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

  • In India, education without employment

    Why in the News?

    The National Education Policy 2020 does not effectively address the employability issues faced by India’s graduates in the workforce.

    What are the key flaws in NEP 2020 regarding employability?

    • No Industry Participation in Policy Design: The NEP drafting process excluded industry leaders, leading to poor alignment between education and job market requirements. Eg: Graduates often lack practical skills needed for sectors like AI, renewable energy, or advanced manufacturing.
    • Ineffective Skill Training Mechanisms: Although vocational training and multiple entry/exit options were introduced, they often lead to low-quality outcomes without real career growth. Eg: Students trained under NEP frequently end up in low-paying jobs like delivery services, despite completing higher education.
    • Weak Implementation and Accountability: Despite ambitious reforms, there is little evidence of measurable improvement in graduate employability over the years. Eg: Employability of graduates was only 42.6% in 2025, showing minimal change from 44.3% in 2023.

    Are India’s higher education institutions truly improving?

    • Selective Celebration of Rankings: Government highlights QS WUR improvement (11 institutions in top 500) while ignoring low actual rankings (mostly above 100).
    • Low Research Quality: India’s CNCI rank rose from 17th to only 16th among G20 nations, showing marginal improvement.
    • Misleading Statistics: The 318% “performance growth” touted is percentage-based inflation, not reflecting real innovation or academic excellence.

    How does India’s GII performance expose its innovation gaps?

    • Low Quality of Research Output: Despite improvements in overall GII ranking (from 81 in 2015 to 39 in 2024), India’s Category Normalized Citation Impact (CNCI) — a measure of research quality — remains poor, ranking 16th out of 19 G-20 countries. Eg: While quantity of publications has increased, their global influence and citations remain low, showing a gap in impactful innovation.
    • Weak Innovation Clusters: India’s top innovation hubs like Bengaluru, Delhi, and Chennai rank low globally (56th to 84th), and cluster intensityis poor compared to global leaders. Eg: Bengaluru, often called India’s Silicon Valley, ranks only 56th, far behind real Silicon Valley (2nd), indicating weak industrial-scientific synergy.
    • Limited High-End Technological Innovation: India lags in patent filings and high-tech outputs compared to nations like South Korea, the U.S., and China. Eg: Samsung Electronics is the top patentee in Bengaluru, not an Indian firm — showing a dependence on foreign innovation in domestic clusters.

    Who benefits from international university rankings like QS World University Rankings?

    The QS World University Rankings are published by Quacquarelli Symonds (QS), a global higher education company known for providing specialized services in university rankings, student recruitment, and education consulting.

    • Universities: High rankings enhance global reputation, attract top students and faculty, and secure more funding. Eg, IIT Bombay benefits from its high QS ranking by attracting international collaborations and research opportunities.
    • Students: International rankings help students choose universities with better academic quality, resources, and future career prospects. Eg, students opting for Harvard University often benefit from its global recognition and network.

    What are the limitations of using such rankings as indicators of educational quality?

    • Overemphasis on Research Output: Rankings often prioritize research publications and citations, which may not reflect the quality of teaching or employability. Eg, IIT Bombay ranks highly globally for research, but the focus on research may overshadow the quality of undergraduate education.
    • Neglect of Local Context and Industry Relevance: Global rankings may not consider how well a university serves its local economy or industries. Eg, Jadavpur University in Kolkata is renowned for its engineering programs but is ranked lower globally, despite its significant contributions to local technology and industry development.

    What are the steps taken by the Indian Government? 

    • Promotion of Start-ups and Innovation: The government has launched various initiatives like Startup India and Atal Innovation Mission (AIM) to encourage entrepreneurship and innovation in the education sector. Eg, AIM supports schoolchildren with access to cutting-edge technology and resources to create new ideas.
    • Skill Development Programs: Programs like Pradhan Mantri Kaushal Vikas Yojana (PMKVY) aim to provide skill training to youth, improving their employability. Eg, the scheme offers certification in sectors like electronics and manufacturing, ensuring that graduates are job-ready.

    Way forward: 

    • Industry-Academia Collaboration: Strengthen partnerships between industries and educational institutions to design curricula that align with market needs, enhance practical training, and provide internships. Eg, tech companies collaborating with universities for real-time software development projects.
    • Focus on Research Quality and Innovation: Increase investment in high-impact research and innovation by improving research infrastructure and promoting collaboration with global leaders. Eg, providing incentives for Indian firms to file patents and innovate domestically.

    Mains PYQ:

    [UPSC 2016] Demographic Dividend in India will remain only theoretical unless our manpower becomes more educated, aware, skilled and creative. What measures have been taken by the government to enhance the capacity of our population to be more productive and employable?

    Linkage: Education and skills to the concept of employability and the realization of India’s demographic dividend. It implies that simply having a young, educated population is not enough; they must be “productive and employable” for this potential to translate into economic benefit, highlighting a potential gap.

  • Kerala, MH, TN attain SDGs in MMR, U5MR, NMR

    Why in the News?

    According to the Sample Registration System (SRS) Report 2021, Kerala, Maharashtra, and Tamil Nadu have successfully achieved the UN Sustainable Development Goals (SDGs) related to Maternal Mortality Rate (MMR), Under-Five Mortality Rate (U5MR), and Neonatal Mortality Rate (NMR).

    About SDGs (related to MMR, U5MR, NMR):

    • Under SDG 3, the goals focus on ensuring healthy lives and promoting well-being for all.
    • Target 3.1 aims to reduce MMR to below 70 per 100,000 live births by 2030, with no country exceeding 140.
    • Target 3.2 sets the goal to reduce U5MR to 25 or fewer per 1,000 live births and NMR to 12 or fewer per 1,000 live births.

    Key Highlights of the Report:

    • States meeting MMR target (≤70):
      • Kerala (20), Maharashtra (38), Tamil Nadu (49), plus Telangana, Andhra Pradesh, Jharkhand, Gujarat, and Karnataka.
    • States/UTs meeting U5MR target (≤25):
      • Includes Kerala (8), Tamil Nadu (14), Delhi, Maharashtra, J&K, West Bengal, Karnataka, Punjab, Telangana, Himachal Pradesh, Andhra Pradesh, and Gujarat.
    • States/UTs meeting NMR target (≤12):
      • Includes Kerala (4), Tamil Nadu (9), Delhi, Maharashtra, J&K, and Himachal Pradesh.
    • National improvements:
      • MMR dropped from 130 (2014–16) to 93 (2019–21).
      • U5MR declined from 45 (2014) to 31 (2021).
      • NMR dropped from 26 (2014) to 19 (2021).
      • IMR declined from 39 (2014) to 27 (2021).
      • Sex Ratio at Birth improved from 899 to 913 (2014–2021).
      • Total Fertility Rate reached replacement level of 2.0 in 2021.
    • Compared globally (1990–2023), India achieved an 86% reduction in MMR (vs 48% globally), 78% in U5MR (vs 61%), 70% in NMR (vs 54%), and 71% in IMR (vs 58%).
    [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.

    4. Its objective includes providing public health facilities to sick infants up to one year of age.

    How many of the statements given above are correct?

    Options: (a) Only one (b) Only two* (c) Only three (d) All four

     

  • Greater regularity: On the Nipah virus

    Why in the News?

    A 42-year-old woman in Kerala tested positive for the Nipah virus on May 8, marking the third case reported from Malappuram district in the past two years.

    Why is studying the genetic evolution of Nipah in humans and bats important?

    • Understanding Virulence and Transmission Potential: Genetic mutations can influence how severe the disease is and whether it can spread between humans. Eg: The 2018 outbreak in Kerala showed a high fatality rate (17 out of 18 cases), partly attributed to a variant with small but significant differences from the Bangladesh strain.
    • Detecting New Strains and Preventing Outbreaks: Regular monitoring of genetic changes in the virus found in bats (natural hosts) helps identify emerging strains before they jump to humans. Eg: Repeated spillovers in Kerala suggest evolving viral dynamics in bat populations.
    • Informing Vaccine and Diagnostic Development: Understanding the virus’s genetic structure enables the development of effective diagnostic tools, therapies, and future vaccines. Eg: Without updated genomic data, public health responses may lag behind fast-evolving variants.

    Why is it important to share the genetic sequences of the Nipah virus in public databases without delay?

    • Enables Global Scientific Collaboration and Rapid Response: Sharing genetic sequences in public databases allows scientists worldwide to study the virus, track mutations, and develop diagnostic tools, treatments, or vaccines more efficiently. Eg: Rapid sharing of SARS-CoV-2 sequences in 2020 helped in the swift development of COVID-19 vaccines.
    • Monitors Viral Evolution and Assesses Public Health Risk: Timely sequence sharing helps detect genetic changes that may enhance the virus’s transmissibility or virulence, allowing health authorities to prepare accordingly. Eg: Genetic analysis of the 2018 Nipah strain in Kerala showed variation from the Bangladesh strain, helping researchers understand its unique impact.

    How did the 2018/2023 outbreaks differ from the recent case in symptoms and transmission?

    Aspect 2018/2023 Outbreaks 2024 Case
    Clinical Presentation Type Acute Respiratory Distress Syndrome (ARDS) Relatively milder, with fewer complications
    Disease Severity More severe, with multisystem involvement Relatively milder, with fewer complications
    Human-to-Human Transmission Yes, leading to outbreaks No human-to-human transmission observed yet
    Viral Load and Spread Potential High viral load in throat swabs, indicating spread Lower viral load in AES patients, reducing spread
    Outcome and Fatality High fatality rate (17 deaths from 18 cases in 2018) No deaths reported, with early detection and isolation

     

    What are the steps taken by the Indian Government?

    • Rapid Response and Surveillance Systems: The government deploys central teams including epidemiologists and virologists for outbreak investigation and containment. Eg: In the 2023 Kerala outbreak, a Central team was sent immediately to assist the State with contact tracing and containment measures.
    • Strengthening Laboratory Diagnostics and Research: The Indian Council of Medical Research (ICMR) and National Institute of Virology (NIV), Pune, have developed diagnostic kits and conduct genomic sequencing of the virus. Eg: NIV Pune confirmed the Nipah virus infection in the May 2024 case and also conducted genome analysis during previous outbreaks.
    • Public Health Awareness and Isolation Protocols: Health departments issue guidelines on infection control, isolation of suspected cases, and public advisories to avoid contact with bats and consume only washed fruits. Eg: During the 2018 and 2023 outbreaks, Kerala implemented isolation wards, restricted public gatherings, and sensitised healthcare workers and the public.

    Way forward: 

    • Establish Permanent Nipah Surveillance Units in High-Risk Areas: Set up dedicated monitoring and response units in regions like Kerala for continuous bat sampling, genomic sequencing, and early detection.
    • Promote Transparent Data Sharing and Regional Collaboration: Ensure timely release of viral genomic data in public databases and collaborate with neighbouring countries for joint research and response planning.

    Mains PYQ:

    [UPSC 2024] In a crucial domain like the public healthcare system, the Indian State should play a vital role to contain the adverse impact of marketisation of the system. Suggest some measures through which the State can enhance the reach of public healthcare at the grassroots level.

    Linkage: The importance of timely detection and isolation of Nipah cases and mentions different clinical presentations (AES and ARDS), implying the need for diagnostic and clinical management capacity. A robust public healthcare system, particularly at the grassroots level, is essential for effective surveillance, early detection, diagnosis, isolation, and management of infectious disease outbreaks like Nipah, making this question highly relevant.

  • A step up: On India and the 2025 Human Development Report

    Why in the News?

    India ranks 130th out of 193 countries in the 2025 Human Development Index (HDI), up from 133rd in 2022.

    What is the Human Development Index (HDI)?

    The Human Development Index (HDI) is a composite statistic developed by the United Nations Development Programme (UNDP).

    • Composite Measure of Development: The Human Development Index (HDI) is a composite index that measures a country’s overall development based on three key factors: life expectancy (health), education (mean and expected years of schooling), and standard of living (GNI per capita).
    • Ranking and Insights: HDI ranks countries on a scale from 0 to 1, where a higher value indicates better human development.

    Why has India’s HDI improved?

    • Health (Life Expectancy at Birth): HDI measures the average number of years a person can expect to live, reflecting the overall health conditions in a country. Eg: In 2023, India’s life expectancy increased to 72 years, marking a significant improvement since 1990, when it was just 58.6 years.
    • Education (Mean Years of Schooling and Expected Years of Schooling): HDI considers the average number of years adults aged 25 and older have spent in school (mean years of schooling) and the number of years a child of school-entry age can expect to receive (expected years of schooling). Eg: In 2023, children in India are expected to stay in school for 13 years on average, up from 8.2 years in 1990.
    • Standard of Living (Gross National Income per Capita): HDI includes the per capita income adjusted for purchasing power parity (PPP), which gives a sense of the country’s economic prosperity and standard of living. Eg: India’s GNI per capita increased from $2,167 in 1990 to $9,046 in 2023, reflecting a growth in economic well-being.
    • Inequality Adjustments: HDI adjusts for inequality in each of its three dimensions—health, education, and standard of living—through the Inequality-adjusted HDI (IHDI). The more inequality there is in a country, the lower the adjusted HDI score will be. Eg: India’s HDI value of 0.685 in 2023 was influenced by inequalities, including gender and income disparities, which the report highlighted as a key challenge.
    • Multidimensional Poverty Index (MPI): HDI is indirectly linked to the MPI, which measures poverty beyond income, including deprivations in health, education, and living standards. Eg: India has made significant progress in reducing multidimensional poverty, with 13.5 crore people escaping poverty between 2015-16 and 2019-21.

    How has the pandemic affected India’s HDI recovery?

    • Health Impact: The pandemic strained India’s healthcare system, leading to higher mortality rates and disruptions in healthcare services, which affected life expectancy. Eg: The pandemic slowed India’s progress towards improving life expectancy, though it rebounded in the subsequent years, reaching 72 years in 2023.
    • Education Disruptions: School closures and lack of access to online education hindered educational outcomes, especially for underprivileged children. Eg: While the expected years of schooling improved, the pandemic delayed educational progress, particularly in rural areas.
    • Economic Setbacks: The lockdowns and economic disruptions due to the pandemic led to a sharp contraction in economic activities, affecting income levels and jobs, particularly in the informal sector. Eg: India’s GNI per capita growth faced a slowdown, though it eventually rebounded, reaching $9,046 in 2023.

    What challenges remain in improving India’s HDI?

    • Income Inequality: Despite progress, income disparity remains a major challenge, with the rich benefiting disproportionately from economic growth, while the poor remain marginalized. Eg: India’s HDI is impacted by a 30.7% loss due to income inequalities, which continues to drag down overall development outcomes.
    • Gender Disparities: The gender gap in labor force participation and political representation limits progress in improving India’s HDI. Women’s workforce participation remains low, and the gender wage gap is significant. Eg: The female labor participation rate stood at 41.7% in 2023-24, but a supportive ecosystem for women’s work retention and political representation is still lacking.

    How can India use AI to address development while avoiding inequality? (Way forward)

    • AI in Public Service Delivery: AI can streamline public services, making them more efficient, transparent, and accessible, especially to marginalized communities. Eg: AI-driven systems can help in targeted welfare distribution, ensuring resources like food and healthcare reach those most in need, reducing administrative inefficiencies.
    • Inclusive Education and Skill Development: Leveraging AI for personalized learning can bridge gaps in educational access and quality, particularly for underserved areas. Eg: AI-based platforms like Byju’s and other ed-tech initiatives provide tailored education, improving learning outcomes for students in rural and remote areas.
    • AI for Job Creation and Economic Inclusion: AI can be used to create new job opportunities and enhance existing ones, especially in sectors like agriculture, healthcare, and manufacturing. Ensuring that AI adoption leads to inclusive economic growth can help reduce inequality. Eg: AI-driven agricultural technologies can optimize crop yields and provide real-time data to farmers, increasing productivity and income, especially for those in rural areas.

    Mains PYQ:

    [UPSC 2019] Despite Consistent experience of High growth, India still goes with the lowest indicators of human development. Examine the issues that make balanced and inclusive development elusive.

    Linkage: The paradox of economic growth not translating into high human development indicators, which is a central theme when discussing India’s HDI rank and the challenges despite improvements. It also touches upon inclusive development, another concept related to the HDR’s focus on reducing inequalities

  • [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.