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Education System in India – A Comprehensive Analysis

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The Indian education system, for a long time, is faced with the problem of inaccessibility and low-quality education that make Indians unemployable. Due to this, India is not able to use the potential of its human capital. Education is one of the vital tools that help a nation to develop. The government needs to address this issue through proactive involvement for the betterment of all Indian citizens.

This topic of “Education System in India – A Comprehensive Analysis” is important from the perspective of the UPSC IAS Examination , which falls under General Studies Portion.

How did it all begin?

• In ancient times, India followed the Gurukula system of education.
• This system involved the teacher teaching student many subjects like Sanskrit, Holy Scriptures, mathematics metaphysics, etc., in his home.
• The student stays in the teacher’s house as long as he wished or until the guru felt he had taught everything he could teach.
• All learning in Gurukula was closely linked to nature and life and not confined to memorizing information like it is today.
• The modern school system was brought to India, including the English language, originally by Lord Thomas Babington Macaulay in the 1830s.
• The curriculum was confined to the “modern” subjects such as science and mathematics, and subjects like metaphysics and philosophy were considered unnecessary.
• Teaching was limited to classrooms and the link with nature was broken, as also the close relationship between the teacher and students.
• Uttar Pradesh Board of High School and Intermediate Education was the first Board to be established in India in the year 1921.
• Later, other boards were established in several states.
• This kind of education system underwent reforms following independence from the British Empire.

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What is the structure of India’s schooling system since independence?

The Indian education system consists of the following levels of education:

• Pre-primary level : 5-6 years of age
• Primary (elementary) level : 6-14 years of age. It is guaranteed by the Indian Constitution under Article 21A . The elementary education is universalised by Sarva Shikha Abhiyan .
• Secondary level : 14-18 years of age. The government had extended SSA to secondary education through Rashtriya Madhyamik Shiksha Abhiyan .
• Higher Education in India generally has 3 levels: UG, PG and MPhil/Ph.D . The Centrally Sponsored Scheme, Rashtriya Uchhattar Shiksha Abhiyan (RUSA) provides for the strategic funding to higher education institutions throughout the country.

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What are the provisions of the Indian Constitution on education?

• Article 45 in Directive Principles of State Policy stated that the government should provide free and compulsory education to all until the age of 14 within 10 years from the commencement of the Constitution. Since it was not realized, Article 21A was introduced by the 86 th Constitutional Amendment Act of 2002 . It made elementary education a fundamental right rather than a directive principle.
• Article 45 was amended to provide for early childhood care and education to children below the age of 6 years.

Right to Free and Compulsory Education Act, 2009 :

• In order to implement Article 21A , the parliament had passed the Right to Education Act .
• This Act provided necessary legal backing for the implementation of Sarva Shiksha Abhiyan (SSA).
• SSA is the government programme that provides for the Universalization of Elementary Education in a time-bound manner. It has been operational since 2000-01 .

Provisions:

• Free and compulsory education to all Indian children between 6 to 14 age groups. “Compulsory” here means the government must provide free elementary education and ensure compulsory admission, attendance and completion of elementary education to all Indian children.
• The non-admitted child must be admitted to an age-appropriate class.
• As per the Act, the government schools must provide free education to all children and they are managed by School Management Committees (SMCs).
• The private schools are to admit at least 25% of the children in their schools without a fee.
• This Act mandates a 25% reservation for the disadvantaged sections of the society that includes the SC and STs, Socially Backward Class and differently-abled.
• The standards like Pupil-Teacher Ratios (PTRs), buildings and infrastructure, schools’ working days, teacher’s working hours, qualifications and training of the teachers are defined under this Act.
• The deployment of teachers is rationalised so that there is no urban-rural imbalance.
• It prohibits the deployment of teachers for non-educational works, other than services like decennial census, elections, and disaster reliefs.
• It prohibits physical punishment and mental harassment, screen procedures for students’ admission, capitation fee, private tuition by teachers and running of non-recognized schools.
• This Act also states that the financial and other responsibilities should be shared between the Centre and state governments.
• It aims to make child free of fear, trauma and anxiety through a system of child-friendly and child-centred learning.
• The Right of Children to Free and Compulsory Education (Amendment) Act, 2019 removed the clause for “No Detention Policy”.
• Though the RTE and SSA have increased accessibility to school that had resulted in a high enrolment rate, drop-out rates have increased. Little has been done to address this issue.
• Adequate importance is not given to PTR.
• There is a provision in this Act that allows the local authorities to decide on aspects related to the academic calendar. However, this has not been implemented.
• Since all state holidays are not relevant to all localities, decisions on the academic calendar should be in the hands of the local authorities so that there is an increase in attendance and the local governments can take ownership of the school.
• There is a difference between urban-rural and rich-poor in education. The RTE students in private schools are forced to pay extra fees because they claim that the government fund is inadequate.
• Most of the private schools treat RTE as a charity. They feel that the responsibility of universalization of education should be on the government’s hands and not them.
• The 2019 Amended Act scraps non-detention policy to allow detention for students of class V and VIII if they fail to pass in examinations.
• The provision of “non-detention policy” under the previous Act stated that the students till class 8 must not be failed in the exams. This was done to reduce the drop-out rate.
• The amendment was in response to the reducing quality of elementary education.
• This RTE Act gives more importance to the education of children from the age of 6. The Kothari Commission had recommended the establishment of centres for the development of pre-primary education in all districts.
• The RTE Act recommends a PTR of 30:1 for primary classes and 35:1 for upper primary classes. The District Information System for Education (DISE) report found that 30% of primary and 15% of the upper primary schools have higher PTRs.
• Despite the improvement in the Student-Classroom ratio (SCR), India still faces inequality in this context.

How did the modern education system evolve to the present state?

• As previously mentioned, the British colonial government introduced India’s modern education system.
• From Macaulay minute to Wood’s dispatch to several commissions like Sadler commission, 1904 Indian education policy etc., has built the foundation for the Indian education system during the colonial period.

Radhakrishnan Committee:

• In 1948-49, the University Education Commission was set up under Radhakrishnan.
• It shaped the education system of independent India based on the needs and aspirations of the newly-formed independent nation.
• It projected out the value system of the Indian Education System.
• Previously, the education system was only favouring the aspirations of the British government.
• For example, Macaulayism focused on eliminating indigenous culture through the planned substitution of British culture through education.
• Independent India’s education system is based on the following values as recommended by the commission:
• Wisdom and knowledge
• Aims of the social order
• Love for higher values of life
• Training for leadership

Kothari Commission :

• It gave the basic framework of the Indian education system.
• It recommended the following:
• Standardisation of the education system on a 10+2+3 pattern.
• Pointed out the need to make work experience and social and national service an integral part of education.
• Linking of colleges with several schools in the neighbourhood.
• Equal opportunities need to be provided for all to achieve national and social integration.
• Increase in the expenditure on education from 2.9% of the GDP to 6% by 1985.
• The banning Neighbourhood school system from separating students based on social or religious differences.
• A school complex system integrating primary and secondary levels of education.
• The Establishment of the Indian Education Service.
• The report by this committee paved the way for National Education Policy , 1968 which became the basis for further development of the Indian education system.

National Education Policy, 1968:

• It provided for the “radical restructuring” and equalization of educational opportunities to achieve national integration and greater cultural and economic development.
• It also increased the government’s expenditure on education to 6% of the GDP.
• It provided for the better qualification and training of the teachers.
• The three-language formula: The first language should be the mother tongue/regional language. The second language for the Hindi-speaking states should be modern Indian language. If it is non-Hindi speaking states it should be either Hindi or English. As for the third language, it can be either English or modern Indian language for the Hindi-speaking states and non-Hindi Speaking states. Hindi was encouraged in all states to promote a common language for all Indians.

National Educational Policy, 1985:

• Its objective is to remove differences and to provide equal educational opportunities especially to the marginalised sections of the society.
• It launched “Operation Blackboard” to improve primary schools across the nation.
• IGNOU was set up.
• The “Rural university” model was adopted based on the Gandhian philosophy. This was done to promote economic and social development at the grassroots level in rural India.

T.S.R.Subramanian Committee report:

• It was entrusted with the task of preparing a new education policy for India.
• It submitted a report to the government in May 2016.
• It had suggested numerous measures the government must take to improve education in India.
• Some of the key recommendations are:
• Education for children between 4 to 5 age groups must be declared a fundamental right. Early Childhood Care and Education (ECCE) is uneven across the states. So all the government schools should have facilities for pre-primary education so that too much reliance is not in private schools.
• This committee recommended that the “no-detention policy” should be upheld only till class V and not till class VIII.
• As there is an increase in the teacher shortage, absenteeism and grievances, there is a need for the establishment of an Autonomous Teacher Recruitment Board and 4 years integrated B.Ed. course.
• There is insufficient integration of Information and Communication Technology and the education sector.
• This committee recommended the enhancement of the National Skills Qualification Framework.
• The vocational training courses must be on par with the local opportunities and resources and the formal certification must be equivalent to the conventional education certificates.
• All India Education Service must be established.
• National Accreditation Board (NAB) must subsume the existing accreditation bodies.

What is the current state of India’s school education?

The following are the key findings of the latest Annual Status of Education Report, 2023:

• Youth Enrollment in Education : 86% of youth in the 14-18 age group are within the formal education system (school or college). At age 14, the percentage of youth not enrolled is 5%, increasing to 30% by age 18​ ​.
• Educational Attainment Levels : 54% of youth in the 14-18 age group are enrolled in Std X or below, 25% in Std XI or XII, and 6% in undergraduate or other degree courses. 14% are not currently enrolled in any form of formal education​ ​.
• Gender Disparity in Enrollment : The enrollment gap between males and females in formal education widens with age. At age 18, 32% of females are not enrolled compared to 28% of males​ ​.
• Mathematical Ability : More than half of the youth struggle with division problems, with only 43% able to solve them correctly​ ​.
• Reading Skills : 53% of all 14-year-olds can read English sentences, increasing to about 60% for 18-year-olds. Of those who can read English sentences, 79% can explain their meaning​ ​.
• Applied Literacy and Numeracy Skills : A significant proportion of youth, even those who have completed eight years of schooling, lack foundational skills in reading and math​ ​.
• Financial Literacy : 76% of youth could not count money correctly, and 56% could correctly add weights in kilograms​ ​.
• Employment Among Youth : 42% of youth in the 14-18 age group are working, regardless of whether they are enrolled in formal education. Of these, 79% work in agriculture, primarily on their family’s farm​ ​.
• Digital Skills and Access : Mobile phone usage is widespread among youth (73% had used a mobile phone within the last week). However, significant gender differences exist, with higher male usage compared to females. Only 28% had used the Internet, and 26% had used computers in the last week​ ​.
• Geographical Awareness : 14% of youth could not identify a map of India, 36% couldn’t name the country’s capital, and 21% could not identify their state​ ​.
• Career Aspirations : Medicine is the most preferred career (18.1%), followed by engineering (11.6%). The majority of boys wish to join the Army or police, while teaching is the most common preference among females. Only 1.2% of rural youth aspire to work in the agriculture sector​ ​.

What are the problems faced by India’s education system?

Very few have higher education:

• Even after more than 100 years of the implementation of Gokhale Bill, 1911, universal primary education is still not achieved.
• According to the 2011 Census, about 26% of the Indian population is still illiterate.
• Currently, half of the population is either illiterate or with only primary education.
• According to Educational Statistics at a Glance (ESAG) 2018, the measures to provide primary education has produced results across social and gender categories in Gross Enrolment Rate (GER).
• There is an improvement in the female participation up to the secondary level and the GER for girls is more than the boys.
• However, the girl’s gross enrolment rate is less than boys at the higher education level.
• According to the National Sample Survey Office 71 st round, 2014, the drop-out rates are high for boys at the secondary level because of the economic activities, lack of interests and financial constraints.
• Also, the transition rate from secondary school to higher education is very low.

Limited outcomes from education policies :

The reasons for this are as follows:

• Higher priority is given to tertiary education when it comes to government spending. Though the government expenditure on elementary education is more than tertiary education, the expenditure per student is more in tertiary. Thus, the quality of elementary education is brought under question.
• The quality of education is poor. 2018 Annual Status of Education Report (ASER) pointed out the deficiency in the foundational reading and arithmetic skills. The students are not improving in their higher studies since they are not thorough in the basics.
• These policies are focused more on implementation rather than outcomes.

Problems with teachers:

• Limited availability of teachers
• Corruption in teacher appointment
• Limitations of teacher training
• Socio-cultural factors like a cynical attitude towards the teaching profession.
• There is no accountability for the government teachers as they are guaranteed lifetime job security despite the performance.

The Economic Divide:

• There is a stark difference between the rich and the poor at all levels of education.
• The poor children are mostly concentrated in the government schools where the education quality and facility is poor.
• In contrast, private schools, where the rich children are concentrated, provide a quality education leading to better results.
• This difference is because there is an unreasonable hike in the private school fee, making them unaffordable for the poor.
• The SC had once addressed this issue by stating that private schools have the power to increase the school fee. It had stated that a reasonable surplus can be generated by schools for the expansion of the institution. It had also pointed out the need for a balance of autonomy of institutions and measures to prevent commercialisation of education are necessary.
• The vagueness of this judgement has dampened its outcome.
• Though there are state laws that cap private school fees, the implementation and litigation problems have made them ineffective.
• The CAG report had also mentioned the cases of misreporting and mismanagement of the private schools. There is a need for stricter laws, inspections and penalties to address this issue.

Unemployable workforce:

• The educated youth in India are not employable since they lack the necessary industry-level skills.
• The Indian education system does not give priority to the basic foundation.
• Skill development programs cannot succeed without a basic foundation.
• The government measures to address the unemployment crisis like PMKVY has shown poor results because of this reason.

Issues with Research and Development :

• Though there is a steady increase in the Gross Expenditure on Research and Development (GERD), as a fraction of the total GDP, it has remained stagnant between 0.6-0.7percent of the GDP for the past 2 decades.
• The universities play a relatively small role in research in India as there is a disconnection between research institutions and universities.
• The separation of research from teaching has resulted in a situation wherein the universities have students but lack additional faculty support, while the research institutes have qualified faculty but no young students to undertake research work.
• India currently spends very little on R&D purposes.
• Incentives must be provided for private companies and universities to increase their R&D activities.

Low-quality infrastructures and education in government schools :

• The RTE and SSA have increased the accessibility to government schools.
• However, the quality of education and infrastructure in these schools is dismal.
• There is a need for the rationalisation in the number of government schools in a particular area so that quality is given more focus instead of the quantity.
• Integrated school complexes like Rajasthan’s Adarsh, wherein one school provides classes from I to XII under one principal, is a need of the hour.

New Education Policy 2023 (NEP 2023)

• Aims to overhaul India’s education system to be more holistic, accessible, affordable, and relevant for the 21st century​ ​.
• Achieve 100% youth and adult literacy by 2030.
• Focus on imparting critical thinking and problem-solving skills.
• Increase Gross Enrollment Ratio (GER) in higher education to 50% by 2025.
• Emphasize multidisciplinary and flexible learning, and employability through vocational exposure​ ​.
• Focus on equitable quality education for children aged 3-18 years.
• Emphasis on creativity, critical thinking, communication skills, and vocational skills.
• Introduction of innovative institutions like digital universities.
• Replacement of the 10+2 structure with a 5+3+3+4 system.
• Multilingual approach with a three-language formula up to Grade 12.
• Curriculum to integrate fundamental concepts, skills, and multidisciplinary education.
• Higher education to offer flexibility, integration with vocational education, and academic credit portability​ ​.
• Use of mother tongue/regional language as medium of instruction from Grades 1-5​ ​.
• Integration of hands-on vocational education from Grade 6 onwards​ ​.
• Focus on joyful, engaging, and stress-free learning.
• Emphasis on experiential learning​ ​.
• Introduction of a 5+3+3+4 system aligned with cognitive growth stages.
• Reduction in curriculum load to prevent rote learning.
• Flexibility in undergraduate programs with entry/exit options.
• Board exams to assess core capacities instead of memorized facts​ ​.
• Overhaul of regulatory architecture.
• Restructuring of professional councils like AICTE and NCTE.
• Evolution of HEIs into large multidisciplinary colleges by 2040​ ​.
• Hybrid learning combining online and offline instruction.
• Establishment of digital universities.
• Use of SWAYAM platform for online courses and virtual labs.
• Implementation of an academic bank for credit storage and transfer​ ​.
• Introduction of skills labs in schools from Grade 6.
• Opportunities for internships/apprenticeships​ ​.
• Targets for achieving quality education by 2040, including 50% GER by 2025.
• Development of a teacher vacancies database and virtual labs.
• Setting up the Higher Education Commission​ ​.

What can be the way forward?

• Embracing Holistic and Inclusive Education : The New Education Policy (NEP) 2023 sets a transformative path for India’s education system. It advocates for a holistic educational framework that nurtures critical thinking, creativity, and problem-solving abilities, aligning with the needs of the 21st century. Emphasis should be placed on implementing this holistic approach at all educational levels to foster a generation of innovative, adaptable, and intellectually equipped individuals.
• Achieving Comprehensive Literacy : In line with NEP 2023’s ambitious goal to achieve 100% youth and adult literacy by 2030, concerted efforts are required at both governmental and grassroots levels. This includes enhancing accessibility to quality education across rural and urban divides and ensuring inclusive education for marginalized communities.
• Restructuring Curriculum and Pedagogy : The NEP 2023 introduces a progressive 5+3+3+4 curricular structure, which better aligns with the cognitive development stages of learners. This restructured approach necessitates a comprehensive revamp of the existing pedagogical practices, focusing on reducing rote learning and encouraging experiential and inquiry-based learning methods.
• Digital and Vocational Integration : In response to the rapidly evolving digital landscape, NEP 2023’s emphasis on digital empowerment and vocational education from an early age is a step forward. The integration of digital tools and vocational training in the curriculum can bridge the gap between theoretical knowledge and practical skills, thus enhancing employability and adaptability in a dynamic job market.
• Addressing Environmental Education : As underscored by the UNESCO 2023 State of the Education Report for India, integrating environmental education into the curriculum is vital. Educating the young generation about climate change and sustainability practices is imperative for fostering environmental stewardship and addressing the global challenges of climate change.
• Fostering Research and Innovation : Strengthening research and innovation in educational institutions is crucial. Encouraging a research-oriented approach in higher education, coupled with adequate funding and support for innovative projects, can place India at the forefront of global educational and technological advancements.
• Collaborative Efforts for Implementation : Successful implementation of NEP 2023 requires collaborative efforts from various stakeholders including educators, policymakers, industry experts, and communities. Regular monitoring, feedback mechanisms, and adaptive strategies should be employed to ensure the policy’s objectives are met effectively and efficiently.

Revamping India’s education system can enable us to solve all of the current problems faced by India. This includes poverty, unemployment, intolerance, etc. The government must take steps to mend the existing lacunae in India’s education system so as to improve the lives of all Indians.

Test Yourself

Critically analyse how India’s education system can be revamped to address the current demands. (250 words).

• Academic Bank of Credit: will provide multiple entry and exit options for students in Higher education;
• 1st Year Engineering Programmes in Regional Languages
• Guidelines for Internationalization of Higher Education.
• Vidya Pravesh, a three month play based school preparation module for Grade 1 students
• Indian Sign Language as a Subject at secondary level
• NISHTHA 2.0, an integrated programme of teacher training designed by NCERT
• SAFAL (Structured Assessment For Analyzing Learning Levels), a competency based assessment framework for Grades 3, 5 and 8 in CBSE schools
• A website dedicated to  Artificial Intelligence.
• DIKSHA is the nation’s digital infrastructure for providing high-quality e-content for school education in states and UTs, as well as QR-coded Energized Textbooks for all grade levels (one nation, one digital platform).
• Each class from 1 to 12 has one designated Swayam Prabha TV channel (one class, one channel).
• Shiksha Vani – makes extensive use of radio, community radio, and CBSE podcasts. Special e-content for the visually and hearing impaired developed on the Digitally Accessible Information System (DAISY) and in sign language on the NIOS website/YouTube.
• PM eVIDYA – unifies all initiatives related to digital education to enable multi-mode access to education.
• UNESCO 2023 State of the Education Report for India : This report emphasizes the role of education in addressing climate change, integrating environmental education into the curriculum, and promoting sustainable development . The National Council of Educational Research and Training (NCERT) aligns with the NEP 2020 in addressing climate change through school education. The report offers recommendations for enhancing the education sector’s role in combating climate change​ ​.

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National Education Policy 2020: Key Highlights

Last updated on July 9, 2024 by Alex Andrews George

The National Education Policy 2020 aims to bring transformational reforms in school and higher education and thus shape India into a global knowledge superpower.

The Union Cabinet chaired by Prime Minister Shri Narendra Modi approved the National Education Policy 2020 on July 29, 2020. This policy replaced the 34-year-old National Policy on Education (NPE), in 1986.

Built on the foundational pillars of Access, Equity, Quality, Affordability, and Accountability, this policy is aligned with the 2030 Agenda for Sustainable Development.

The National Education Policy (NEP) aims to transform India into a vibrant knowledge society and global knowledge superpower by making both school and college education more holistic, flexible, and multidisciplinary, suited to 21st-century needs, and aimed at bringing out the unique capabilities of each student.

Table of Contents

Important Highlights of National Education Policy 2020

• New Policy aims for Universalization of Education from preschool to secondary level with 100 % GER in school education by 2030.
• NEP 2020 will bring 2 crore out-of-school children back into the mainstream.
• New 5+3+3+4 school curriculum with 12 years of schooling and 3 years of Anganwadi/ Pre-schooling.
• Emphasis on Foundational Literacy and Numeracy, no rigid separation between academic streams, extracurricular, and 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.
• Assessment reforms with a 360-degree Holistic Progress Card, tracking Student Progress for achieving Learning Outcomes.
• GER in higher education to be raised to 50 % by 2035; 3.5 crore seats to be added in higher education.
• Higher Education curriculum to have Flexibility of Subjects.
• Multiple Entries / Exit to be allowed with appropriate certification.
• Academic Bank of Credits to be established to facilitate the Transfer of Credits.
• National Research Foundation to be established to foster a strong research culture.
• Light but Tight Regulation of Higher Education, single regulator with four separate verticals for different functions.
• Affiliation System to be phased out in 15 years with graded autonomy to colleges.
• NEP 2020 advocates increased use of technology with equity; National Educational Technology Forum to be created.
• NEP 2020 emphasizes setting up of Gender Inclusion Fund and Special Education Zones for disadvantaged regions and groups.
• New Policy promotes Multilingualism in both schools and HEs; the National Institute for Pali, Persian, and Prakrit, Indian Institute of Translation and Interpretation to be set up.

National Education Policy 2020: School Education

With respect to school education, universal access is the key vision. Also, major reforms are brought in curriculum and pedagogy.

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Ensuring Universal Access at all levels of school education

NEP 2020 emphasizes on ensuring universal access to school education at all levels- preschool to secondary.

Infrastructure support, innovative education centers to bring back dropouts into the mainstream, tracking of students and their learning levels, facilitating multiple pathways to learning involving both formal and non-formal education modes, an association of counselors or well-trained social workers with schools, open learning for classes 3,5 and 8 through NIOS and State Open Schools, secondary education programs equivalent to Grades 10 and 12, vocational courses, adult literacy, and life-enrichment programs are some of the proposed ways for achieving this.

About 2 crore out-of-school children will be brought back into the mainstream under NEP 2020.

Also read: Examination System in India

Early Childhood Care & Education with New Curricular and Pedagogical Structure

With an emphasis on Early Childhood Care and Education, the 10+2 structure of school curricula is to be replaced by a 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 the mental faculties of a child. The new system will have 12 years of schooling with three years of Anganwadi/ pre-schooling.

NCERT will develop a National Curricular and Pedagogical Framework for Early Childhood Care and Education (NCPFECCE) for children up to the age of 8. ECCE will be delivered through a significantly expanded and strengthened system of institutions including Anganwadis and pre-schools that will have teachers and Anganwadi workers trained in the ECCE pedagogy and curriculum. The planning and implementation of ECCE will be carried out jointly by the Ministries of HRD, Women and Child Development (WCD), Health and Family Welfare (HFW), and Tribal Affairs.

Attaining Foundational Literacy and Numeracy

Recognizing Foundational Literacy and Numeracy as an urgent and necessary prerequisite to learning, NEP 2020 calls for the setting up of a National Mission on Foundational Literacy and Numeracy by MHRD.

States will prepare an implementation plan for attaining universal foundational literacy and numeracy in all primary schools for all learners by grade 3 by 2025. A National Book Promotion Policy is to be formulated.

Reforms in school curricula and pedagogy

The school curricula and pedagogy will aim for the holistic development of learners by equipping them with key 21st-century skills, reduction in curricular content to enhance essential learning and critical thinking, and a greater focus on experiential learning.

Students will have increased flexibility and choice of subjects. There will be no rigid separations between arts and sciences, between curricular and extra-curricular activities, and between vocational and academic streams.

Vocational education will start in schools from the 6th grade and will include internships.

A new and comprehensive National Curricular Framework for School Education, NCFSE 2020-21, will be developed by the NCERT.

Multilingualism and the power of language

The policy has emphasized mother tongue /local language/regional language as the medium of instruction at least till Grade 5, but preferably till Grade 8 and beyond. Sanskrit to be offered at all levels of school and higher education as an option for students, including in the three-language formula. Other classical languages and literature of India also to be available as options. No language will be imposed on any student.

Students to participate in a fun project/activity on ‘The Languages of India’, sometime in Grades 6-8, such as, under the ‘Ek Bharat Shrestha Bharat’ initiative. Several foreign languages will also be offered at the secondary level. Indian Sign Language (ISL) will be standardized across the country, and National and State curriculum materials developed, for use by students with hearing impairment.

Assessment Reforms

NEP 2020 envisages a shift from summative assessment to regular and formative assessment, which is more competency-based, promotes learning and development, and tests higher-order skills, such as analysis, critical thinking, and conceptual clarity. All students will take school examinations in Grades 3, 5, and 8 which will be conducted by the appropriate authority.

Board exams for Grades 10 and 12 will be continued, but redesigned with holistic development as the aim. A new National Assessment Centre, PARAKH (Performance Assessment, Review, and Analysis of Knowledge for Holistic Development), will be set up as a standard-setting body.

Equitable and Inclusive Education

NEP 2020 aims to ensure that no child loses any opportunity to learn and excel because of the circumstances of birth or background. Special emphasis will be given to Socially and Economically Disadvantaged Groups (SDGs), including gender, sociocultural, and geographical identities and disabilities. This includes setting up of Gender Inclusion Fund and also Special Education Zones for disadvantaged regions and groups.

Children with disabilities will be enabled to fully participate in the regular schooling process from the foundational stage to higher education, with the support of educators with cross-disability training, resource centers, accommodations, assistive devices, appropriate technology-based tools, and other support mechanisms tailored to suit their needs.

Every state/district will be encouraged to establish “Bal Bhavans” as a special daytime boarding school, to participate in art-related, career-related, and play-related activities. Free school infrastructure can be used as Samajik Chetna Kendras

Also read: Education in India – A Detailed Analysis

Robust Teacher Recruitment and Career Path

Teachers will be recruited through robust, transparent processes. Promotions will be merit-based, with a mechanism for multi-source periodic performance appraisals and available progression paths to becoming educational administrators or teacher educators. A common National Professional Standard for Teachers (NPST) will be developed by the National Council for Teacher Education by 2022, in consultation with NCERT , SCERTs, teachers, and expert organizations from across levels and regions.

School Governance

Schools can be organized into complexes or clusters which will be the basic unit of governance and ensure the availability of all resources including infrastructure, academic libraries, and a strong professional teacher community.

Standard-setting and Accreditation for School Education

NEP 2020 envisages clear, separate systems for policymaking, regulation, operations, and academic matters. States/UTs will set up an independent State School Standards Authority (SSSA). Transparent public self-disclosure of all the basic regulatory information, as laid down by the SSSA, will be used extensively for public oversight and accountability. The SCERT will develop a School Quality Assessment and Accreditation Framework (SQAAF) through consultations with all stakeholders.

National Education Policy: Higher Education

The New Education Policy has a great vision for the Higher Education sector as well.

Increase GER to 50 % by 2035

NEP 2020 aims to increase the Gross Enrolment Ratio in higher education including vocational education from 26.3% (2018) to 50% by 2035. 3.5 Crore new seats will be added to Higher education institutions.

Holistic Multidisciplinary Education

The policy envisages broad-based, multi-disciplinary, holistic Undergraduate education with flexible curricula, creative combinations of subjects, integration of vocational education, and multiple entries and exit points with appropriate certification. UG education can be of 3 or 4 years with multiple exit options and appropriate certification within this period. For example, a Certificate after 1 year, Advanced Diploma after 2 years, a Bachelor’s Degree after 3 years, and a Bachelor’s with Research after 4 years.

An Academic Bank of Credit is to be established for digitally storing academic credits earned from different HEIs so that these can be transferred and counted towards the final degree made.

Multidisciplinary Education and Research Universities (MERUs), at par with IITs, and IIMs, to be set up as models of the 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.

The Higher Education Commission of India(HECI) will be set up as a single overarching umbrella body for the entire higher education, excluding medical and legal education . HECI to have four independent verticals – the National Higher Education Regulatory Council (NHERC) for regulation, the General Education Council (GEC ) for standard-setting, the Higher Education Grants Council (HEGC) for funding, and the National Accreditation Council( NAC) for accreditation.

HECI will function through faceless intervention through technology, & will have powers to penalize HEIs not conforming to norms and standards. Public and private higher education institutions will be governed by the same set of norms for regulation, accreditation, and academic standards.

Rationalized Institutional Architecture

Higher education institutions will be transformed into large, well-resourced, vibrant multidisciplinary institutions providing high-quality teaching, research, and community engagement. The definition of the university will allow a spectrum of institutions that range from research-intensive Universities to Teaching-intensive Universities and Autonomous degree-granting Colleges.

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.

Motivated, Energized, and Capable Faculty

NEP makes recommendations for motivating, energizing, and building the capacity of faculty through clearly defined, independent, transparent recruitment, freedom to design curricula/pedagogy, incentivizing excellence, and movement into institutional leadership. Faculty not delivering on basic norms will be held accountable

Teacher Education

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. Stringent action will be taken against substandard stand-alone Teacher Education Institutions (TEIs).

Mentoring Mission

A National Mission for Mentoring will be established, with a large pool of outstanding senior/retired faculty – including those with the ability to teach in Indian languages – who would be willing to provide short and long-term mentoring/professional support to university/college teachers.

Financial support for students

Efforts will be made to incentivize the merit of students belonging to SC, ST, OBC, and other SEDGs. The National Scholarship Portal will be expanded to support, foster, and track the progress of students receiving scholarships. Private HEIs will be encouraged to offer larger numbers of free ships and scholarships to their students.

Open and Distance Learning

This will be expanded to play a significant role in increasing GER. Measures such as online courses and digital repositories, funding for research, improved student services, credit-based recognition of MOOCs, etc., will be taken to ensure it is at par with the highest quality in-class programs.

Online Education and Digital Education:

A comprehensive set of recommendations for promoting online education consequent to the recent rise in epidemics and pandemics in order to ensure preparedness with alternative modes of quality education whenever and wherever traditional and in-person modes of education are not possible has been covered.

A dedicated unit for the purpose of orchestrating the building of digital infrastructure, digital content, and capacity building will be created in the MHRD to look after the e-education needs of both school and higher education.

Technology in education

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, and administration. Appropriate integration of technology into all levels of education will be done to improve classroom processes, support teacher professional development, enhance educational access for disadvantaged groups, and streamline educational planning, administration, and management

Promotion of Indian languages

To ensure the preservation, growth, and vibrancy of all Indian languages, NEP recommends setting up an Indian Institute of Translation and Interpretation (IITI), National Institute (or Institutes) for Pali, Persian, and Prakrit, strengthening Sanskrit and all language departments in HEIs, and use mother tongue/local language as a medium of instruction in more HEI programs.

Internationalization of education will be facilitated through both institutional collaborations and student and faculty mobility allowing entry of top world-ranked Universities to open campuses in our country.

Professional Education

All professional education will be an integral part of the higher education system. Stand-alone technical universities, health science universities, legal and agricultural universities, etc. will aim to become multi-disciplinary institutions.

Adult Education

The policy aims to achieve 100% youth and adult literacy.

Financing Education

The Centre and the States will work together to increase public investment in the Education sector to reach 6% of GDP at the earliest.

Also read: PM-USHA

NEP: Consultation Process

NEP 2020 has been formulated after an unprecedented process of consultation that involved nearly over 2 lakh suggestions from 2.5 lakh Gram Panchayats, 6600 Blocks, 6000 ULBs, and 676 Districts.

The MHRD initiated an unprecedented collaborative, inclusive, and highly participatory consultation process in January 2015. In May 2016, ‘The Committee for Evolution of the New Education Policy’ under the Chairmanship of Late Shri T.S.R. Subramanian, Former Cabinet Secretary, submitted its report.

Based on this, the Ministry prepared ‘Some Inputs for the Draft National Education Policy, 2016’. In June 2017 a ‘Committee for the Draft National Education Policy’ was constituted under the Chairmanship of eminent Scientist Padma Vibhushan, Dr. K. Kasturirangan, which submitted the Draft National Education Policy, 2019 to the Hon’ble Human Resource Development Minister on 31st May 2019.

The Draft National Education Policy 2019 was uploaded on MHRD’s website and at the ‘MyGov Innovate’ portal eliciting views/suggestions/comments from stakeholders, including the public.

In conclusion, the National Education Policy (NEP) is a crucial document that outlines the roadmap for the development of education in India. It is a significant step towards building a knowledge-based society that is equipped to meet the challenges of the 21st century. The NEP aims to transform the education system by providing equitable access to quality education, promoting innovation, and fostering holistic development.

The policy emphasizes the need for a learner-centered approach that focuses on critical thinking, creativity, and problem-solving. It also seeks to promote interdisciplinary learning, multilingualism, and the integration of vocational education into the mainstream curriculum.

The NEP’s vision of a flexible and inclusive education system that enables lifelong learning is laudable. However, the success of the policy will depend on its effective implementation, which will require adequate funding, infrastructure, and skilled educators.

Overall, the NEP has the potential to revolutionize the education sector in India and make it more relevant and responsive to the needs of the changing world. It is a bold and visionary document that seeks to transform education from being a means of social mobility to a tool for building a better and more just society.

Also Read: Institutions of Eminence Scheme;   Education in state list: Should it be restored?

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Last 25 Years Topic-wise Essay Questions From UPSC Mains (1994 - 2018)

Paper I of the UPSC Civil Services mains exam is the Essay. Here, prelims-qualified IAS aspirants have to write two essays out of a few given topics. The paper is for a total of 250 marks and its marks are taken into consideration for the Final Merit List. In this article, we have listed all the essay topics asked in the UPSC mains exam from 1994 to 2018. We have also classified the last 25 years essay questions into topics to make your preparation easier.

Latest – See the UPSC Essay Topics in the IAS Mains 2020 Essay Paper. Download UPSC Mains 2020 Essay Paper from the linked article.

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UPSC Essay Topics

Administration.

• Politics, bureaucracy and business – fatal triangle. (1994)
• Politics without ethics is a disaster. (1995)
• The VIP cult is a bane of Indian democracy. (1996)
• Need for transparency in public administration. (1996)
• The country’s need for a better disaster management system. (2000)
• How should a civil servant conduct himself? (2003)

Democracy/India since independence

• Whither Indian democracy? (1995)
• What we have not learnt during fifty years of independence. (1997)
• Why should we be proud of being Indians? (2000)
• What have we gained from our democratic set-up? (2001)
• How far has democracy in India delivered the goods? (2003)
• National identity and patriotism. (2008)
• In the context of Gandhiji’s views on the matter, explore, on an evolutionary scale, the terms ‘Swadhinata’, ‘Swaraj’ and ‘Dharmarajya’. Critically comment on their contemporary relevance to Indian democracy. (2012)
• Is the colonial mentality hindering India’s success? (2013)
• Dreams which should not let India sleep. (2015)
• Management of Indian border disputes – a complex task. (2018)

Economic growth and development

• Resource management in the Indian context. (1999)
• GDP (Gross Domestic Product) along with GDH (Gross Domestic Happiness) would be the right indices for judging the wellbeing of a country. (2013)
• Was it the policy paralysis or the paralysis of implementation which slowed the growth of our country? (2014)
• Crisis faced in India – moral or economic. (2015)
• Near jobless growth in India: An anomaly or an outcome of economic reforms. (2016)
• Digital economy: A leveller or a source of economic inequality. (2016)
• Innovation is the key determinant of economic growth and social welfare. (2016)
• Impact of the new economic measures on fiscal ties between the union and states in India. (2017)

Federalism, Decentralisation

• The language problem in India: its past, present and prospects. (1998)
• Water resources should be under the control of the central government. (2004)
• Evaluation of panchayati raj system in India from the point of view of eradication of power to people. (2007)
• Is autonomy the best answer to combat balkanization? (2007)
• Creation of smaller states and the consequent administrative, economic and developmental implication. (2011)
• Cooperative federalism: Myth or reality. (2016)
• Water disputes between States in federal India. (2016)

Indian Culture & Society

• The Indian society at the crossroads. (1994)
• New cults and godmen: a threat to traditional religion. (1996)
• The composite culture of India. (1998)
• Youth culture today. (1999)
• Modernism and our traditional socio-ethical values. (2000)
• Indian culture today: a myth or a reality? (2000)
• As civilization advances culture declines. (2003)
• From traditional Indian philanthropy to the gates-buffet model-a natural progression or a paradigm shift? (2010)
• Judicial activism. (1997)
• Judicial activism and Indian democracy. (2004)
• Justice must reach the poor. (2005)

Social justice/Poverty

• Reservation, politics and empowerment. (1999)
• Food security for sustainable national development. (2005)
• The focus of health care is increasingly getting skewed towards the ‘haves’ of our society. (2009)
• Farming has lost the ability to be a source of subsistence for the majority of farmers in India. (2017)
• Poverty anywhere is a threat to prosperity everywhere. (2018)

Media & Society

• Misinterpretation and misuse of freedom in India. (1998)
• Mass media and cultural invasion. (1999)
• Responsibility of media in a democracy. (2002)
• How has satellite television brought about cultural change in Indian mindsets? (2007)
• Role of media in good governance. (2008)
• Does Indian cinema shape our popular culture or merely reflect it? (2011)
• Is sting operation an invasion on privacy? (2014)

Environment/Urbanisation

• Urbanization is a blessing in disguise. (1997)
• Protection of ecology and environment is essential for sustained economic development. (2006)
• Urbanisation and its hazards. (2008)
• Should a moratorium be imposed on all fresh mining in tribal areas of the country? (2010)
• We may brave human laws but cannot resist natural laws. (2017)

Economic sectors/MNCs

• Multinational corporations – saviours or saboteurs. (1994)
• Globalization would finish small-scale industries in India. (2006)
• BPO boom in India. (2007)
• Special economic zone: boon or bane? (2008)
• Are our traditional handicrafts doomed to a slow death? (2009)
• Is the criticism that the Public-Private-Partnership (PPP) model for development is more of a bane than a boon in the Indian context, justified? (2012)
• Tourism: Can this be the next big thing for India? (2014)
• Restructuring of Indian education system. (1995)
• Literacy is growing very fast, but there is no corresponding growth in education. (1996)
• Irrelevance of the classroom. (2001)
• Privatization of higher education in India. (2002)
• Modern technological education and human values. (2002)
• What is real education? (2005)
• “Education for all” campaign in India: myth or reality. (2006)
• Independent thinking should be encouraged right from the childhood. (2007)
• Is an egalitarian society possible by educating the masses? (2008)
• Credit – based higher education system – status, opportunities and challenges. (2011)
• Is the growing level of competition good for the youth? (2014)
• Are the standardized tests good measure of academic ability or progress? (2014)
• Education without values, as useful as it is, seems rather to make a man more clever devil. (2015)
• Destiny of a nation is shaped in its classrooms. (2017)
• The new emerging women power: the ground realities. (1995)
• Greater political power alone will not improve women’s plight. (1997)
• Woman is god’s best creation. (1998)
• Women empowerment: challenges and prospects. (1999)
• Empowerment alone cannot help our women. (2001)
• Whither women’s emancipation? (2004)
• If women ruled the world. (2005)
• The hand that rocks the cradle. (2005)
• Women’s reservation bill would usher in empowerment for women in India. (2006)
• Managing work and home – is the Indian working woman getting a fair deal? (2012)
• If development is not engendered, it is endangered. (2016)
• Fulfillment of ‘new woman’ in India is a myth. (2017)

Quotes-based/Philosophy

• Youth is a blunder, manhood a struggle, old age a regret. (1994)
• Useless life is an early death. (1994)
• Disinterested intellectual curiosity is the lifeblood of civilisation. (1995)
• When money speaks, the truth is silent. (1995)
• Our deeds determine us, as much as we determine our deeds. (1995)
• Truth is lived, not taught. (1996)
• True religion cannot be misused. (1997)
• Search for truth can only be a spiritual problem. (2002)
• The paths of glory lead but to the grave. (2002)
• If youth knew, if age could. (2002)
• There is nothing either good or bad but thinking makes it so. (2003)
• Be the change you want to see in others. (2013)
• With greater power comes greater responsibility. (2014)
• Words are sharper than the two-edged sword. (2014)
• Lending hands to someone is better than giving a dole. (2015)
• “The past’ is a permanent dimension of human consciousness and values. (2018)
• Reality does not conform to the ideal, but confirms it. (2018)
• Attitude makes habit, habit makes character and character makes a man. (2007)
• Discipline means success, anarchy means ruin. (2008)
• Character of an institution is reflected in its leader. (2015)
• Need brings greed, if greed increases it spoils breed. (2016)
• Joy is the simplest form of gratitude. (2017)
• A good life is one inspired by love and guided by knowledge. (2018)
• A people that values its privileges above its principles loses both. (2018)
• Customary morality cannot be a guide to modern life. (2018)

Globalisation

• Modernisation and westernisation are not identical concepts. (1994)
• The world of the twenty-first century. (1998)
• The implications of globalization for India. (2000)
• My vision of an ideal world order. (2001)
• The masks of new imperialism. (2003)
• Globalizations and its impact on Indian culture. (2004)
• ‘Globalization’ vs. ‘nationalism’. (2009)
• Preparedness of our society for India’s global leadership role. (2010)

Science & Tech

• The modern doctor and his patients. (1997)
• Value-based science and education. (1999)
• The march of science and the erosion of human values. (2001)
• Spirituality and scientific temper. (2003)
• The lure of space. (2004)
• Science and Mysticism: Are they compatible? (2012)
• Science and technology is the panacea for the growth and security of the nation. (2013)
• Technology cannot replace manpower. (2015)
• Alternative technologies for a climate change resilient India. (2018)

Internet/IT

• The cyberworld: its charms and challenges. (2000)
• Increasing computerization would lead to the creation of a dehumanized society. (2006)
• Cyberspace and Internet: Blessing or curse to the human civilization in the long run. (2016)
• Social media is inherently a selfish medium. (2017)

International organisations/relations

• Restructuring of UNO reflect present realities. (1996)
• India’s role in promoting ASEAN cooperation. (2004)
• Importance of Indo-US nuclear agreement. (2006)
• Has the Non- Alignment Movement (NAM) lost its relevance in a multipolar world. (2017)
• Terrorism and world peace. (2005)
• Are we a ‘soft’ state? (2009)
• Good fences make good neighbours. (2009)
• In the Indian context, both human intelligence and technical intelligence are crucial in combating terrorism. (2011)

Miscellaneous

• India’s contribution to world wisdom. (1998)
• The pursuit of excellence. (2001)
• Geography may remain the same; history need not. (2010)
• Fifty Golds in Olympics: Can this be a reality for India? (2014)
• Quick but steady wins the race. (2015)

When preparing for IAS Mains, aspirants must focus on UPSC Mains Answer Writing Practise as this will improve one’s speed, efficiency and writing skills. It will automatically help in essay writing as well. 

Also, read:

Frequently Asked Questions on UPSC Essay Topics for UPSC Mains

Q 1. how can i write a good essay in upsc, q 2. does handwriting matter in upsc.

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Please share all essay mains paper for UPSC ?

Hi Download UPSC Question Papers from the linked article.

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Brainstorming the Essay

Topic - education.

How to Brainstorm UPSC Essay topic?

Example - If topic is related to education - you can expand it in following way-

• Primary / Secondary / Tertiary
• Technical / Non Technical
• School / Home Education / Peer Learning / Experiential Learning
• Private vs Public
• Adult vs Child
• Girls / Boys
• Transgender education
• education in jail for inmates
• education for kids of workers like in brick kiln
• education for mentally special kids
• education for divyang kids
• PVTGs and Tribal Kids
• Life saving skills as well
• Culture/ ethos / scientific temper (DPSP mention)
• Protection of nature / wildlife
• Respect for human life particularly for female dignity
• Educating for empowerment and equity
• Learning how to learn (Margaret Mead Quote)
• Tools for healthy, happy and fulfilling life- eg. Yoga, Meditation
• Online medium / offline medium
• Peer learning
• taking to places of cultural importance like museums/ exposure to Olympiads and exhibitions
• Experiential learning- learning by actually doing. Eg. agriculture, marketing
• Developing their cognitive functionalities to ask the right Q and self discover the Answer with help from teacher
• Delhi Model Schools/ Unayan Banka Model / Gyanoday Godda model
• NAS / Pratham does the survey as well / different state surveys etc
• Commercialization of education
• Difference between literacy and education- development of knowledge v/s character
• Role of family, society, peers to inculcate values, civic sense
• Nai taleem of Gandhiji
• Rote learning, marks rewarded for reproducing what is taught not understanding why? Less emphasis on the intellectual and spiritual role of education in Indian education system
• Mismatch between curricula and industry's needs
• Educated practicing patriarchy and caste system (lack of value education)
• Flaws in Indian R&D system which lets plagiarism happen
• Continuous learning not emphasised in our education system
• Low value given to research vis a vis package
• Start ups being seen as undesirable endeavours by parents and failure of them seen as taboo in society
• Disagreeing with teacher is seen as being rude but education should teach dissent
• Schooling promoting materialism
• Need for adaptive learning, knowledge creation by children and learning by doing for children
• Education to instill constitutional morality into pupil, role of education to inculcate values of public service, sympathy, empathy, compassion, integrity, honesty, tolerance, justice, truthfulness, love caring, humanitarianism, trusteeship, social unity, altruism, EQUITY, REDISTRIBUTION, benevolence, philanthropy and in the students
• Aware and mature electorate through political education of masses- not go for vote bank politics
• Macaulay’s Minute on Education- universities still produce clerks for government administration and not innovators of the future.

These are all random pointers - (fodder material). Now, based on exact topic, you can arrange relevant points from above material to write a orderly, concise and relevant essay!

Try writing a essay on topic related to education now. Also, start to think in multiple dimensions as shown above. It'll help you write uniqe and interesting essays! Happy learning.

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UPSC Essay Topics

The Upsc Essay Topics change every year, and aspirants are never sure what they will be. They can be about things like how the economy is doing, how women can be stronger, art and culture, or how the media affects us. Moreover, it’s a good idea to look at the essay questions from previous years to get an idea of what might be asked. This will help you practice writing essays and do well in the exam. With enough practice, you can become good at writing essays for the UPSC exam .

Furthermore, the IAS Essay section is very important in the UPSC exam. It contains 250 marks, and you must write two essay questions in three hours, each 1000 to 1200 words. Additionally, to prepare, it’s a good idea to look at previous upsc essay papers to understand what essay topics upsc might come up in the exam.

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You can also check for UPSC Mains Toppers Booklist . [embedyt] https://www.youtube.com/watch?v=am5JYNs9Y08[/embedyt]

UPSC Essay Topics 2024

The UPSC essay paper is one of the nine papers in the UPSC Mains exam . It’s a chance for candidates to share their opinions on social, economic, and political issues. UPSC usually chooses topics that are either related to current events or have a big impact on society. Moreover, some important IAS essay topics for the UPSC exam could include:

• Development
• Urbanisation
• Globalisation
• Bureaucracy/Civil Service
• Constitution
• Water Security
• Poverty/Hunger/Food Security
• Human Resources- Employment
• Social Media
• Privacy/Surveillance

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UPSC Essay Topics: Previous Year Question Paper

Having access to the previous year’s essay topics can be useful. It gives you an idea of the types of essays asked in previous years. Moreover, That’s why we’ve provided the UPSC essay topics from the previous year’s UPSC question paper below.

• UPSC Essay Topics for year 2022
• UPSC Essay Topics for year 2021
• UPSC Essay Topics for year 2020
• UPSC Essay Topics for year 2019
• UPSC Essay Topics for year 2018

You can also check for how to write an essay for upsc .

UPSC Essay Topics: Topic wise

Here, we will discuss different UPSC Essay Topics that are frequently asked in the UPSC Examination.

UPSC Essay Topics on Administration 

If you want to prepare for Polity and Administration topics for the UPSC exam, you can start by reading books on Polity and Public Administration. Moreover, these books provide basic information about relevant issues and their history, which can be useful when writing essay questions on Polity and Public Administration for the UPSC exam. Some UPSC essay topics on these topics could include:

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• Is autonomy the best answer to combat balkanisation?
• Politics without ethics is a disaster.
• Judicial activism and Indian democracy.
• The language politics in India: its past, present, and future.
• Is a better disaster management system need of the hour?
• Cooperative federalism: Myth or reality.
• Need for transparency in public administration.
• The VIP cult is a bane of Indian democracy.

UPSC Essay Topics on Science and Technology

To write an essay on Science and Technology topics for the UPSC exam, you can start by following current affairs related to this field. You can also refer to books on Science and Technology for UPSC to get a multidimensional perspective. Moreover, some possible Science and Tech UPSC essay topics could include:

• The modern doctor and his patients.
• The process of self-discovery has now been technologically outsourced.
• Alternative technologies for a climate change-resilient India.
• Technology cannot replace manpower.
• Social media is inherently a selfish medium.
• Value-based science and education.
• Cyberspace and Internet: Blessing or curse to the human civilisation in the long run.
• The lure of space.
• Spirituality and scientific temper.
• The march of science and the erosion of human values.
• The cyberworld: Its charms and challenges.
• Science and Mysticism: Are they compatible?

UPSC Essay Topics on Women Empowerment

UPSC encourages gender equality in the workplace and often includes essay topics related to women. The UPSC Essay topics aims to understand the candidate’s level of critical thinking and ability to express their thoughts. Including data, references, and real-life examples can help earn extra marks while writing essays. Moreover, some possible UPSC essay topics related to women and women empowerment could include:

• Challenges and Prospects of Women Empowerment
• Ground realities of the new emerging women power
• Fulfillment of ‘new woman’ in India is a myth.
• Is the Indian working woman getting a fair deal- Managing work and home?
• Hand that rocks the cradle rules the world.
• What if all the developed countries had women as their heads?
• Greater political power alone will not improve women’s plight.
• Whither women’s emancipation?

UPSC Essay Topics on Indian Culture & Society

The UPSC essay topics related to Indian society, art, and culture are always diverse. To prepare for these topics, candidates can read basic books on society that are typically referred to during the exam. Moreover, you can also use Art & Culture Notes for UPSC to help with your preparation. Some possible UPSC essay topics related to Indian culture and society are:

• Are new cults and godmen threats to the traditional religion?
• Modernism and our traditional socio-ethical values.
• Indian society is at a crossroads.
• The composite culture of Indian society
• Where the Youth culture of today is heading towards
• As civilisation progresses, culture declines.

UPSC Essay Topics on Philosophical Type

Every year, UPSC includes two or more UPSC essay topics related to philosophical thoughts, Indian philosophical schools, or quotes from famous personalities. Students can refer to Philosophy Books for UPSC to prepare for these topics to gain a basic background. Moreover, some possible UPSC essay topics related to philosophy or quotes from famous personalities are:

• Be the change you want to see in others.
• Reality does not conform to the ideal but confirms it.
• The paths of glory lead but to the grave.
• Our deeds determine us, as much as we determine our deeds.
• If youth knew if age could.
• Useless life is an early death.
• Search for truth can only be attained through spiritual means.
• Lending hands to someone is better than giving a dole.
• Words are sharper than a two-edged sword

UPSC Essay Topics on Education

Education is a popular UPSC essay topics , and almost every year, an essay related to education is asked in the paper. Moreover, to prepare for this topic, staying updated with current affairs and major changes and developments related to the field is important. Some possible UPSC essay topics related to education for UPSC could include:

• Privatisation of the higher education system in India.
• Does growth in literacy correspond to growth in education?
• Education without values, as useful as it is, seems rather make a man a more clever devil.
• Concept of Real Education
• Restructuring of the Indian education system with respect to the NEP
• The destiny of a nation is shaped in its classrooms.
• Education for all”: myth or reality.

UPSC Essay Topics on Economic Growth

UPSC frequently includes IAS essay topics on economic growth, development, and the MNC (multi-national corporation) sector. To prepare for these topics, candidates can refer to Economy Notes for UPSC to get a general overview of the subject. Moreover, once you grasp the basics well, you can add examples, data, and figures to make your essay more multi-dimensional. Some possible UPSC essay topics related to economics for UPSC could include:

• Can tourism be the next big thing for India?
• GDP (Gross Domestic Product) along with GDH (Gross Domestic Happiness) should be the right indices for judging the well-being of a country.
• Are the Multinational corporations saviours or saboteurs?
• Is the Digital economy a leveller or a source of economic inequality?
• Is it the policy paralysis or the paralysis of implementation which slowed the growth of our country?
• Future of BPO Culture in India
• Crisis faced in India – moral or economic.
• Is the near jobless growth in India an anomaly or an outcome of economic reforms?

You can also check for UPSC Calendar 2023 .

Upsc Essay Topics: Things to keep in mind

Writing is a way to show how you think. When an examiner reads your essay, they can understand your thought process. An essay is a well-structured set of ideas on a specific topic. Moreover, to score well on the UPSC Essay paper , it’s important to practice and be persistent. The essay is about factual knowledge, creativity, and critical thinking. To score well on the UPSC Essay paper, follow these steps:

• Choose the Right Essay

The UPSC Essay paper has two sections, and you have to write one essay from each section. Both essays have 125 marks each and must be 1000-1200 words. Before choosing a topic, it’s important to reflect on it and consider if it’s too controversial or if you have enough information to write about it.

• Examine the Topic

When you select UPSC Essay Topics , it’s important to take some time to think about the topic and write down the main keywords that you will use in your essay. This will help you organise your thoughts and ensure you cover all the key points.

Taking a multidimensional approach is important when writing your essay, which means considering different perspectives and angles.

Additionally, structure your essay clearly and concisely, with an introduction that sets the stage for the rest of the essay, a body that covers your main points, and a conclusion that summarises your key ideas and leaves a lasting impression on the reader.

• Structure well

The introduction is a crucial part of the UPSC Essay Topics and should provide a brief idea about the topic. It should convey your perspective on the topic. The essay’s main body should be divided into well-connected small paragraphs. The language should be simple, clear, and easy to comprehend.

Moreover, the focus should be on critical thinking rather than using complex vocabulary. If necessary, include relevant facts and data. Using quotes and sayings can add weight to the essay. The conclusion should be clear and concise. While writing, strive for a neutral or balanced approach.

Frequently Asked Questions (FAQs) 

Q1: Do UPSC Topics get repeated?

Ans: That’s correct. While UPSC may repeat essay topics from previous years, they are likely to ask a different question with the exact same wording. Instead, they may tweak the language or focus of the question slightly to test a candidate’s understanding and analytical skills. Moreover, it is also true that certain topics, such as history, economics, and Indian polity, tend to be asked more frequently than others.

Q2: How many essay questions are asked in the upsc essay paper?

Ans: The UPSC Essay Paper consists of two sections, each containing four to five essay topics. Candidates need to choose one essay topic from each section and write an essay of 1000 to 1200 words on each topic. Moreover, each essay is worth 125 marks, and the total mark for the UPSC Essay Paper is 250.

Q3: How can I write a good essay for UPSC?

Ans: Keeping notes and staying updated with current affairs is crucial in developing a deep understanding of various topics. Reading books, journals, and other publications related to the UPSC Essay Topics can also help enhance knowledge and vocabulary. Moreover, ractising writing essays regularly and getting feedback from mentors or peers to improve writing skills is also important.

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Education is empowering and redefining . For hundreds of millions of the young in India, education is also about discipline, development, curiosity, creativity and a path to breaking the cycle of ignorance and poverty leading to employment and prosperity. India’s demographic dividend depends on the learning level of students. The quality of education has a direct bearing on any economy.

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UPSC NDA 2 2024: Admit card released at upsc.gov.in; here's how to download

Upsc nda 2 admit card 2024 has been announced by the union public service commission. candidates can download their call letters from the official website of upsc at upsc.gov.in.

UPSC NDA 2 Exam 2024

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Classical Christian Education

Christ-centered.

In all its levels, programs, and teaching, Logos School seeks to: Teach all subjects as parts of an integrated whole with the Scriptures at the center (II Timothy 3:16-17); Provide a clear model of the biblical Christian life through our staff and board (Matthew 22:37-40); Encourage every student to begin and develop his relationship with God the Father through Jesus Christ (Matthew 28:18-20, Matthew 19:13-15).

In all its levels, programs, and teaching, Logos School seeks to: Emphasize grammar, logic, and rhetoric in all subjects (see definitions below); Encourage every student to develop a love for learning and live up to his academic potential; Provide an orderly atmosphere conducive to the attainment of the above goals.

Grammar : The fundamental rules of each subject. Logic : The ordered relationship of particulars in each subject. Rhetoric : How the grammar and logic of each subject may be clearly expressed.

What Do We Mean by Classical?

In the 1940’s the British author, Dorothy Sayers, wrote an essay titled The Lost Tools of Learning . In it she not only calls for a return to the application of the seven liberal arts of ancient education, the first three being the “Trivium” – grammar, logic, rhetoric, she also combines three stages of children’s development to the Trivium. Specifically, she matches what she calls the “Poll-parrot” stage with grammar, “Pert” with logic, and “Poetic” with rhetoric (see The Lost Tools Chart ). At Logos, the founding board members were intrigued with this idea of applying a classical education in a Christian context. Doug Wilson, a founding board member explained the classical method further in his book, Recovering the Lost Tools of Learning. Logos School has been committed to implementing this form of education since the school’s inception.

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Curbing the Menace of Terrorism

• 16 Nov 2022
• GS Paper - 3
• Challenges to Internal Security Through Communication Networks
• Government Policies & Interventions
• India and its Neighbourhood

This editorial is based on “How we can further our efforts in curbing terror financing” which was published in Indian Express on 16/11/2022. It talks about the Terror financing and challenges related to it.

For Prelims: Lone Wolf Attacks, National Investigation Agency, Unlawful Activities (Prevention) Amendment Act, National Intelligence Grid (NATGRID) , United Nations Office of Counter-Terrorism (UNOCT), Financial Action Task Force (FATF), Crypto currency, Bioterrorism, No Money for Terror Conference.

For Mains: Challenges Related to Terrorism in India, International Initiatives to Counter Terrorism.

Terrorism looms large over the world today. Amorphous terror groups, newer cyber linked terrorism , increasing lone wolf attacks are all adding to the ominous threats of violence. India has borne the brunt of terrorism and has witnessed serious loss of life and property in senseless violent explosions in large cities in the past few decades.

As the world shrinks with technological and communication changes, terrorists, weapons and funds are also able to move across national boundaries easily. International co-operation between law enforcement authorities in this area is a sine qua non for combating such cross border challenges.

What is India Doing to Combat the Threat of Terrorism?

• In the wake of the 26/11 terrorist attack. In January 2009, the National Investigation Agency was established to deal with terrorist crimes.
• In India, the Unlawful Activities (Prevention) Amendment Act is the primary anti-terrorism law.
• To gather information related to security, the National Intelligence Grid (NATGRID) has been established.
• An operational hub has been created for the National Security Guard to ensure a rapid response to terrorist attacks.

What are the International Initiatives to Counter Terrorism?

• United Nations Office of Counter-Terrorism (UNOCT)
• Terrorism Prevention Branch (TPB) of United Nations Office on Drugs and Crime (UNODC)
• Financial Action Task Force (FATF)
• India’s Annual Resolution on Counter-Terror

What are the Challenges Related to Terrorism in India?

• No Global Definition of Terrorism: There are no universally accepted definitions for what constitutes terrorism, so it is hard to classify a particular activity as a terrorist activity, which provides terrorists with an edge and allows some countries to remain silent and veto any action at global institutions.
• Expanding Web of Terrorism: The Internet provides a relatively unregulated and unrestricted place where terrorists can craft and disseminate propaganda through seemingly limitless numbers of websites and social media platforms, tailoring their pitch so as to target thousands of potential new recruits to join their organization and further their cause.
• It taints the international financial system and erodes public trust in the integrity of the system.
• Furthermore, the lack of regulation of crypto currency could make it a breeding ground for terrorists.
• Tropical agricultural pathogens or pests can also be used as anticrop agents to hamper food security worldwide.
• Cyber Attack: The world is moving towards a digital village where data is the new oil, terrorists use unlawful attacks in a country’s cyberspace, networks and use the information to intimidate or coerce a government or its people in furtherance of political or social objectives.

What Should be the Way Forward?

• A clear public posture on cyber defence will boost citizen confidence in the government thus enabling a more engaging, stable and secure cyber ecosystem.
• Accepting a universal definition of terrorism and global sanctions against nations that are state sponsors of terrorism can pave a way for peaceful world order.
• Also in order to have speedy trials, India also needs to enhance its National Criminal Justice system and implement strict legal protocol against terrorism
• India to host “No Money for Terror” Conference in Delhi would be a step in this direction.
• Also, undertaking policies to tackle economic and social inequalities will help in deterring disgruntled youth from being lured towards terrorism.

UPSC Civil Services Examination, Previous Year Question (PYQ)

Q. Hand-in-Hand 2007’ a joint anti-terrorism military training was held by the officers of the Indian Army and officers of Army of which one of the following countries? (2008)

(a) China (b) Japan (c) Russia (d) USA

Q. The scourge of terrorism is a grave challenge to national security. What solutions do you suggest to curb this growing menace? What are the major sources of terrorist funding? (2017)