NEP-Higher Education, Its vision, major problems faced in higher education and its solution.

NEP and Higher Education, Its vision, major problems faced in higher education and its solution.

1. National Education Policy 2020

2. Knowledge, Society and economy Fourth Industrial revolution Creative, Multidisciplinary skilled workforce VISION Re-adjusted, Re-vamped, Re-energized higher education system Developed, well rounded creative individuals

3. Study one or more specialized areas Build character, ethical and constitutional values 21 st century capabilities, Quality university and education, Joy and opportunity VISION Establishment of National Research Foundation Personal accomplishment, constructive public engagement and productive contribution to society

4. 4 . 5 . limited access particularly in socio-economically disadvantaged areas, with few HEIs that teach in local languages Low teacher and institutional autonomy to innovate and excel 1 . 2 . 3 . Fragmented higher education ecosystem- 50,000 HEIs Poor learning outcomes and development of cognitive skills of students Rigid, inflexible separation of disciplines for eg : An arts stream student cannot study any science related subject at HE. Major problems faced by Higher Education System

5. 10 . large affiliating universities resulting in low standards of undergraduate education 7 . 8 . 9 . Lack of research funding across disciplines Sub-optimal governance and leadership of HEIs Poor learning outcomes and development of cognitive skills of students lesser emphasis on research at most universities and colleges, and lack of competitive peer-reviewed research funding across disciplines 6 . Inadequate career management and progression for faculty/institutional leaders

6. Institutional Restructuring and Consolidation

7. By 2040 all higher education institutions (HEIs) shall aim to become multidisciplinary institutions HEIs development, community engagement and service, contribution to various fields of practice, faculty development for the higher education system, and support to school education. Autonomy Freedom to move from one to another category based on plans, actions and effectiveness Multidisciplinary Evolution of HEIs into RUs, TUs and ACs. Autonomous degree-granting College ACs will grant undergraduate degrees and is primarily focused on undergraduate teaching HEIs Clusters End the fragmentation of higher education by transforming HEIs into multidisciplinary universities, colleges and HEI clusters

8. By 2040 Overall higher education sector will be integrated into one Higher Education System (professional & vocational) HEIs development, community engagement and service, contribution to various fields of practice, faculty development for the higher education system, and support to school education. Definitio n Present complex nomenclature of HEIs in the country as ‘deemed to be university’, ‘affiliating university’, ‘unitary university’ shall be replaced by ‘UNIVRSITY’ GER The GER in higher education including vocational education shall increased to 50% by 2030 By 2035 All colleges currently affiliated to a university shall secure accreditation and become autonomous degree-granting colleges. (ODL) Institutions will have the option to run Open Distance Learning (ODL) and online programmes to enhance offerings, increase GER and SGD4 HES

9. Bringing back of Liberal Arts 01 Integration of Humanities and Arts with STEM to increase creativity and innovations 02 Development of all 21 st century capabilities and skills in all disciplines 03 Fourth Industrial Revolution 04 Imaginative and flexible curricular structure and creative combinations of disciplines 05 Credit based courses and projects in the areas of community engagement, envt . Education and value based education 06 Holistic Education

10. Undergraduate degree of 3-4 years with multiple exit options and appropriate certifications 07 Integration of Humanities and Arts with STEM to increase creativity and innovations 08 Flexibility to offer different designs of Master Programmes 09 Multidisciplinary Education and Research Universities will be set up 10 Model Multidisciplinary Colleges will be set up by consolidating and restructuring existing institutions 11 Focus on research and innovation by setting up Start-up incubation centres , Tech-development centres and greaterindustry -academic linkages 12 Holistic Education

11. Optimal Learning Environment

12. Relevant to the Subjects Updated regularly Aligned with Latest knowledge Meet Specified Learning Outcomes, Pedagogical practices determine the learning experiences thus directly influencing learning outcomes. CURRICULUM ENGAGING PEDAGOGY

13. Shall be decided by HEIs Choice Based Credit System(CBCS) Have to be scientific Innovative and flexible With more continuous and comprehensive evaluation To be given to students from Socio-economically disadvantaged backgrounds High quality support centres to be set up Adequate funds and academic resources to be provided. Professional academic and career counselling. STUDENT SUPPORT ASSESSMENT

14. Promoted as global study destination Set up Campuses in other countries Top universities in the world should be permitted to operate in India Involvement of students in activity club sports, culture/art clubs, activity clubs and community services. Counselling systems for handling stress and emotional adjustment All modes – in-class, online and ODL should aim to achieve global standards of quality Provide greater mobility to students to visit, study, transfer credits, carry out research etc. Student Participation Internationalisation Greater mobility And modes

15. Motivated, Energised and Capable Faculty HEIS should have essential infrastructure viz. modern digital enabled classrooms, clean drinking water, clean offices, teaching supplies, labs and classroom spaces Teacher students ratio shall range from 1:10 to 1:20 as per programme. Time to be given for interaction with students, conducting research and other university activities HEIs will have clearly defined, independent and transparent processes and criteria for faculty recruitment. Faculty not to be transferable across the institutions. Faculty will be given the freedom to creatively design their own curricular and pedagogical approaches including textbooks selection, assignments and assessment Quality and engagement of faculty by providing professional development opportunities. Address the motivation levels to make them happy, enthusiastic, engaged and motivated towards advancing students

16. Equity and Inclusions in Higher Education

17. Steps to be taken by Government Earmark suitable Government funds for the education of SEDGs Set clear targets for higher GER for SEDGs Enhance gender balance in admissions to HEIs Enhance access by establishing more high-quality HEIs in aspirational districts and Special Education Zones containing larger numbers of SEDGs Develop and support high-quality HEIs that teach in local/Indian languages or bilingually Provide more financial assistance and scholarships to SEDGs in both public and private HEIs Conduct outreach programmes on higher education opportunities and scholarships among SEDGs Develop and support technology tools for better participation and learning outcomes.

18. Steps to be taken by all HEIs Mitigate opportunity costs and fees for pursuing higher education Provide more financial assistance and scholarships to socio-economically disadvantaged students Conduct outreach on higher education opportunities and scholarships (d) Make admissions processes more inclusive Make curriculum more inclusive Increase employability potential of higher education programmes Develop more degree courses taught in Indian languages and bilingually Ensure all buildings and facilities are wheelchair-accessible and disabled-friendly Develop bridge courses for students that come from disadvantaged educational backgrounds Provide socio-emotional and academic support and mentoring for all such students through suitable counselling and mentoring programmes Ensure sensitization of faculty, counsellor , and students on gender-identity issue and its inclusion in all aspects of the HEI, including curricula Strictly enforce all no-discrimination and anti-harassment rules Develop Institutional Development Plans that contain specific plans for action on increasing participation from SEDGs, including but not limited to the above items.

19. Teacher Education Preparation Regulatory efforts Teacher Education Institutions Teacher preparation programme Training Platforms Multidisciplinary perspective and knowledge, formation of disposition and values, practice under best mentors Growth of excellence and innovation, revitalisation through radical actions and high quality ti the Teacher Education System Should meet basic education criteria for approval of their programmes and will be shut down if any breaches are found and not remedied after one year. All stand-alone TEIs will be required to convert to Multidisciplinary Institutions by 2025 with well established , developed and outstanding Education departments to enrich teaching-learning process online training programmes like DIKSHA AND SWAYAM shall be encouraged

20. Professional Education Agriculture and allied disciplines must be improved in order to increase agricultural productivity through better skilled graduates and technicians, innovative research and market based extensions. closure collaboration between industry and institutions will be encouraged. Lead must be taken in AI, 3-D machining, big data analysis and machine learning like cutting areas in Technical education. Restructuring of legal education to become globally competitive, bilingual education for future lawyers and judges to alleviate delay in legal outcomes It shall be re-envisioned it terms of duration, structure and design of educational programmes including Medical skills, diagnostic skills, Surgical skills and Emergency skills Agricultural Education Legal Education Healthcare Education Technical Education

21. National Research Foundation High quality interdisciplinary Research Climate change, Popular dynamics and management, biotechnology, digital market place, machine learning and artificial intelligence Best teaching and learning processes at the higher education level occur in environment with strong culture of research and knowledge creation in Multidisciplinary Universities NRF will provide a reliable base of merit-based peer-reviewed research funding. The NRF will completely fund research in all disciplines across the academic landscape Must begin through a definitive shifts to a more play and discovery based styles of learning with a key emphasis on the Scientific method and Critical thinking Research Funding Research with innovation Quality and Quantity of Research

22. Fund competitive peer-reviewed grant proposals of all types and across all disciplines Seed, grow and facilitate research at academic institutions, particularly at universities and colleges where research is already in a nascent stage Act as a liaison between researchers and relevant branches of government as well as industries Recognise outstanding research and progress achieved via NRF funding/mentoring across subjects Primary Activities of NRF

23. 1 Effective G overnance and Leadership 1 2 3 4 5 6

24. Mechanistic and Disempowering nature of the regulatory system, Heavy concentration of power within a few bodies, Lack of accountability Centralised, out-dated, rigid and Input-centric requirements with respect to faculty qualification and curriculum implementation Consistently poor record of weeding out poor practises and institutions Less effective in promoting innovations and pursuit of excellence Reasons for transforming the regulatory system of HE

25. One common regulatory regime for the entire higher educating sector eliminating duplication and disjunction of regulatory efforts Set up of a single NHERA shall be placed to regulate in a “light but tight” and facilitative manner A new GEC shall be set up to set up expected learning outcomes for higher education programmes Accreditation of regulation, focus on basic norms, disclosure, good governance and outcomes will be carried out by NAA Distinct functions of regulation will be performed by distinct, independent and empowered body Provisions for Transformation

26. Professional councils will be referred as Professional Standard Setting Bodies and will be invited to be a member of GEC to specify the curriculum framework Funding and financing of higher education, disbursement of scholarships and developmental funds to start new focus areas will be taken care by HEGC No distinction will be made public and private HEIs in expectations responsibility and accountability HEIs will be helped by Central and State governments to perform exceptionally well, expand their institutions and attain a larger number of students GEC will frame A National Higher Education Qualification Framework to sync with NSQF

27. Curbing Commercialization of Education Commercialization of education will be stopped, All educational institutions will be audited as per standards of audit for Section 8. ICA may refine the norms for educational institutions including party transections, services or charges by other name are not used to profit by promoters/sponsors/management The regulatory regime shall encourage private philanthropic efforts in education, monitor and eliminate commercialisation of education for both public and private HEIs. Common guidelines will be enabled to cover good governance, financial stability and security, educational outcomes and transparency of disclosures

28. Promotion of Indian Languages, Arts and Culture

29. HEIs will hire outstanding local artist, writers, craft persons and other experts in various subjects of local expertise Accurate account of traditional Indian knowledge including tribal and local, across the humanities, science, arts, crafts and sports will be included in the curriculum HEIs shall have strong departments with adequate expertise and design programmes in Indian languages, comparative literature, creative writing, arts, philosophy etc. Multidisciplinary subjects like Art and museum administration, Artefact conservation, Graphic design and Web design will also be created within the higher education system 4- year B.Ed. Dual degree academic programmes will be launched in these disciplines

30. Scholarships for people of all ages to study and promote Indian Languages, Arts and Culture with local masters and within the higher education system Every higher education institution and even every school or school complex will aim to have Artist(s)-in-Residence to expose students to art, creativity, and the rich treasures of the region/country. To procure and conserve artefacts additional museums, including virtual museums/e-museums, galleries, and heritage sites may open to expand India’s tourism industry and it’s heritage conservation efforts To expand translation and interpretation efforts in order to make high quality learning materials, other important written and spoken material available in various Indian and foreign languages an Indian Institute of Translation and Interpretation (IITI) will be established. . Departments of Sanskrit that conduct teaching and outstanding interdisciplinary research on Sanskrit and Sanskrit Knowledge Systems will be established/strengthened across the new multidisciplinary higher education system. Sanskrit will become a natural part of a holistic multidisciplinary higher education

31. National Institute (or Institutes) for Pali , Persian and Prakrit will also be set up within a university campus Indology. Research for outstanding work in all these areas will be supported by the NRF. For each of the languages mentioned in the Eighth Schedule of the Constitution of India, Academies will be established consisting of some greatest scholars and native speakers to determine simple & accurate vocabulary and to release the latest dictionaries on a regular basis All languages in India, and their associated arts and culture will be documented through a web-based platform/portal/wiki, in order to preserve endangered and all Indian languages and their associated rich local arts and culture. Universities and their research teams will work with each other and with communities across the country towards enriching such platforms. These preservation efforts, and the associated research projects, e.g., in history, archaeology, linguistics, etc., will be funded by the NRF . . The promotion of Indian languages will be established to ensure vibrant poetry, novels, nonfiction books, textbooks, journalism, and other works in all Indian languages. Proficiency in Indian languages will be included as part of qualification parameters for employment opportunities. .

32. Technology Use and Integratio n

33. National Educational Technology Forum (NETF), will be created to provide a platform for the free exchange of ideas on the use of technology, to facilitate decision making on the induction, deployment, and use of technology, by providing to the leadership of education institutions, the latest knowledge and research as well as the opportunity to consult and share best practices NETF will maintain a regular inflow of authentic data from multiple sources and will organize multiple regional and national conferences, workshops, etc. to solicit inputs from national and international educational technology researchers, entrepreneurs, and practitioners. New technologies involving artificial intelligence, machine learning, block chains, smart boards, handheld computing devices, adaptive computer testing for student development, and other forms of educational software and hardware will require extensive research both on the technological as well as educational fronts.

34. NETF will categorize emergent technologies based on their potential and estimated timeframe for disruption, and periodically present this analysis to MHRD. Based on these inputs, MHRD will formally identify those technologies whose emergence demands responses from the education system. Teaching-learning e-content will continue to be developed by all States in all regional languages, as well as by the NCERT, CIET, CBSE, NIOS, and other bodies/institutions, and will be uploaded onto the DIKSHA platform. This platform may also be utilized for Teacher ’s Professional Development through e-content. CIET will be strengthened to promote and expand DIKSHA as well as other education technology initiatives. A rich variety of educational software will be developed and made available for students and teachers at all levels and in all major Indian languages and will be accessible to a wide range of users including students in remote areas and Divyang students

35. HEIs will create initial versions of instructional materials and courses including online courses in cutting-edge domains and assessing their impact on specific areas such as professional education. Universities will aim to offer Ph.D. and Masters programmes in core areas such as Machine Learning as well as multidisciplinary fields “AI + X” and professional areas like health care, agriculture, and law and develop and disseminate courses in these areas via platforms, such as SWAYAM In the context of AI, NRF may consider a three-pronged approach : (a) advancing core AI research, (b ) developing and deploying application-based research (c ) advancing international research efforts to address global challenges in areas such as healthcare, agriculture, and climate change using AI.

36. Online and Digital Education: Ensuring Equitable Use of Technology

37. Pilot studies for online education Digital infrastructure Online teaching platform and tools: Addressing the digital divide Content creation, digital repository, and dissemination Virtual Labs

38. Blended models of learning Laying down standards Online assessment and examinations Training and incentives for teachers Creating a Dedicated Unit for Building of World Class, Digital Infrastructure, Educational Digital Content and Capacity

39. Strengthening the Central Advisory Board of Education by creation of a Rashtriya Shiksha Aayog ( RSA )which will be responsible for developing, articulating, evaluating and revising the vision of education on a continuous and sustained basis. RSA: Minister of Education+30 members(2/3 member will be eminent educationalists, researchers and leading professional from various fields)+ Unoin ministers of Health, women and child development, Finance + representative of each state govt., NITI Aayog , Secretaries of Ministry of Education Making it Happen

40. A Rajya Shiksha Aayog ( RjSA ) may be constituted which will have a Permanent Secretariat for continuous expert analysis and recommendations for corrective actions. Ministry of Human Resource Development (MHRD) shall be re-designated as the Ministry of Education ( MoE ). The existing functions and roles within the Ministry of Education (and related ministries) shall be reviewed, mapped, and harmonised with the RSA for complementarity A permanent Indian Education Service (IES) cadre comprising a specialist cadre of the bureaucracy will be created which will institutionalise a core professional capacity within the State and Central Governments in curriculum planning and development, pedagogy, educational policy, planning, administration and financing under the sub-sectors within the education sector

41. Financing: Affordable and Quality Education for All

42. The Centre and the States will work together to increase the public investment in Education sector to reach 6% of GDP and reach 20% of all public expenditure over a 10-year period. efficient mechanism will be ensured for the optimal allocation and utilization of funds earmarked for SEDGs The provisions of GFR, PFMS and ‘Just in Time’ release to implementing agencies will be followed for efficient use of government resources and avoiding parking of funds financial support will be provided to various critical elements and components of education for all key initiatives towards equitable high-quality education for underprivileged and socioeconomically disadvantaged groups Of the total budget in higher education, at least 2% will be earmarked for research and innovation.

43. Longer-term Thrust Areas For Financing

44. Principles to be followed for Implementation implementation of the spirit and intent of the Policy Comprehensive-ness in implementation careful planning, joint monitoring, and collaborative implementation between the Centre and States timely infusion of requisite resources - human, infrastructural, and financial to implement the policy initiatives in a phased manner prioritization will be in ensuring optimal sequencing of policy points

45. ABC Academic Bank of Credit AI Artificial Intelligence AC Autonomous degree-granting College AEC Adult Education Centre API Application Programming Interface AYUSH Ayurveda, Yoga and Naturopathy, Unani, Siddha and Homeopathy B.Ed. Bachelor of Education BEO Block Education Officer BITE Block Institute of Teacher Education BoA Board of Assessment BoG Board of Governors BRC Block Resource Centre B.Voc Bachelor of Vocational Education ABC Academic Bank of Credit AI Artificial Intelligence AC Autonomous degree-granting College AEC Adult Education Centre API Application Programming Interface AYUSH Ayurveda, Yoga and Naturopathy, Unani , Siddha and Homeopathy B.Ed. Bachelor of Education BEO Block Education Officer BITE Block Institute of Teacher Education BoA Board of Assessment BoG Board of Governors BRC Block Resource Centre B.Voc Bachelor of Vocational Education Abbreviations used in India National Education Policy 2020

46. CABE Central Advisory Board of Education CBCS Choice Based Credit System CBSE Central Board of Secondary Education CIET Central Institute of Educational Technology CMP Career Management and Progression CoA Council of Architecture CPD Continuous Professional Development CRC Cluster Resource Centre CWSN Children With Special Needs DAE Department of Atomic Energy DBT Department of Biotechnology DEO District Education Officer DIET District Institute of Education and Training DIKSHA Digital Infrastructure for Knowledge Sharing DSE Directorate of School Education DST Department of Science and Technology CABE Central Advisory Board of Education CBCS Choice Based Credit System CBSE Central Board of Secondary Education CIET Central Institute of Educational Technology CMP Career Management and Progression CoA Council of Architecture CPD Continuous Professional Development CRC Cluster Resource Centre CWSN Children With Special Needs DAE Department of Atomic Energy DBT Department of Biotechnology DEO District Education Officer DIET District Institute of Education and Training DIKSHA Digital Infrastructure for Knowledge Sharing DSE Directorate of School Education DST Department of Science and Technology

47. ECCE Early Childhood Care and Education EEC Eminent Expert Committee GCED Global Citizenship Education GDP Gross Domestic Product GEC General Education Council GER Gross Enrolment Ratio GFR General Financial Rule HECI Higher Education Commission of India HEGC Higher Education Grants Council HEI Higher Education Institutions ICAR Indian Council of Agricultural Research ICHR Indian Council of Historical Research ICMR Indian Council of Medical Research ICT Information and Communication Technology IDP Institutional Development Plan IGNOU Indira Gandhi National Open University IIM Indian Institute of Management IIT Indian Institute of Technology IITI Indian Institute of Translation and Interpretation ISL Indian Sign Language ITI Industrial Training Institute ECCE Early Childhood Care and Education EEC Eminent Expert Committee GCED Global Citizenship Education GDP Gross Domestic Product GEC General Education Council GER Gross Enrolment Ratio GFR General Financial Rule HECI Higher Education Commission of India HEGC Higher Education Grants Council HEI Higher Education Institutions ICAR Indian Council of Agricultural Research ICHR Indian Council of Historical Research ICMR Indian Council of Medical Research ICT Information and Communication Technology IDP Institutional Development Plan IGNOU Indira Gandhi National Open University IIM Indian Institute of Management IIT Indian Institute of Technology IITI Indian Institute of Translation and Interpretation ISL Indian Sign Language ITI Industrial Training Institute

48. M.Ed. Master of Education MBBS Bachelor of Medicine and Bachelor of Surgery MERU Multidisciplinary Education and Research Universities MHFW Ministry of Health and Family Welfare MHRD Ministry of Human Resource Development MoE Ministry of Education MOOC Massive Open Online Course MOU Memorandum of Understanding M.Phil Master of Philosophy MWCD Ministry of Women and Child Development NAC National Accreditation Council NAS National Achievement Survey NCC National Cadet Corps NCERT National Council of Educational Research and Training NCF National Curriculum Framework NCFSE National Curriculum Framework for School Education NCFTE National Curriculum Framework for Teacher Education NCIVE National Committee for the Integration of Vocational Education M.Ed. Master of Education MBBS Bachelor of Medicine and Bachelor of Surgery MERU Multidisciplinary Education and Research Universities MHFW Ministry of Health and Family Welfare MHRD Ministry of Human Resource Development MoE Ministry of Education MOOC Massive Open Online Course MOU Memorandum of Understanding M.Phil Master of Philosophy MWCD Ministry of Women and Child Development NAC National Accreditation Council NAS National Achievement Survey NCC National Cadet Corps NCERT National Council of Educational Research and Training NCF National Curriculum Framework NCFSE National Curriculum Framework for School Education NCFTE National Curriculum Framework for Teacher Education NCIVE National Committee for the Integration of Vocational Education

49. NCPFECCE National Curricular and Pedagogical Framework for Early Childhood Care and Education NCTE National Council for Teacher Education NCVET National Council for Vocational Education and Training NETF National Educational Technology Forum NGO Non-Governmental Organization NHEQF National Higher Education Qualifications Framework NHERC National Higher Education Regulatory Council NIOS National Institute of Open Schooling NIT National Institute of Technology NITI National Institution for Transforming India NPE National Policy on Education NPST National Professional Standards for Teachers NRF National Research Foundation NSQF National Skills Qualifications Framework NSSO National Sample Survey Office NTA National Testing Agency OBC Other Backward Classes ODL Open and Distance Learning PARAKH Performance Assessment, Review and Analysis of Knowledge for Holistic development PCI Pharmacy Council of India PFMS Public Financial Management System Ph.D Doctor of Philosophy PSSB Professional Standard Setting Body PTR Pupil Teacher Ratio NCPFECCE National Curricular and Pedagogical Framework for Early Childhood Care and Education NCTE National Council for Teacher Education NCVET National Council for Vocational Education and Training NETF National Educational Technology Forum NGO Non-Governmental Organization NHEQF National Higher Education Qualifications Framework NHERC National Higher Education Regulatory Council NIOS National Institute of Open Schooling NIT National Institute of Technology NITI National Institution for Transforming India NPE National Policy on Education NPST National Professional Standards for Teachers NRF National Research Foundation NSQF National Skills Qualifications Framework NSSO National Sample Survey Office NTA National Testing Agency OBC Other Backward Classes ODL Open and Distance Learning PARAKH Performance Assessment, Review and Analysis of Knowledge for Holistic development PCI Pharmacy Council of India PFMS Public Financial Management System Ph.D Doctor of Philosophy PSSB Professional Standard Setting Body PTR Pupil Teacher Ratio

50. R&I Research and Innovation RCI Rehabilitation Council of India RPWD Rights of Persons with Disabilities SAS State Achievement Survey SC Scheduled Caste(s) SCDP School Complex/Cluster Development Plans SCERT State Council of Educational Research and Training SCF State Curricular Framework SCMC School Complex Management Committee SDG Sustainable Development Goal SDP School Development Plan SEDG Socio-Economically Disadvantaged Group SEZ Special Education Zone SIOS State Institutes of Open Schooling SMC School Management Committee SQAAF School Quality Assessment and Accreditation Framework SSA Sarva Shiksha Abhiyan SSS Simple Standard Sanskrit SSSA State School Standards Authority ST Scheduled Tribe(s) STEM Science, Technology, Engineering, and Mathematics STS Sanskrit Through Sanskrit SWAYAM Study Webs of Active Learning for Young Aspiring Minds R&I Research and Innovation RCI Rehabilitation Council of India RPWD Rights of Persons with Disabilities SAS State Achievement Survey SC Scheduled Caste(s) SCDP School Complex/Cluster Development Plans SCERT State Council of Educational Research and Training SCF State Curricular Framework SCMC School Complex Management Committee SDG Sustainable Development Goal SDP School Development Plan SEDG Socio-Economically Disadvantaged Group SEZ Special Education Zone SIOS State Institutes of Open Schooling SMC School Management Committee SQAAF School Quality Assessment and Accreditation Framework SSA Sarva Shiksha Abhiyan SSS Simple Standard Sanskrit SSSA State School Standards Authority ST Scheduled Tribe(s) STEM Science, Technology, Engineering, and Mathematics STS Sanskrit Through Sanskrit SWAYAM Study Webs of Active Learning for Young Aspiring Minds

51. TEI Teacher Education Institution TET Teacher Eligibility Test U-DISE Unified District Information System for Education UGC University Grants Commission UNESCO United Nations Educational, Scientific and Cultural Organization UT Union Territory VCI Veterinary Council of India TEI Teacher Education Institution TET Teacher Eligibility Test U-DISE Unified District Information System for Education UGC University Grants Commission UNESCO United Nations Educational, Scientific and Cultural Organization UT Union Territory VCI Veterinary Council of India

52. Thank You