💥Join UPSC 2027,2028 Mentorship (July Batch) + XFactor Notes & Microthemes PDF
Talk to Mentor

Civilsdaily

Login

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

  • [pib] E-Sanjeevani Tele-Medicine Platform

    1.5 lakh teleconsultations were recently completed on the “eSanjeevani” and “eSanjeevani OPD” tele-medicine.

    Why Telemedicine?

    Telemedicine can increase the efficiency of care delivery, reduce expenses of caring for patients or transporting to another location, and can even keep patients out of the hospital.  

    E-Sanjeevani Platform

    • E-Sanjeevani is a platform-independent, browser-based application facilitating both doctor-to-doctor and patient-to-doctor tele-consultations.
    • It provides the ease of accessing the health records at the comforts of one’s home.
    • The application is based on invite-system which restricts it to the actual beneficiaries of the application.
    • It has a user-friendly interface which facilitates both tech-savvy and novice doctors/users in the rural and urban environment to access the application.
    • This eSanjeevani platform has enabled two types of telemedicine services viz. Doctor-to-Doctor (eSanjeevani) and Patient-to-Doctor (eSanjeevani OPD) Tele-consultations.
    • The former is being implemented under the Ayushman Bharat Health and Wellness Centre (AB-HWCs) programme.

    Services included:

    The telemedicine platform hosts speciality OPDs which include:

    • Gynaecology, Psychiatry, Dermatology, ENT, Ophthalmology, antiretroviral therapy (ART) for the AIDS/HIV patients, Non-Communicable Disease (NCD) etc

    With inputs from:

    https://www.cdac.in/index.aspx?id=hi_pr_eSanjeevani

  • National Education Policy and current status of education

    The article contrasts the targets set in the National Education Polity with the present state of education in the country.

    Key recommendations

    • Redesigning the school curriculum to accommodate early childhood care and education.
    • Ensuring universal access to education.
    • Increasing gross enrolment in higher education to 50% by 2035.
    • Improving research in higher education institutes by setting up a Research Foundation.

    Let’s take stock of the current situation on the above-suggested parameters.

    1) Universal Access to Education

    • Despite the Right to Education Act-2009 retaining children remains a challenge for the schooling system.
    • As of 2015-16, Gross Enrolment Ratio was 56.2% at senior secondary level as compared to 99.2% at primary level.
    • Data for all groups indicates a decline in GER as we move from primary to senior secondary for all groups.
    • This decline is particularly high in case of Scheduled Tribes.

    NEP 2020 recommendations

    • The NEP recommends strengthening of existing schemes and policies which are targeted for such socio-economically disadvantaged groups.
    • Further, it recommends setting up special education zones in areas with a significant proportion of such disadvantaged groups.
    • A gender inclusion fund should also be setup to assist female and transgender students in getting access to education.

    2) GER to 50% in higher education

    • The NEP aims to increase the GER in higher education to 50% by 2035.  
    • As of 2018-19, the GER in higher education in the country stood at 26.3%.
    • The annual growth rate of GER in higher education in the last few years has been around 2%.

    NEP 2020 recommendations

    • The NEP recommends increasing capacity of existing higher education institutes by restructuring and expanding existing institutes.
    • It recommends that all institutes should aim to be large multidisciplinary institutes, and there should be one such institution in or near every district by 2030.
    • Further, institutions should have the option to run open distance learning and online programmes to improve access to higher education.

    3) Restructuring of Higher Education Institutes

    • The NEP notes that the higher education ecosystem in the country is severely fragmented.
    • At present, there is complex nomenclature of higher education institutes (HEIs) in the country such as ‘deemed to be university’, ‘affiliating university’, ‘affiliating technical university’, ‘unitary university’.
    • These shall be replaced simply by ‘university’.

    NEP 2020 recommendations

    • The NEP recommends that all HEIs should be restructured into three categories:
    • 1)  research universities focusing equally on research and teaching.
    • 2)  teaching universities focusing primarily on teaching.
    • 3) degree-granting colleges primarily focused on undergraduate teaching.
    •  All such institutions will gradually move towards full autonomy – academic, administrative, and financial.

    4) National research foundation to boost research

    • The NEP states that investment on research and innovation in India, at only 0.69% of GDP, lags behind several other countries.
    • The total investment on R&D in India as a proportion of GDP has been stagnant at around 0.7% of GDP.
    • Of which 58% of expenditure was by government, and the remaining 42% was by private industry.

    NEP 2020 recommendation

    • To boost research, the NEP recommends setting up an independent National Research Foundation (NRF).
    • The Foundation will act as a liaison between researchers and relevant branches of government as well as industry.
    • Specialised institutions which currently fund research, such as the Department of Science and Technology, and the Indian Council of Medical Research, will continue to fund independent projects.
    • The Foundation will collaborate with such agencies to avoid duplication.

    5) Digital Education

    • The NEP states that alternative modes of quality education should be developed when in-person education is not possible.
    • But let’s look into the accessibility of such mode.
    • As of 2017-18, only 4.4% of rural households have access to a computer (excludes smartphones).
    • Nearly 15% have access to internet facility.  Amongst urban households, 42% have access to the internet.

    NEP 2020 recommendations

    • Several interventions are recommended-
    • (i) developing two-way audio and video interfaces for holding online classes.
    • (ii) use of other channels such as television, radio, mass media in multiple languages to ensure the reach of digital content where digital infrastructure is lacking.

    6) Increasing public spending on education to 6% of GDP

    • Public spending of 6% of GDP was first made by the National Policy on Education 1968 and reiterated by the 1986 Policy.
    • NEP 2020 reaffirms the recommendation of increasing public spending on education to 6% of GDP.
    •  In 2017-18, the public spending on education-includes spending by centre and states-was budgeted at 4.43% of GDP.
    •  In 2020-21, states in India have allocated 15.7% of their budgeted expenditure towards education.
    • States such as Delhi, Rajasthan, and Maharashtra have allocated more than 18% of their expenditure on Education for the year 2020-21.
    • On the other hand, Telangana (7.4%), Andhra Pradesh (12.1%) and Punjab (12.3%) lack in spending on education, as compared to the average of states.

    Consider the question “Examine the provision with regard to increasing research in the country in the National Education Policy 2020.”

    Conclusion

    The National Education Policy is an ambitious document with the potential to transform. What is required is the zeal to implement and assess the progress by analysing the outcomes.

    Source-

    https://www.prsindia.org/theprsblog/national-education-policy-recommendations-and-current-scenario

  • Higher Education Financing Agency (HEFA)

    The JNU has got approval for a fund from the Higher Education Funding Agency (HEFA) for the construction of new infrastructure.

    Try this PYQ:

    What is the aim of the programme ‘Unnat Bharat Abhiyan’? (CSP 2017)

    (a) Achieving 100% literacy by promoting collaboration between voluntary organizations and government’s education system and local communities.

    (b) Connecting institutions of higher education with local communities to address development challenges through appropriate technologies.

    (c) Strengthening India’s scientific research institutions in order to make India a scientific and technological power.

    (d) Developing human capital by allocating special funds for health care and education of rural and urban poor, and organizing skill development programmes and vocational training for them.

    About HEFA

    • HEFA is a joint venture company of Canara Bank and Ministry of Human Resource Development.
    • It provides financial assistance for the creation of educational infrastructure and R&D in India’s premier educational institutions.
    • All the Centrally Funded Higher Educational Institutions will be eligible to join as members of the HEFA.
    • For joining as members, the educational institution must agree to escrow a specific amount from their internal accruals for a period of 10 years to the HEFA.

    Funding pattern of HEFA

    • HEFA will have an authorized capital of 2,000 crore rupees and the government equity would be 1,000 crore
    • It also mobilizes CSR funds from Corporates/PSUs which will, in turn, be released for promoting research and innovation in these institutions on a grant basis.
    • The principal portion of the loan will be repaid through the ‘internal accruals’ of the institutions earned through the fee receipts, research earnings etc.

  • [pib] Electronic Vaccine Intelligence Network (eVIN)

    The eVIN has reached 32 States and Union Territories (UTs) and will soon be rolled out in the remaining States and UTs of Andaman & Nicobar Islands, Chandigarh, Ladakh and Sikkim.

    Try this question from CSP 2016:

    Q.‘Mission Indradhanush’ launched by the Government of India pertains to:

    (a) Immunization of children and pregnant women

    (b) Construction of smart cities across the country

    (c) India’s own search for the Earth-like planets in outer space

    (d) New Educational Policy

    About eVIN

    • The eVIN is an innovative technological solution aimed at strengthening immunization supply chain systems across the country.
    • This is being implemented under the National Health Mission (NHM) by the Ministry of Health and Family Welfare.
    • It aims to provide real-time information on vaccine stocks and flows, and storage temperatures across all cold chain points in the country.
    • This system has been used during the COVID pandemic for ensuring the continuation of the essential immunization services and protecting our children and pregnant mothers against vaccine-preventable diseases.

    Components of eVIN

    • eVIN combines state-of-the-art technology, a strong IT infrastructure and trained human resource to enable real-time monitoring of stock and storage temperature of the vaccines kept in multiple locations across the country.
    • At present, 23,507 cold chain points across 585 districts of 22 States and 2 UTs routinely use the eVIN technology for efficient vaccine logistics management.

    Benefits of eVIN

    • It has helped create a big data architecture that generates actionable analytics encouraging data-driven decision-making and consumption-based planning.
    • It helps in maintaining optimum stocks of vaccines leading to cost savings. Vaccine availability at all times has increased to 99% in most health centres in India.
    • While instances of stock-outs have reduced by 80%, the time taken to replenish stocks has also decreased by more than half, on an average.
    • This has ensured that every child who reaches the immunization session site is immunized, and not turned back due to unavailability of vaccines.

  • Understanding text and context of National Education Policy

    The article critically examines the various aspects of the National Education Policy 2020 and the issue of flexibility and exams has been analysed closely.

    Context of scepticism

    • The New Education Policy is a forward-looking framework for transforming Indian education.
    • But the past record on implementation of polity raises the concern that the New Education Policy should not turn out to be just “another document”.
    • Also, the emphasis in the document on critical thinking and free inquiry is entirely well placed.
    • But universities are being intimidated into political and cultural conformity.
    • The document lays down objectives; the strategy has yet to come.

    Walking the tightrope

    • On the language issue it prefers the long-standing recommendation of primary education in the mother tongue.
    • But does not categorically recommend curb English.
    • On the basic architecture of delivery, policy does not show an inclination towards public or private education both in school and higher education.

    School education: Most promising part

    • The policy focus on early child development, learning outcomes, different forms of assessment, holistic education, and,  recognises the centrality of teacher and teacher education.
    • The document recognises that “the very highest priority of the education system will be to achieve universal foundational numeracy and literacy.”
    • The suggestions for school education are ambitious, centred on the students, cater to their pedagogical diversity, and take on board the world of knowledge as it is now emerging.

    Multidisciplinary education

    • The document mentions the word multidisciplinary a bit too much, without explicating what it means.
    • One way of thinking about this is not in terms of multiple subjects.
    • It is reorienting education from disciplinary content to modes of inquiry that allow students to access a wide variety of disciplines.

    Two concerns

    1) Flexibility issue

    • Under the policy, students might need different exit options.
    • But it is unclear if the diploma or early exit options all be made available within a single institution, or different institutions.
    • If it is within single institutions, this will be a disaster.
    • Because structuring a curriculum for a classroom that has both one-year diploma and four-year degree students takes away from the identity of the institution.
    • There is also a risk that without adequate financial support, the exercising of exit options will be determined by the financial circumstances of the student.
    • The flexibility offered through multidisciplinary education is against the principle that different institutions have a different characters and strengths.
    • A healthy education system will comprise of a diversity of institutions, not a forced multi-disciplinarity.

    2) Issue of exams conundrum

    • The document rightly emphasises that focus needs to shift from exams to learning. But it contradicts itself.
    • Exams are burdon because of competition and cost in terms of opportunities.
    • So the answer to the exam conundrum lies in the structure of opportunity.
    • This will require a less unequal society both in terms of access to quality institutions.
    • Exams are also necessary because in a low trust system people want objective measures of commensuration.
    • So the policy reintroduces exams back into the picture by recommending a national aptitude test.
    • But the idea that this will reduce coaching is wishful thinking, as all the evidence from the US and China is showing.

    Consider the question “The National Education Policy 2020 moves away from rigidity and offers flexibility in many ways. In light of this examine the flexible dimensions offered in the policy and issues with it.”

    Conclusion

    The policy is commendable for focussing on the right questions. But the hope is that with this our education policy can be transformed into a treat, not another trick.

  • National Education Policy needs scrutiny

    National Education Policy, while comprehensive in its approach misses out on some crucial issues. These issues are discussed here.

    Following are the issues with the National Education Policy-

    1) Implications for SEDGs

    •  Implications of the policy for SEDGs-Socially and Economically Disadvantaged Groups-needs to be considered.
    • The term “caste” is absent from the document apart from a fleeting reference to Scheduled Castes.
    • Also absent is any mention of reservation in academic institutions, whether for students, teachers, or other employees.
    • Reservation is the bare minimum required in terms of affirmative action in the highly differentiated socio-economic milieu in which we exist.

    2) Education in tribal areas

    • There is the passing reference to educational institutions in tribal areas, designated as ashramshalas.
    • While there are sections of the document that describe ways in which SEDGs are supposed to gain access to higher education institutions, there is no time-frame that is specified.
    • In a situation of growing privatisation how these policies will be implemented is a matter of concern.

    3) Multi-disciplinarity misses some disciplines

    • Multi-disciplinarity is an attractive and flexible proposition, allowing learners to experiment with a variety of options.
    • While the list of the disciplines in which multi-disciplinary approach is allowed is unexceptionable, it is worth flagging what is missed out.
    • Fields of studies such as Women’s Studies or Gender Studies, Cultural Studies, Media Studies, Dalit Studies, Studies of Discrimination and Exclusion, Environmental Studies and Development Studies are missing.
    • Many of these have engaged with multi-disciplinarity/inter-disciplinarity in exciting and disturbing ways, bringing to the fore issues of diversity, difference and identity.

    4) Problem of autonomy

    • While the documents mention autonomy and choice in the document, but there are limits.
    • For instance, the selection of vocational subjects in middle school is described as a fun choice.
    • At the same time, it is to be exercised “as decided by States and local communities and as mapped by local skilling needs”.
    • National Testing Agency, will be a centralised agency to conduct exams will be against the autonomy proposed in the policy.
    • HEIs will now be run by a Board of Governors backed by legislative changes where required.
    •  Further centralisation is envisaged through the setting up of “the National Higher Education Regulatory Authority (NHERA).

    5) Depriving the HEI democratic functioning

    • Several universities and HEIs have evolved and sustained democratic mechanisms, including academic and executive councils.
    • What has made them vibrant institutions is the presence of faculty and students, elected, as well as on the basis of seniority and rotation.
    • Abandoning them will deprive members of HEIs of an opportunity to engage with the challenges of democratic functioning.

    6) No mention of Fundamental Rights

    • Several values are identified as constitutional and there is an occasional mention of fundamental duties.
    • But there is no mention of fundamental rights.

    Consider the question “Examine the provision for governance of education in the National Education Policy. Also, examine the issues with the policy.”

    Conclusion

    The Education Policy has many novel ideas with the potential to transform the education system in the country, however, the issues discussed here highlights the need to revisit it, before it is actually implemented.

  • Overview of National Education Policy

    The Education Policy 2020 comes with many changes in education in the country. Key aspects of the policy are discussed in the article.

    Context

    •  National Education Policy 2020 is the fourth major policy initiative in education since Independence.
    • The last one was undertaken a good 34 years ago and modified in 1992.
    • NEP 2020 seeks to address the entire gamut of education from preschool to doctoral studies.

    Challenges India faces in education

    • Lack of resources and capacity.
    • Dozens of mother tongues, a link language that despite being the global language of choice is alien to most.
    • A persistent mismatch between the knowledge and skills imparted and the jobs available.

    Follwing are the key aspects of the policy-

    1) 5+3+3+4 Model

    • A 5+3+3+4 model recognises the primacy of the formative years from ages 3 to 8 in shaping the child’s future.
    • It also recognises the importance of learning in the child’s mother tongue till at least Class 5.
    • As picking up languages is easy between ages 3 and 8, children will learn English and mother tongue together.
    • Multilingual felicity could become the USP of the educated Indian.
    • The policy envisages 100% Gross Enrolment Ratio (GER) in school education by 2030.

    2) Flexibility in choosing subjects and vocational education

    • Another key aspect of new policy is the breaking of the compartments of arts, commerce and science streams in high school.
    • Policy also aims at introducing vocational courses with internship.
    • The ‘blue-collarisation’ of vocations in our society is also a hurdle to be overcome.
    • NEP 2020 proposes a multi-disciplinary higher education framework with portable credits.
    • An ambitious GER of 50% in higher education is envisaged by 2035.
    • At the apex will be Multidisciplinary Education and Research Universities, where research will be supported by a new National Research Foundation.

    3) Question of regualtion

    • NEP 2020 aims to free our schools, colleges and universities from periodic “inspections” and place them on the path of self-assessment and voluntary declaration.
    • Transparency, maintaining quality standards and a favourable public perception will become a goal for the institutions.
    • This will lead to all-round improvement in their standard.
    • A single, lean body with four verticals for standards-setting, funding, accreditation and regulation is proposed to provide “light but tight” oversight.

    4) Addressing deprivation

    • Inequality and challenges faced by the disadvantaged and disabled have been considered in NEP.
    • The NEP lays particular emphasis on providing adequate support to ensure that no child is deprived of education, and every challenged child is provided the special support she needs.

    5) Ancient knowledge

    • The long-neglected ancient Indian languages and Indic knowledge systems are also identified for immediate attention.

    Resource challenge

    •  An ambitious target of public spending on education at 6% of GDP has been set.
    • This is certainly a tall order, given the current tax-to-GDP ratio and competing claims on the national exchequer by other key sectors.
    •  If public and political will can be mustered, resources will find their way from both public and private sources.

    Consider the question “What are the measures proposed in the Education Policy 2020 for higher education.”

    Conclusion

    Resources are never the main roadblock to success in education. NEP 2020 provides the ingredients and the right recipe. What we make of it depends entirely on us.

  • [pib] Highlights of the National Education Policy (NEP) 2020

    The Union Cabinet has approved the National Education Policy 2020, making way for large scale, transformational reforms in both school and higher education sectors.

    Practice question for mains:

    Q.What are the key features of the National Education Policy, 2020? Discuss how it will facilitate the universalization of education in India.

    School Education   

    • New Policy aims for universalization of education from pre-school to secondary level with 100 % Gross Enrolment Ratio (GER) in school education by 2030.
    • NEP 2020 will bring 2 crores out of school children back into the mainstream through the open schooling system.
    • The current 10+2 system to be replaced by a new 5+3+3+4 curricular structure corresponding to ages 3-8, 8-11, 11-14, and 14-18 years respectively.
    • This will bring the hitherto uncovered age group of 3-6 years under the school curriculum, which has been recognized globally as the crucial stage for the development of mental faculties of a child.
    • The new system will have 12 years of schooling with three years of Anganwadi/ pre-schooling.
    • Emphasis on Foundational Literacy and Numeracy, no rigid separation between academic streams, extracurricular, vocational streams in schools; Vocational Education to start  from Class 6 with Internships
    • Teaching up to at least Grade 5 to be in mother tongue/ regional language. No language will be imposed on any student.
    • Assessment reforms with 360-degree Holistic Progress Card, tracking Student Progress for achieving Learning Outcomes
    • A new and comprehensive National Curriculum Framework for Teacher Education, NCFTE 2021, will be formulated by the NCTE in consultation with NCERT.
    • By 2030, the minimum degree qualification for teaching will be a 4-year integrated B.Ed. degree.

    Higher Education

    • Gross Enrolment Ratio in higher education to be raised to 50 % by 2035;  3.5 crore seats to be added in higher education.
    • The policy envisages broad-based, multi-disciplinary, holistic Under Graduate Program with flexible curricula, creative combinations of subjects, integration of vocational education and multiple entries and exit points with appropriate certification.
    • Academic Bank of Credits to be established to facilitate  Transfer of Credits
    • Multidisciplinary Education and Research Universities (MERUs), at par with IITs, IIMs, to be set up as models of best multidisciplinary education of global standards in the country.
    • The National Research Foundation will be created as an apex body for fostering a strong research culture and building research capacity across higher education.
    • Higher Education Commission of India (HECI) will be set up as a single overarching umbrella body for entire higher education, excluding medical and legal education. HECI to have four independent verticals  – National Higher Education Regulatory Council (NHERC) for regulation, General Education Council (GEC ) for standard-setting, Higher Education Grants Council (HEGC) for funding,  and National Accreditation Council( NAC) for accreditation.
    • Public and private higher education institutions will be governed by the same set of norms for regulation, accreditation and academic standards.
    • Affiliation of colleges is to be phased out in 15 years and a stage-wise mechanism is to be established for granting graded autonomy to colleges.
    • Over a period of time, it is envisaged that every college would develop into either an Autonomous degree-granting College or a constituent college of a university.

    Others

    • An autonomous body, the National Educational Technology Forum (NETF), will be created to provide a platform for the free exchange of ideas on the use of technology to enhance learning, assessment, planning, administration.
    • NEP 2020 emphasizes setting up of Gender Inclusion Fund, Special Education Zones for disadvantaged regions and groups
    • New Policy promotes Multilingualism in both schools and higher education. National Institute for Pali, Persian and Prakrit, Indian Institute of Translation and Interpretation to be set up
    • The Centre and the States will work together to increase the public investment in the Education sector to reach 6% of GDP at the earliest.

  • HRD Ministry to be renamed as ‘Education Ministry’

    The Union Cabinet has approved the renaming of the Ministry of Human Resource Development (HRD) to the Ministry of Education to more clearly define its work and focus.

    Before reading this newscard, try this PYQ from CSP 2019:

    Q.The Ninth Schedule was introduced in the Constitution of India during the Prime Ministership of:

    (a) Jawaharlal Nehru

    (b) Lal Bahadur Shastri

    (c) Indira Gandhi

    (d) Morarji Desai

    A flip-back

    • With the renaming, the Ministry got back the name that it had started out with after Independence, but which was changed 35 years ago when Rajiv Gandhi was Prime Minister.

    Who were some of India’s early Education Ministers?

    • The Ministry which was focussed on education from the primary classes to the level of the university was headed by some of the stalwarts of Indian politics in its early years.
    • For more than a decade after Independence, the Ministry was led by Maulana Abul Kalam Azad.
    • He was followed by Kalulal Shrimali and the eminent jurist M C Chagla, with the poet-educationist Humayun Kabir holding the portfolio for a short while in between.
    • Later Education Ministers of India included Fakhruddin Ali Ahmed, who went on to become President.
    • The last Education Minister of India was KC Pant, who served in the post in 1984-85, after which the name of the Ministry was changed.

    Under what circumstances did the Ministry of Education become HRD?

    • Upon becoming PM in 1984, Rajiv Gandhi, who had surrounded himself with a new crop of advisers, showed restlessness for change and innovation in a number of areas.
    • He accepted a suggestion that all departments related to education should be brought under one roof.
    • There was some opposition from academic circles who complained that the country no longer had a Department with ‘education’ in its name. Some newspapers wrote editorials criticizing the change of name.
    • But the decision had been made, and subsequently, in 1986, the government cleared a new education policy – the second in the country’s history, and one that was to survive until now.

    Under HRD roof

    • On September 26, 1985, the Ministry of Education was renamed as the Ministry of Human Resource Development, and P V Narasimha Rao was appointed Minister.
    • Related Departments such as those of Culture and Youth & Sports were brought under the Ministry of HRD, and Ministers of State were appointed.
    • Even the Department of Women and Child Development – which became a separate Ministry with effect from January 30, 2006 – was a Department under the Union HRD Ministry.

    Were changes made in the Ministry even afterwards?

    • Yes, changes were made from time to time. After Atal Bihari Vajpayee became PM in 1998, the government decided to separate the Department of Culture from the Ministry of HRD.
    • In October 1999, a new Ministry of Culture came into being, with the late Ananth Kumar in charge.
    • The Department of Youth too was separated from the Ministry of HRD, and Ananth Kumar was given charge of this new Ministry as well.
    • With these decisions of the Vajpayee government, the HRD Ministry remained ‘HRD’ only in name – for all practical purposes, it was back to being a ministry for education.

  • [pib] INDSAT exam under ‘Study in India’ Programme

    The Ministry of HRD conducted the first-ever Indian Scholastic Assessment (IND-SAT) Test 2020 under its ‘Study in India’ programme.

    Try this MCQ:

    Q.The INDSAT recently seen in news is a:

    a) Free-to-air educational TV channels for school education

    b) A satellite for educational purposes

    c) IMD weather forecasting system

    d) Online examination for foreign students in India

    INDSAT Exam

    • The Indian Scholastic Assessment or IND-SAT is a standardized online proctored test for students seeking scholarships with Study in India (SII).
    • This exam is to gauge the capability and tenacity of students applying to study in India.
    • The scores will serve as a criterion to shortlist the meritorious students for the allocation of scholarships for undergraduate as well as postgraduate programmes under ‘Study in India’ programme.
    • The exam is conducted in the proctored internet mode by the National Testing Agency.

    What makes it special?

    • Nearly five thousand candidates from Nepal, Ethiopia, Bangladesh, Bhutan, Uganda, Tanzania, Rwanda, Sri-Lanka, Kenya, Zambia, Indonesia and Mauritius appeared for the exam.

    About Study in India

    • The Study in India is a programme of MHRD under which foreign students come to study in 116 select higher education institutions in India for undergraduate and postgraduate programmes.
    • The selection of the students is based on their merit in class 12 / school-leaving exam.
    • About top 2000 students are given scholarships, while some others are given fee discounts by the institutions.