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Subject: Indian Society

  • Teaching the teacher

    Context

    Our teacher education system must be aligned with global standards.

    Learning crisis and teacher vacancies in India

    • Teacher education as a status check on schooling education: Comparable to the role of a thermometer in diagnosing fever, an assessment of the quality of teacher education can be a status check on the schooling system.
      • Teachers remain at the heart of the issue, and translating schooling into learning is a critical challenge.
    • The gravity of learning crisis: The learning crisis is evident in the fact that almost half of the children in grade 5 in rural India cannot solve a simple two-digit subtraction problem,
      • While 67 per cent of children in grade 8 in public schools score less than 50 per cent in competency-based assessments in mathematics.
    • Teacher vacancies: India is dealing with a scenario of significant teacher vacancies, which are to the tune of almost 60-70 per cent in some states.
    • In fact, there are over one lakh single-teacher schools present across the country.
    • Excess teachers produced by TEIs: On the other hand, there are 17,000-odd Teacher Education Institutes (TEIs) that are responsible for preparing teachers through programmes such as the Bachelor of Education (B.Ed), and Diploma in Elementary Education (D.El.Ed).
      • 19 lakh teachers every year: Taking their sanctioned intake into account, at full operation, these TEIs could generate over 19 lakh freshly trained teachers every year as against the estimated annual requirement of 3 lakh teachers.
      • To put things in perspective, currently, there are about 94 lakh teachers across all schools in India.
      • Every year, the teacher education system could, therefore, be producing one-fifth of the total number of school teachers.

    The quality aspect of the teachers

    • Poor quality teachers: Not only are these TEIs generating a surplus supply of teachers, but they are also producing poor-quality teachers.
    • Pass percentage in eligibility test below 25%: Besides it being reflected in the dismal state of learning across schools, the pass-percentage in central teacher eligibility tests that stipulate eligibility for appointments as teachers has not exceeded 25 per cent in recent years.
      • This begs a pertinent question — how did we get here?

    What are the reasons for such problems?

    • The answers lie in:  The inadequacies of planning, regulation, policy and organisational structures.
    • The role and issues in NCTE: The National Council for Teacher Education (NCTE) and its four regional committees (north, south, east and west), established by statute, are responsible for teacher education in India.
      • Toothless in terms of powers: The Act assigns disproportionate power to the regional committees which grant programme affiliation while the Council has been rendered toothless.
    • Proliferation of sus-standard TEIs: Perverted incentives, widespread corruption and commercialisation have resulted in a massive proliferation of sub-standard TEIs.
      • In fact, while most of these TEIs are financially unviable, some function out of tiny rooms with duplicate addresses, and a few could even be selling degrees at a fixed price.
      • No system to ensure the entry of meritorious: These institutes function in isolation from the rest of the higher education system, and there is no system to assess and accredit them. Consequently, there is no systemic sieve to ensure the entry of only motivated and meritorious individuals into the teacher education space.
    • Disparity regional spread of TEIs: A more granular look reveals disparities across regions and programmes offered.
      • One-third in UP: Almost one-third of the TEIs are concentrated in Uttar Pradesh.
      • In fact, Ghazipur, a district in UP with a population of around one lakh, has a whopping 300 TEIs.
      • Approximately half of the total TEIs are in the northern region with Rajasthan having the second-largest number of institutes.
    • Poor planning: While there are about 17 recognised teacher education programmes, a majority of TEIs offer only B.Ed and D.El.Ed programmes.
      • This reinforces the point of poor planning as the country is actually facing a shortage of subject teachers in secondary schools and teacher-educators for whom a Master of Education (M.Ed) degree is a requisite (offered in less than 10 per cent of the TEIs).
    • Outdated curriculum: Adding to the mix of challenges is an outdated teacher preparation curriculum framework that was last updated over a decade ago.
    • Regulation by multiple agencies: On the governance front, multiple agencies have oversight on teacher education.

    Way forward

    • Collect the credible data: Any reform initiative must be built on credible data.
      • No data available: To date, there is no accurate real-time database of the number and details of teacher education institutes, students enrolled and programmes offered.
      • How the data can be helpful? Such data could be used to create a comprehensive plan for the sector, devising the optimal number of TEIs, their regional spread and programme-wise intake.
      • One cannot but underscore the significance of proper planning. The teachers will concur.
    • Develop the system of assessment and accreditation: An accurate system of assessment and accreditation must be developed to ensure high-quality teacher education.
      • The National Accreditation and Assessment Council (NAAC), responsible for quality-standards in higher education, has only covered 30 per cent of all institutes since its establishment back in 1994.
      • Given the extensive landscape of the teacher education sector alone and current capacity constraints, it is necessary that multiple accreditation agencies be empanelled.
      • A common accreditation framework should be designed through a consultative process including all relevant stakeholders to facilitate its wider acceptability.
      • A transparent and credible system of accreditation could form the bedrock for weeding out substandard TEIs and propelling quality improvements in the rest.
    • The curriculum of global quality: Core determinant of quality is the curriculum which must be regularly revamped and revised to ensure that our teacher education system is aligned to global standards.
      • Ideally, given that teacher education requires a good mix of curricular inputs and good-quality pedagogy, experts are rightly advocating for a shift towards integrated four-year subject-specific programmes to be housed in multidisciplinary colleges and universities.
      • In the first phase, these may be initiated in select central and state universities.
      • Potential to outsource teachers: This could also potentially serve as an avenue for India to outsource its surplus high-quality teachers to over 70 countries that face a teacher shortage.
    • Administrative will and execution: Finally, reforms must be driven by administrative will and executed through a well-established governance mechanism, clearly establishing ownership and accountability for set work streams across multiple agencies.
      • The draft National Education Policy presents a ray of hope.
      • Its vision to restore integrity and credibility to the teacher education system needs to be translated into effective action.

    Conclusion

    India is estimated to have the largest workforce within the next decade. This means that a population bulge is on the cusp of entering the higher education ecosystem now. The pressing need of the hour is to focus on providing the best quality teacher education to those who aspire to build the future of this country.

     

  • Students Suicides in India

     

     

    Between 2016 and 2018, nearly 10,000 students committed suicide every year in India, data tabled by the Human Resource Development Ministry in Parliament show.

    About the Report

    • HRD Ministry sourced its data from ‘Accidental Deaths and Suicides in India’.
    • The report is based on data provided by the states and UTs.

    Highlights of the Report

    • Maharashtra accounted for 1 in every 7 student suicides in the country — 4,235 out of 29,542 in the three years combined, or about 1,400 a year.
    • Maharashtra had over 1,300 student suicides in each of the three years, while West Bengal was the only other state with over 1,000 in any single year — 1,147 in 2016.
    • In the overall three-year totals, Maharashtra was followed by Tamil Nadu (2,744), Madhya Pradesh (2,658) and West Bengal (2,535).
    • Eight more states totalled over 1,000 student suicides in the three years, with Karnataka the highest among these at almost 2,000.
    • Among the Union Territories, Delhi had 626 student suicides — 211, 212 and 203 in the three successive years.

  • Youth can be a clear advantage for India

    Context

    The demographic dividend is close to five-decade-long demographic opportunities that can be leveraged only with suitable policies and programmes

     The youngest population in the world

    • Median age at 28 years: By 2022, the median age in India will be 28 years.
      • In comparison, it will be 37 in China and the United States.
      • 45 in western Europe, and 49 in Japan.
    • The demographic dividend
      • The working-age population more than non-working: India’s working-age population has numerically outstripped its non-working age population.
      • An extraordinary opportunity: A demographic dividend, said to have commenced around 2004-05, is available for close to five decades.

    The two caveats

    • The demographic dividend is an extraordinary opportunity. There are, however, two caveats.
    • First: Dividend available in different states at different times.
      • India’s population heterogeneity ensures that the window of demographic dividend becomes available at different times in different States.
      • Example of Kerala vs. Bihar: While Kerala’s population is already ageing, in Bihar the working-age cohort is predicted to continue increasing till 2051.
      • Decline in 11 major states by 2031: By 2031, the overall size of our vast working-age population would have declined in 11 of the 22 major States.
    • Second: Many factors that matter for harnessing the dividend
      • Factors that matter: Harnessing the demographic dividend will depend upon the-
      • Employability of the working-age population.
      • Health.
      • Education.
      • Vocational training and skill.
      • Besides appropriate land and labour policies, as well as good governance.
      • Demography is not destiny: India will gain from its demographic opportunity only if policies and programmes are aligned to this demographic shift. Demography is not destiny.

    Need for skills

    • Need for the additional jobs: The Economic Survey 2019 calls for additional jobs to keep pace with the projected annual increases in the working-age population.
    • Lack of education and skills: UNICEF 2019 reports that at least 47% of Indian youth are not on track to have the education and skills necessary for employment in 2030.
      • Possibility of demographic disaster: The projected demographic dividend would turn into a demographic disaster if an unskilled, under-utilised, and frustrated young population undermines social harmony and economic growth.
    • Poor learning outcomes: While over 95% of India’s children attend primary school, the National Family Health Surveys (completed up to 2015-16) confirm that poor infrastructure in government schools, malnutrition, and scarcity of trained teachers have ensured poor learning outcomes.

    What needs to be done?

    • Adopt a uniform school system: A coordinated incentive structure prompting States to adopt a broadly uniform public school system focusing on equity and quality will yield a knowledge society faster than privatising school education can accomplish.
    • Ensure training in line with the market demand: Most districts now have excellent broadband connectivity-
      • Let geography not trump demography: Irrespective of a rural or urban setting, the public school system must ensure that every child completes high school education, and is pushed into appropriate skilling, training and vocational education in line with market demand.
    • Invest and modernise: Modernise school curricula, systematically invest in teacher training so that they grow in their jobs to assume leadership roles while moving beyond the tyranny of the syllabus.
    • Use of technology: Deploy new technology to accelerate the pace of building human capital by putting in place virtual classrooms together with massive open online courses (MOOCS) to help prepare this huge workforce for next-generation jobs.
      • Investing in open digital universities would further help yield a higher educated workforce.

    Focus on women

    • Translating literacy into skill: Growing female literacy is not translating into relevant and marketable skills.
      • A comprehensive approach is needed to improve their prospects vis-à-vis gainful employment.
      • Need of the flexible policies: Flexible entry and exit policies for women into virtual classrooms, and into modules for open digital training, and vocational education would help them access contemporary vocations.
    • The need for equal pay: Equal pay for women will make it worth their while to stay longer in the workforce.
    • The deferred bonus: Economist Yogendra Alagh has written that the significance of this “deferred bonus” (women entering the workforce), could be higher than the immediate benefits of the dividend from shifts in population age structure.

    Health care

    • In India, population health is caught between the rising demand for health services and competition for scarce resources.
    • Impact of economy on rural health: The National Sample Survey Office data on health (75th round, 2018), shows that a deep-rooted downturn in the rural economy is making quality health-care unaffordable.
      • People are availing of private hospitals less than they used to, and are moving towards public health systems.
      • Diverting public investment from However, central budget 2020-21 lays emphasis on private provisioning of health care which will necessarily divert public investment away from public health infrastructure.
    • The Ayushman Bharat Yojana: It links demand to tertiary in-patient care.
      • This promotes earnings of under-utilised private hospitals, instead of modernising and up-grading public health systems in each district.
    • We need to assign 70% of health sector budgets to integrate and strengthen primary and integrated public health-care services and systems up to district hospital levels.
      • Include out-patient department and diagnostic services in every health insurance model adopted, and-
      • Implement in ‘mission mode’ the Report of the High-Level Group, 2019, submitted to the XV Finance Commission.
    • The elderly population in India is projected to double from 8.6% in 2011 to 16% in 2040.
      • This will sharply reduce the per capita availability of hospital beds in India across all major States unless investments in health systems address these infirmities.

    Conclusion

    The policies that we adopt and their effective implementation will ensure that our demographic dividend, a time-limited opportunity, becomes a boon for India.

     

     

     

  • Delhi’s ‘Happiness Class’

     

    On the upcoming visit to India, US President Trump will visit a Delhi government school, where they will attend a happiness curriculum class.

    What is Delhi’s ‘happiness curriculum’?

    • The curriculum calls for schools in India to promote development in cognition, language, literacy, numeracy and the arts along with addressing the well-being and happiness of students.
    • It further says that future citizens need to be “mindful, aware, awakened, empathetic, firmly rooted in their identity…” based on the premise that education has a larger purpose, which cannot be in isolation from the “dire needs” of today’s society.
    • For the evaluation, no examinations are conducted, neither will marks be awarded.
    • The assessment under this curriculum is qualitative, focusing on the “process rather than the outcome” and noting that each student’s journey is unique and different.

    Objectives of the curriculum

    The objectives of this curriculum include:

    • developing self-awareness and mindfulness,
    • inculcating skills of critical thinking and inquiry,
    • enabling learners to communicate effectively and
    • helping learners to apply life skills to deal with stressful and conflicting situations around them

    Learning outcomes of this curriculum

    The learning outcomes of this curriculum are spread across four categories:

    • becoming mindful and attentive (developing increased levels of self-awareness, developing active listening, remaining in the present);
    • developing critical thinking and reflection (developing strong abilities to reflect on one’s own thoughts and behaviours, thinking beyond stereotypes and assumptions);
    • developing social-emotional skills (demonstrating empathy, coping with anxiety and stress, developing better communication skills) and
    • developing a confident and pleasant personality (developing a balanced outlook on daily life reflecting self-confidence, becoming responsible and reflecting awareness towards cleanliness, health and hygiene).

    How is the curriculum implemented?

    • The curriculum is designed for students of classes nursery through the eighth standard.
    • Group 1 consists of students in nursery and KG, who have bi-weekly classes (45 minutes each for one session, which is supervised by a teacher) involving mindfulness activities and exercise.
    • Children between classes 1-2 attend classes on weekdays, which involves mindfulness activities and exercises along with taking up reflective questions.
    • The second group comprises students from classes 3-5 and the third group is comprised of students from classes 6-8 who apart from the aforementioned activities, take part in self-expression and reflect on their behavioural changes.

  • Worldwide Educating for the Future Index (WEFFI) 2019

     

     

    India has jumped five ranks in the Worldwide Educating for the Future Index (WEFFI) 2019.

    About WEFFI

    • The report is published by The Economist Intelligence Unit. The report and index were commissioned by the Yidan Prize Foundation.
    • The index ranks countries based on their abilities to equip students with skill-based education.
    • The report analyses the education system from the perspective of skill-based education “in areas such as critical thinking, problem-solving, leadership, collaboration, creativity and entrepreneurship, as well as digital and technical skills.”

    Global scenario

    • Among the world’s largest economies, the US, UK, France and Russia all fell back in the index, while China, India and Indonesia took steps forward.
    • Finland was at the apex of the index, with strengths across each category followed by Sweden.

    India’s performance

    • India ranked 35th on the overall index in 2019 with a total score of 53, based on three categories – policy environment, teaching environment and overall socio-economic environment.
    • India scored 56.3 in policy environment falling from a 61.5 score in 2018.
    • India’s score of 52.2 in the teaching environment category and 50.1 in the socio-economic environment category increased significantly from 32.2 and 33.3 in 2018 respectively.
    • Earlier, India ranked 40th with an overall score of 41.2 across categories in 2018.

    What made India progress?

    • The report attributed India’s growth to the new education policy introduced by the government.
    • India’s Finance Minister Nirmala Sitharaman, in the Union Budget 2020, had highlighted a
    • The New Education Policy announced in this year budget under ‘Aspirational India’ will focus on “greater inflow of finance to attract talented teachers, innovate and build better labs.
    • The policy will focus further on skill-based education.

    Various shortcomings highlighted

    • The 2018 WEFFI report had highlighted the shortcomings in India’s education system emphasizing upon its inability to utilise the opportunity of internationalizing its higher education system.
    • A decentralized education system is another shortcoming of India’s education policy according to the 2019 report.
    • Well-intentioned policy goals relating to future skills development often do not get filtered downward, a hazard in economies such as the US and India that have large, decentralized education systems, the report said.

  • [pib] National Means-cum-Merit Scholarship Scheme (NMMSS)

     

    The NMMSS has helped to reduce the drop-out rate at the secondary and senior secondary classes, informed Union HRD Minister.

    National Means-cum-Merit Scholarship Scheme

    • The Centrally Sponsored Scheme NMMSS was launched in May, 2008.
    • The objective of the scheme is to award scholarships to meritorious students of economically weaker sections to arrest their drop out at class VIII and encourage them to continue the study at secondary stage.
    • Under the Scheme one lakh fresh scholarships @ of Rs.12000/- per annum per student are awarded to selected students of class IX every year and their continuation/renewal  in classes X to XII for study in a State Government, Government-aided and Local body schools.
    • The selection of students for award of scholarships under the scheme is made through an examination conducted by the States/UTs Governments.

    Progress of the scheme

    • As on date approx 16.93 lakh scholarships have been sanctioned to the Students across the country.
    • Heads of all the institutions disclosed that the NMMS Scheme has reduced the drop-out rate at the secondary and senior secondary classes, particularly from Classes VIII to XII.

  • Global Talent Competitiveness Index (GTCI) 2020

    What is the news: The Global Talent Competitiveness Index (GTCI) was recently published.

    Performance Analysis

    • India has climbed eight places to 72nd rank in the GTCI which was topped by Switzerland, the US and Singapore.
    • Sweden (4th), Denmark (5th), the Netherlands (6th), Finland (7th), Luxembourg (8th), Norway (9th) and Australia (10th) complete the top 10 league table.
    • In the BRICS grouping, China was ranked 42nd, Russia (48th), South Africa (70th) and Brazil at 80th position.
    • This year’s GTCI report explores how the development of AI is not only changing the nature of work but also forcing a re-evaluation of workplace practices, corporate structures and innovation ecosystems.

    About the GTCI report

    • It was started in 2013 and is an annual benchmarking report that measures the ability of countries to compete for talent, their ability to grow, attract and retain talent.
    • Theme for 2020 was ‘Global Talent in the Age of Artificial Intelligence’. It explores how the development of artificial intelligence (AI) is not only changing the nature of work but also forcing a re-evaluation of workplace practices, corporate structures and innovation ecosystems.
    • Inequality: The report noted that the gap between high income, talent-rich nations and the rest of the world is widening. More than half of the population in the developing world lack basic digital skills.
    • About GTCI Report: It is launched by INSEAD, a partner and sponsor of the United Nation’s Sustainable Development Goals (SDGs) Davos, Switzerland recently.
    • INSEAD is one of the world’s leading and largest graduate business schools with locations all over the world and alliances with top institutions.
    • The report, which measures countries based on six pillars:
    1. enable
    2. attract
    3. grow
    4. retain talent
    5. vocation and technical skills
    6. global knowledge skills

  • [op-ed snap] Not ready for school

    Context

    The draft NEP (National Education Policy) document points out that close to five crore children currently in elementary school do not have foundational literacy and numeracy skills. 

    Severe learning crisis: The document cites several possible reasons for this crisis.

    • First reason:  Many children enter school before age six.
      • Lack of options: This is partly due to the lack of affordable and accessible options for pre-schooling.
      • Therefore, too many children go to Std. I with limited exposure to early childhood education.
      • Consequences for the poor: Children from poor families have a double disadvantage -lack of healthcare and nutrition and the absence of a supportive learning environment on the other.
    • Second reason: Lack of developmentally appropriate activities by age and phase.
      • The misplaced focus of ICDS: School readiness or early childhood development and education activities have not had a high priority in the ICDS system.
      • Acting as an extension of pre-school education: Private preschools that have increased access to preschool but are often designed to be a downward extension of schooling.
      • Thus, they bring in school-like features into the pre-school classroom, rather than developmentally appropriate activities by age and phase.

    Three clear trends in ASER-2019 data

    • First trend: Scope for expansion of Anganwadi network.
      • Expansion network: There is considerable scope for expanding Anganwadi outreach for three and four-year-old children.
      • All-India data from 2018 shows that slightly less than 30 per cent children at age three and 15.6 per cent of children at age four are not enrolled anywhere.
    • Second trend: Under 6 students in class I.
      • ASER 2018 data show that 27.6 per cent of all children in Std I are under six.
      • It is commonly assumed that children enter Standard I at age six and that they proceed year by year from Std I to Std VIII.
      • The Right to Education Act also refers to free and compulsory education for the age group six to 14.
      • However, the practice on the ground is quite different.
    • Third trend: There are important age implications for children’s learning.
      • Association with learning output: ASER-2019 indicate the higher learning output associated with age in the same class.
      • In Std. I, the ability to do cognitive activities among seven-eight-year olds can be 20 percentage points higher than their friends who are five years old but in the same class.
      • In terms of reading levels in Std. I, 37.1 per cent children who are under six can recognise letters whereas 76 per cent of those who are seven or eight can do the same.
      • Age distribution in Std. I vary considerably between government and private schools.
      • Private schools in many states have a relatively older age distribution.

    Way forward

    • Understanding the children: Understanding the challenges that children face when they are young is critical if we want to solve these problems early in children’s life.
    • Providing for developmentally appropriate skill: Instead of focusing on the pre-school years as the downward extension of school years there is a need for providing developmentally appropriate skill in these years.
    • Pedagogy: On the pedagogy side reworking of curriculum and activity is urgently needed for entire age band of four to eight.

     

  • Annual Status of Education Report (Rural) 2019

    The Annual Status of Education Report (ASER) 2019 (rural) was recently released by NGO Pratham.

    Highlights of the report

    • Only 16% of children in Class 1 in 26 surveyed rural districts can read text at the prescribed level, while almost 40% cannot even recognise letters.
    • Only 41% of these children could recognise two digit numbers.

    Private schools ahead

    • Of six-year olds in Class 1, 41.5% of those in private schools could read words in comparison to only 19% from government schools.
    • Similarly, 28% of those in government schools could do simple addition as against 47% in private schools.
    • This gap is further exacerbated by a gender divide: only 39% of girls aged 6-8 are enrolled in private schools in comparison to almost 48% of boys.
    • The report also found that a classroom could include students from a range of age-groups, skewing towards younger children in government schools.

    Determinants of learning outcomes

    • The ASER report shows that a large number of factors determine the quality of education received at this stage, including the child’s home background, especially the mother’s education level; the type of school, whether anganwadis, government schools or private pre-schools; and the child’s age in Class 1.
    • More than a quarter of Class 1 students in government schools are only 4 or 5 years old, younger than the recommended age.
    • The ASER data shows that these younger children struggle more than others in all skills.
    • Permitting underage children into primary grades puts them at a learning disadvantage which is difficult to overcome,” said the report.

    Role of Mothers

    • Among the key findings of ASER 2019 is that the mother’s education often determines the kind of pre-schooling or schooling that the child gets.
    • The report says that among children in the early years (ages 0-8), those with mothers who had completed eight or fewer years of schooling are more likely to be attending anganwadis or government pre-primary classes.
    • With 75% women in the productive age group not in the workforce, they can be better engaged in their children’s development, learning and school readiness.

    Key suggestions made by the report

    • ASER found that the solution is not to spend longer hours teaching children the 3Rs.
    • Counter-intuitively, the report argues that a focus on cognitive skills rather than subject learning in the early years can make a big difference to basic literacy and numeracy abilities.
    • The survey shows that among Class 1 children who could correctly do none or only one of the tasks requiring cognitive skills, about 14% could read words, while 19% could do single digit addition.
    • However, of those children who could correctly do all three cognitive tasks, 52% could read words, and 63% could solve the addition problem.

    Focus on productive learning

    • ASER data shows that children’s performance on tasks requiring cognitive skills is strongly related to their ability to do early language and numeracy tasks,” says the report.
    • This suggests that focussing on play-based activities that build memory; reasoning and problem-solving abilities are more productive than an early focus on content knowledge.
    • Global research shows that 90% of brain growth occurs by age 5, meaning that the quality of early childhood education has a crucial impact on the development and long-term schooling of a child.

  • SATCOM technology

    The Rajasthan government has started using satellite communication technology in a big way to enhance the learning outcome in educational institutions and generate awareness about social welfare schemes while giving priority to the five aspirational districts selected by NITI Aayog in the State.

    SATCOM

    Rajasthan has taken an initiative to provide the facility of receive only terminals (ROT) and satellite interactive terminals (SIT) for getting the services of subject experts in the government schools and colleges and propagate various schemes in the remote areas with no Internet connectivity.

    What are ROT and SIT?

    • Satellite Interactive Terminal (SIT) is one of the six selected user networks used by CEC-UGC.
    • It is operating independently with their user terminals anywhere in the main land of India.
    • It has one main teaching end along with remote SITs and ROTs.
    • At present, there are over hundred SITs and ROTs under CEC EDUSAT network, installed at various colleges, and Universities across the country.

    Back2Basics

    EDUSAT

    • EDUSAT is the first Indian Satellite built exclusively for serving the educational sector. It was launched in September 2004 by the ISRO.
    • The satellite based distance education system enables virtual classrooms at rural and remote locations across the country.
    • Consortium for Educational Communication (CEC) has started two-way audio-video communication through EDUSAT network from 5th September 2005.
    • ISRO set up a nationwide multi-user educational network in its EDUSAT national Ku – band.