratio: NEP 2020 mandates modern infrastructure, teacher training, and support systems to improve learning outcomes. Example: Per-child government expenditure increased by 130% (from ₹10,780 in 2013-14 to ₹25,043 in 2021-22), leading to improved pupil-teacher ratios and reduced dropout rates.
    • Quality Enhancement Through Skill-Based & Digital Learning: NEP 2020 emphasizes coding, AI, and multidisciplinary learning to prepare students for the future. Example: Over 10,000 Atal Tinkering Labs (ATLs) have been set up to promote STEM education, and plans are underway to establish 50,000 more with broadband access.

    Why is the empowerment of women a key focus of the education reforms under NEP 2020?

    • Bridging Gender Gaps in Education: NEP 2020 emphasizes increasing female enrollment across all levels of education. Example: Female enrollment in higher education grew by 38.8%, crossing 2.18 crore in 2022-23. Among Muslim minority students, female enrollment rose by 57.5%.
    • Encouraging Women in STEMM Fields: The policy promotes gender inclusion in science, technology, engineering, mathematics, and medicine (STEMM). Example: Women now make up 43% of students in STEMM fields, breaking traditional gender barriers in male-dominated domains.
    • Improving Female Representation in Academia: NEP 2020 ensures equal opportunities in teaching and research positions. Example: The proportion of female teachers increased from 38.6% in 2014 to 44.23%, transforming academic leadership landscapes.
    • Financial and Social Support for Girls’ Education: NEP 2020 promotes scholarships, financial aid, and safety measures to encourage girls’ education. Example: The introduction of Gender Inclusion Fund supports school infrastructure, sanitary facilities, and incentives for female students.
    • Skill Development & Economic Independence: NEP 2020 integrates vocational training, entrepreneurship, and digital literacy to empower women economically. Example: The policy supports multidisciplinary learning and skilling programs that prepare women for careers in emerging fields like AI and data science.

    Which NEP 2020 initiatives promote innovation and research in education?

    • Establishment of the National Research Foundation (NRF): The NRF aims to fund, mentor, and support research across disciplines by integrating industry and academia. Example: India’s research publications have increased by 88% since 2015, and India’s ranking in the Global Innovation Index improved from 76 (2014) to 39 (2023).
    • Introduction of Atal Tinkering Labs (ATLs) for Grassroots Innovation: Over 10,000 ATLs have been set up in schools to nurture a culture of experimentation, problem-solving, and innovation among students. Example: The government plans to expand ATLs to 50,000 schools with broadband connectivity in the next five years.
    • Multidisciplinary and Flexible Learning Approach: NEP 2020 promotes multidisciplinary research by breaking rigid subject barriers and introducing coding, artificial intelligence (AI), and data science at the school level. Example: Indian Knowledge Systems (IKS) are being integrated into over 8,000 higher education institutions, encouraging innovation rooted in traditional knowledge.

    Way forward: 

    • Enhanced Public-Private Collaboration in Research & Innovation: Strengthen industry-academia partnerships to bridge the skill gap, improve employability, and boost indigenous research in emerging technologies like AI, quantum computing, and biotechnology.
    • Robust Monitoring & Implementation Framework: Establish independent regulatory bodies to track progress, ensure equitable access, and prevent commercialization of education, ensuring that NEP 2020 achieves its intended objectives effectively.

    Mains PYQ:

    Question: National Education Policy 2020 is in conformity with the Sustainable Development Goal-4 (2030). It intends to restructure and reorient education system in India. Critically examine the statement. [UPSC 2020]

    Linkage: Critical examination of the policy’s intent to restructure and reorient the education system.

  • [31st March 2025] The Hindu Op-ed: The ‘3Cs’ that haunt Indian education today

    PYQ Relevance:

    Question: National Education Policy 2020 is in conformity with the Sustainable Development Goal-4 (2030). It intends to restructure and reorient education system in India. Critically examine the statement. [UPSC 2020]

    Linkage: Critical analysis of a major education policy, where aspects of centralisation, commercialisation, and the underlying ideological orientation (potentially related to communalisation, although not directly stated) could be part of the critique.

     

    Mentor’s Comment:  The National Education Policy (NEP) 2020 may seem important, but it hides the government’s lack of real effort to improve education for children and youth in India. Over the past ten years, the government has mainly focused on three things—taking more control over education, encouraging private schools and colleges while reducing public funding, and changing textbooks and courses to fit its own ideas.

    Today’s editorial discusses education policy and its impact, providing useful insights for GS Paper 2 in the UPSC Mains exam.

    _

    Let’s learn!

    Why in the News?

    The government’s three-point agenda is causing serious harm to the education system, affecting accessibility, quality, and fairness in learning opportunities.

    What is the three-point agenda of the government?

    • Centralisation of Power: The Union Government has taken control over education policy and decision-making, sidelining State governments.
    • Commercialisation & Outsourcing to the Private Sector: Government policies have led to the closure of public schools and increased dependence on expensive private education.
    • Communalisation of Curriculum & Institutions:  The Opposition has accused the government of modifying textbooks and appointing ideologically aligned individuals in academic institutions to promote a biased narrative.

    What are the key concerns regarding the centralization of education under NEP 2020?

    • Lack of State Consultation & Decision-Making: Despite education being in the Concurrent List, the Union Government has not consulted State governments on policy implementation. Example: The Central Advisory Board of Education (CABE), which includes State Education Ministers, has not been convened since 2019.
    • Financial Coercion to Implement Central Schemes: The Union Government uses financial control to push State governments into adopting centrally designed schemes. Example: Funds under Samagra Shiksha Abhiyan (SSA), meant for RTE implementation, were withheld to pressure States into adopting PM-SHRI model schools.
    • Undermining State Control Over Higher Education: The Union Government is reducing the role of State governments in governing their own universities. Example: The 2025 UGC guidelines remove State governments from the process of appointing Vice-Chancellors, giving power to Governors (as Chancellors) instead.
    • Shift from Neighborhood Schools to Centralized School Complexes: NEP 2020 promotes school complexes, which leads to the closure of small public schools, reducing accessibility for marginalized students. Example: Since 2014, 89,441 government schools have been shut down, while 42,944 private schools have been opened.
    • Increased Control Over Curriculum & Textbooks: The Union Government has made unilateral changes to the NCERT curriculum, promoting a selective historical and ideological narrative. Example: Mahatma Gandhi’s assassination details, Mughal history, and the Preamble to the Indian Constitution were removed from textbooks, later reinstated due to public backlash.

    How has the commercialisation of education impacted public schools and higher education institutions in India?

    • Closure of Public Schools & Growth of Private Schools: The shift towards school complexes under NEP 2020 has led to the closure of public schools, forcing students into expensive private education. Example: Since 2014, 89,441 public schools have been closed, while 42,944 private schools have opened, increasing educational inequality.
    • Higher Education Funding Shift to Loans Instead of Grants: The introduction of the Higher Education Financing Agency (HEFA) forces universities to take loans at market interest rates, instead of receiving government grants. Example: Universities now recover loan repayments from student fees, leading to fee hikes, making higher education less affordable.
    • Rise in Corruption & Lack of Accountability: Increased privatisation and outsourcing have led to corruption in regulatory bodies and lower academic standards. Example: The NAAC bribery scandal and failures of the National Testing Agency (NTA) have exposed financial misconduct and inefficiency in public education governance.

    What is the criticism of the Higher Education Financing Agency (HEFA)?

    • Shift from Grants to Loans Increases Financial Burden: HEFA replaces UGC’s block grants with market-rate loans, forcing universities to generate their own funds. Example: Universities struggle to repay loans, leading to higher student fees, making education less accessible to the economically weaker sections.
    • Universities Rely on Student Fees for Loan Repayments: Most universities lack revenue sources, so they increase student fees to repay loans. Example: The Parliamentary Standing Committee on Education found that between 78% to 100% of HEFA loans were repaid using student fees, worsening affordability.
    • Neglect of Public Education & Research: HEFA discourages public investment in higher education, prioritizing financial viability over quality education and research. Example: Many state universities, lacking resources, avoid infrastructure development or research expansion due to loan repayment concerns.

    Which specific changes in NCERT textbooks have been linked to the alleged communalisation of education?

    • Removal of Mughal History & Selective Erasure of Historical Facts: Chapters on Mughal India and references to their contributions in architecture, administration, and culture have been removed or reduced.Example: Class 12 history textbooks no longer include sections on Mughal rule, diminishing a key period of Indian history.
    • Omission of Mahatma Gandhi’s Assassination and Hindutva Ideology’s Role: References to Nathuram Godse and the RSS’s role in Gandhi’s assassination were removed, altering historical narratives. Example: Class 12 Political Science textbooks no longer mention how Hindu nationalist ideologies influenced Godse’s actions.
    • Exclusion of Constitutional Principles & Secularism: The Preamble of the Indian Constitution was initially removed, and sections on secularism and democracy have been diluted. Example: Class 10 political science textbooks saw removal of content discussing secularism as a foundational principle, sparking public backlash.

    Way forward: 

    • Strengthen Federalism in Education Governance: Restore State consultation mechanisms like the Central Advisory Board of Education (CABE) to ensure inclusive decision-making.
    • Ensure Transparency & Academic Integrity in Curriculum Revisions: Establish an independent curriculum review committee with experts from diverse backgrounds to prevent ideological biases in textbooks.

  • The CBSE’s ‘two-exam scheme’ overcomplicates things

    Why in the News?

    Recently, CBSE plans to let Class 10 students take their board exams twice a year (in February/March and May) from 2026. This change is meant to help students and follows the National Education Policy (NEP) 2020.

    What are the key objectives of the CBSE’s proposed two-examination policy for Class 10 students starting from 2026?

    • Provide a Second Chance: Students can take board exams twice in an academic year (February/March & May) to improve their scores. Example: A student who performs poorly in the first attempt due to illness can appear again without waiting a full year.
    • Promote Competency-Based Learning: Shift from rote memorization to testing conceptual understanding and problem-solving skills. Example: Instead of asking students to memorize historical dates, the exam may include analytical questions on historical events’ impact.
    • Align with National Education Policy (NEP) 2020: Encourage a flexible, student-friendly assessment model focused on continuous learning. Example: Like international systems (e.g., SAT in the U.S.), students get multiple opportunities to improve scores without excessive pressure.

    Why does the policy raise concerns about increased student stress instead of reducing examination pressure?

    • Short Remediation Window: The gap between the first (Feb/March) and second (May) exams is too short for meaningful improvement in weak areas. Example: A student struggling with math concepts in February may not get enough time to improve before the second attempt in May.
    • Double the Exam Preparation Pressure: Instead of easing stress, students may feel pressured to prepare for two board exams in a short span. Example: Students may end up studying rigorously for both exams, fearing they might need a second attempt.
    • Coaching-Centric Approach: The risk of coaching institutes exploiting the two-exam format may increase, leading to more emphasis on exam-focused learning rather than conceptual understanding. Example: Coaching centers may start specialized crash courses for the second attempt, pushing students into additional preparation cycles.

    How could the proposed policy impact students from economically weaker sections?

    • Higher Examination Fees: Students must pay a non-refundable fee covering both attempts, even if they only take one exam. Example: A student from a low-income family who performs well in the first attempt still pays for the second, increasing financial burden.
    • Increased Dependence on Coaching: Private coaching centers may exploit the two-exam system, making it harder for students without financial resources to compete. Example: Wealthier students might afford special coaching for the second attempt, while economically weaker students struggle with self-study.
    • Limited Access to Remedial Support: Schools may not provide structured support between the two exams, leaving underprivileged students without proper guidance. Example: A government school student scoring low in February may not have access to extra tutoring before the May exam.
    • Delayed Class 11 Admissions: If second-attempt results are declared late, students from poor backgrounds may struggle with securing admissions or scholarships in time. Example: A student awaiting May results might miss out on early admissions in better schools with financial aid opportunities.
    • Increased Psychological Pressure: Financial struggles combined with the pressure of performing well in two exams may cause additional stress and anxiety. Example: A student from a single-income household may feel forced to clear the first attempt to avoid extra financial strain on their family.

    What changes are needed to make sure the policy follows the NEP 2020 and supports skill-based learning? (Way forward)

    • Shift from Rote Learning to Competency-Based Assessment: Redesign question papers to focus on conceptual understanding, application, and problem-solving rather than memorization. Example: Instead of asking students to recall historical dates, exams should test their ability to analyze historical events and their impact.
    • Structured Remedial Support Between Exams: Schools should provide focused remedial classes for students who perform poorly in the first attempt, helping them improve their conceptual understanding. Example: If a student struggles with algebra in February, they should receive targeted math coaching before the May exam.
    • Flexible Examination Fee Structure: Allow students to pay for only one attempt if they do not wish to appear for both, ensuring financial equity. Example: A student confident in their preparation should not be forced to pay for a second exam they do not intend to take.
    • Staggered Implementation with Pilot Studies: Conduct phased trials in diverse school settings to identify logistical and pedagogical challenges before nationwide implementation. Example: A pilot program in rural and urban schools can reveal differences in access to resources and necessary adjustments.
    • Integration of Continuous and Holistic Assessment: Move towards year-round assessments that evaluate practical skills, creativity, and critical thinking, reducing reliance on a single high-stakes test. Example: Schools can introduce project-based assessments in science subjects, testing real-world application rather than just theoretical knowledge.

    Mains PYQ:

    Question: “National Education Policy 2020 is in conformity with the Sustainable Development Goal-4 (2030). It intends to restructure and reorient education system in India. Critically examine the statement.” (UPSC 2020) 

    Reason: This question is directly linked with NEP 2020, the same policy framework that the CBSE’s ‘two-exam scheme’ claims to align with.