National Students' Union of India, the Congress' student wing, on Tuesday held a 'Chhatra Adhikaar Rally' in Delhi against the Central government's education policies. 
 
The rally focused on the condition of educational institutions, fee hike, privatisation of education under the New Education Policy 2019 and the alleged anti-student policies of Bharatiya Janata Party (BJP)-led NDA government in the country. 
 
The rally started from the Mandi House and culminated at the Parliamentary Street in Delhi. 
 
Senior Congress leaders including Ahmed Patel, KC Venugopal, Mukul Wasnik and Kirti Azad participated in the rally.

National Students' Union of India, the Congress' student wing, on Tuesday held a 'Chhatra Adhikaar Rally' in Delhi against the Central government's education policies.

National Students' Union of India, the Congress' student wing, on Tuesday held a 'Chhatra Adhikaar Rally' in Delhi against the Central government's education policies. The rally focused on the condition of educational institutions, fee hike, privatisation of education under the New Education Policy 2019 and the alleged anti-student policies of Bharatiya Janata Party (BJP)-led NDA government in the country. The rally started from the Mandi House and culminated at the Parliamentary Street in Delhi. Senior Congress leaders including Ahmed Patel, KC Venugopal, Mukul Wasnik and Kirti Azad participated in the rally.

Delhi: NSUI holds rally against government's education policies

Bangladesh is blocking hundreds of thousands of Rohingya children from accessing meaningful education, Human Rights Watch said on Tuesday, urging authorities to lift restrictions on schooling in refugee camps.

In a report called 'Are we not human?', Human Rights Watch accused Bangladesh of violating the rights of 400,000 school-age children who have fled Myanmar and are currently living in the Cox's Bazaar refugee camps.

"Depriving an entire generation of children of education is in no one’s interest," Bill Van Esveld, associate childrens' rights director at Human Rights Watch told Reuters. "The international community needs to act and demand that Bangladesh and Myanmar change course."

More than 730,000 Rohingya Muslims have fled Myanmar to neighbouring Bangladesh since a 2017 crackdown by Myanmar's military, which followed attacks by Rohingya insurgents.

The Human Rights Watch report said Bangladesh had banned Rohingya refugees from enrolling in schools outside the camps or taking national exams and also barred UN&nbsp;agencies and foreign aid groups from giving formal accredited education.

It accused Myanmar of not agreeing to recognise the use of its school curriculum in the camps.

Bangladesh’s Refugee Relief and Repatriation Commission Chief Mahbub Alam Talukder said it was untrue that children in the camps were not being educated and that there were 4,000 learning centres in the camps.

"Rohingya will have to go back to Myanmar," he told Reuters. "They are not our citizens and we can’t allow them to use our national curriculum."

The Myanmar government did not respond immediately to a Reuters request for comment.

Bangladesh is blocking hundreds of thousands of Rohingya children from accessing meaningful education, Human Rights Watch said on Tuesday, urging authorities to lift restrictions on schooling in refugee camps.

Bangladesh is blocking hundreds of thousands of Rohingya children from accessing meaningful education, Human Rights Watch said on Tuesday, urging authorities to lift restrictions on schooling in refugee camps. In a report called 'Are we not human?', Human Rights Watch accused Bangladesh of violating the rights of 400,000 school-age children who have fled Myanmar and are currently living in the Cox's Bazaar refugee camps. "Depriving an entire generation of children of education is in no one’s interest," Bill Van Esveld, associate childrens' rights director at Human Rights Watch told Reuters. "The international community needs to act and demand that Bangladesh and Myanmar change course." More than 730,000 Rohingya Muslims have fled Myanmar to neighbouring Bangladesh since a 2017 crackdown by Myanmar's military, which followed attacks by Rohingya insurgents. The Human Rights Watch report said Bangladesh had banned Rohingya refugees from enrolling in schools outside the camps or taking national exams and also barred UN agencies and foreign aid groups from giving formal accredited education. It accused Myanmar of not agreeing to recognise the use of its school curriculum in the camps. Bangladesh’s Refugee Relief and Repatriation Commission Chief Mahbub Alam Talukder said it was untrue that children in the camps were not being educated and that there were 4,000 learning centres in the camps. "Rohingya will have to go back to Myanmar," he told Reuters. "They are not our citizens and we can’t allow them to use our national curriculum." The Myanmar government did not respond immediately to a Reuters request for comment.

Rohingya child refugees in Bangladesh being denied education: Human Rights Watch

Teenagers from four big Chinese regions outshone Western contemporaries nations in a keenly watched survey of education capabilities published Tuesday, which also showed no improvement trend in developed countries over two decades.

The PISA survey is carried out every three years by the Paris-based Organisation for Economic Cooperation and Development (OECD), this time among its 37 member states and 42 partner countries and economies.

The latest study, which was conducted last year among 600,000 15-year-old students who all took two-hour tests, showed that students in four Chinese regions of Beijing, Shanghai, Jiangsu and Zhejiang, as well as Singapore,&nbsp;topped the rankings, ahead of their Western counterparts in reading, mathematics and science.

In reading, which the OECD considers its headline indicator of education potential, the best performing OECD state was the tiny Baltic nation of Estonia, followed by Canada, Finland and Ireland.

Angel Gurria, the OECD's secretary-general, said the students from the four Chinese provinces had "outperformed by a large margin their peers from all of the other 78 participating education systems".

Moreover, the 10 per cent most socio-economically disadvantaged students in these four areas "also showed better reading skills than those of the average student in OECD countries, as well as skills similar to the 10 per cent most advantaged students in some of these countries."

He cautioned that these four provinces and municipalities in eastern China "are far from representing China as a whole." &nbsp;

Teenagers from four big Chinese regions outshone Western contemporaries nations in a keenly watched survey of education capabilities published Tuesday, which also showed no improvement trend in developed countries over two decades.

Teenagers from four big Chinese regions outshone Western contemporaries nations in a keenly watched survey of education capabilities published Tuesday, which also showed no improvement trend in developed countries over two decades. The PISA survey is carried out every three years by the Paris-based Organisation for Economic Cooperation and Development (OECD), this time among its 37 member states and 42 partner countries and economies. The latest study, which was conducted last year among 600,000 15-year-old students who all took two-hour tests, showed that students in four Chinese regions of Beijing, Shanghai, Jiangsu and Zhejiang, as well as Singapore, topped the rankings, ahead of their Western counterparts in reading, mathematics and science. In reading, which the OECD considers its headline indicator of education potential, the best performing OECD state was the tiny Baltic nation of Estonia, followed by Canada, Finland and Ireland. Angel Gurria, the OECD's secretary-general, said the students from the four Chinese provinces had "outperformed by a large margin their peers from all of the other 78 participating education systems". Moreover, the 10 per cent most socio-economically disadvantaged students in these four areas "also showed better reading skills than those of the average student in OECD countries, as well as skills similar to the 10 per cent most advantaged students in some of these countries." He cautioned that these four provinces and municipalities in eastern China "are far from representing China as a whole."

China outshines West in survey on educational capabilities

Members of Pakhtun Council at Punjab University (PU) in Pakistan on Sunday staged a protest after Alamgir Wazir, former chairman of the council, allegedly went missing from the university. 
 
According to Wazir's cousin Riaz Khan, he was abducted by unidentified persons from the university on Saturday evening, reported The Dawn. 
 
Demanding his release, the members of the Pakhtun Council staged a sit-in protest against the university administration outside the vice chancellor's residence at the university till early Sunday morning. Moreover, they vowed to continue their protest until Wazir was released. 
 
Calling for Wazir's release, Member of National Assembly (MNA) Mohsin Dawar, in a tweet, said: "Alamgir Khan Wazir,&nbsp;who is MNA Ali Wazir's nephew,&nbsp;had been picked up by "na malooms" from PU. This is extremely condemnable &amp; sharamnak we demand the immediate release of Alamgir and the perpetrators must be charged for this unlawful act." 
 
Wazir allegedly went missing after he attended the Student Solidarity March held across Pakistan on Friday, demanding the restoration of student unions and better education facilities. 
 
Ajmal Khan, Superintendent of Police (SP) of Iqbal Town, said that the police had received a complaint on Khan's behalf and were looking into the matter. 
 
While addressing the participants of the march gathered in front of the Punjab Assembly, Wazir said: "Had the youth of Waziristan not been killed/kidnapped, there would have been hundreds of Pashtun students taking part in the march." 
 
During his address, he came down heavily against the military establishment for alleged atrocities in Waziristan and accused the military of stealing natural resources from Balochistan and Khyber Pakhtunkhwa. 
 
While Pukhtun Council activists claimed to have seen Wazir outside the Hall Council on the new campus on Saturday, Punjab University Registrar Khalid Khan said: "Wazir was a former student of the university. However, couldn't confirm if Wazir was staying on the university campus."

Members of Pakhtun Council at Punjab University (PU) in Pakistan on Sunday staged a protest after Alamgir Wazir, former chairman of the council, allegedly went missing from the university.

Members of Pakhtun Council at Punjab University (PU) in Pakistan on Sunday staged a protest after Alamgir Wazir, former chairman of the council, allegedly went missing from the university. According to Wazir's cousin Riaz Khan, he was abducted by unidentified persons from the university on Saturday evening, reported The Dawn. Demanding his release, the members of the Pakhtun Council staged a sit-in protest against the university administration outside the vice chancellor's residence at the university till early Sunday morning. Moreover, they vowed to continue their protest until Wazir was released. Calling for Wazir's release, Member of National Assembly (MNA) Mohsin Dawar, in a tweet, said: "Alamgir Khan Wazir, who is MNA Ali Wazir's nephew, had been picked up by "na malooms" from PU. This is extremely condemnable & sharamnak we demand the immediate release of Alamgir and the perpetrators must be charged for this unlawful act." Wazir allegedly went missing after he attended the Student Solidarity March held across Pakistan on Friday, demanding the restoration of student unions and better education facilities. Ajmal Khan, Superintendent of Police (SP) of Iqbal Town, said that the police had received a complaint on Khan's behalf and were looking into the matter. While addressing the participants of the march gathered in front of the Punjab Assembly, Wazir said: "Had the youth of Waziristan not been killed/kidnapped, there would have been hundreds of Pashtun students taking part in the march." During his address, he came down heavily against the military establishment for alleged atrocities in Waziristan and accused the military of stealing natural resources from Balochistan and Khyber Pakhtunkhwa. While Pukhtun Council activists claimed to have seen Wazir outside the Hall Council on the new campus on Saturday, Punjab University Registrar Khalid Khan said: "Wazir was a former student of the university. However, couldn't confirm if Wazir was staying on the university campus."

Pakistan: Protests erupt at Punjab University after former chairman goes missing

The youth has a major role to play in the vision of "New India" and the Centre was coming up with new education policy to strengthen the education system in the country and make education employment-oriented, Union Human Resource Development Minister Ramesh Pokhriyal said on Friday. 
 
Speaking at the 25th convocation ceremony of Himachal Pradesh University, Pokhriyal said: "The youth has a major role to play in the vision of 'New India'. The Union government was coming up with a new education policy to strengthen the education system in the country and make education employment-oriented." 
 
The Union Minister said that India was known as the 'Vishwa Guru' across the world since time immemorial due to knowledge and wisdom. 
 
Stating that India believes in universal brotherhood and peaceful co-existence, he said: "The challenges in life become opportunities for those who accept them. With the launch of schemes such as 'Make in India', Skill India, Start-Up etc., there were ample employment and self-employment opportunities to the youth of the country." 
 
He urged the students to work with dedication to make India a five trillion economy in the next few years. 
 
As many as 448 degrees and gold medals were awarded on the occasion to meritorious students, out of which 276 were females and 172 males. 
 
State Governor Bandaru Dattatraya said that the aim of education should be gaining knowledge along with character building. He called upon the students to develop skills along with higher education, which would help to get employment. 
 
Chief Minister Jai Ram Thakur said that the state government was committed to providing quality education to students of the state by strengthening the existing infrastructure.

"The motto of the government was to make Himachal Pradesh an 'education hub' of the country," he said.

The youth has a major role to play in the vision of "New India" and the Centre was coming up with new education policy to strengthen the education system in the country and make education employment-oriented, Union Human Resource Development Minister Ramesh Pokhriyal said on Friday.

The youth has a major role to play in the vision of "New India" and the Centre was coming up with new education policy to strengthen the education system in the country and make education employment-oriented, Union Human Resource Development Minister Ramesh Pokhriyal said on Friday. Speaking at the 25th convocation ceremony of Himachal Pradesh University, Pokhriyal said: "The youth has a major role to play in the vision of 'New India'. The Union government was coming up with a new education policy to strengthen the education system in the country and make education employment-oriented." The Union Minister said that India was known as the 'Vishwa Guru' across the world since time immemorial due to knowledge and wisdom. Stating that India believes in universal brotherhood and peaceful co-existence, he said: "The challenges in life become opportunities for those who accept them. With the launch of schemes such as 'Make in India', Skill India, Start-Up etc., there were ample employment and self-employment opportunities to the youth of the country." He urged the students to work with dedication to make India a five trillion economy in the next few years. As many as 448 degrees and gold medals were awarded on the occasion to meritorious students, out of which 276 were females and 172 males. State Governor Bandaru Dattatraya said that the aim of education should be gaining knowledge along with character building. He called upon the students to develop skills along with higher education, which would help to get employment. Chief Minister Jai Ram Thakur said that the state government was committed to providing quality education to students of the state by strengthening the existing infrastructure. "The motto of the government was to make Himachal Pradesh an 'education hub' of the country," he said.

Centre to strengthen education system, make it employment-oriented: Ramesh Pokhriyal

A delegation of <a href="https://www.wionews.com/india-news/jawaharlal-nehru-university-row-delhi-police-register-fir-over-defacement-of-public-property-262670">Jawaharlal Nehru University</a> (JNU) students on Wednesday reached the Ministry of Human Resources Development (MHRD).

The Ministry has appointed a high power committee for discussion with students and administration to restore the normal functioning and peaceful resolution of all issues in the University.

Also watch:&nbsp;Scuffle between JNU students and police outside campus during protest

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Former UGC Chairman VS Chauhan, AICTE Chairman Anil Sahasrabudhe, and UGC Secretary Rajnish Jain are members of the committee.

The committee is scheduled to hold a meeting to discuss the issue at 3 pm at Shastri Bhawan here.

Yesterday, the JNUSU repeated its demand for rollback of the 'illegally passed draft manual', and fee structure.

In a letter, the JNUSU had said, "The JNUSU would like to reiterate its demands of immediate rollback of the illegally passed draft manual, and fee structure, along with the declaration of the IHA meeting on October 28 as null and void, initiation of dialogue between the <a href="https://www.wionews.com/india-news/jnu-administration-to-take-stringent-action-against-students-over-criminal-vandalism-262743">JNU Administration</a> and the

Student Community, represented by the elected student representatives, the JNUSU, and the Hostel Presidents."

"The MHRD and the HPEC should take serious cognizance of the illegalities in the JNU, perpetuated under the aegis of the JNU VC, Mamidala Jagadesh Kumar, and recommend his removal from the post of JNU VC," the JNUSU had said.

A delegation of Jawaharlal Nehru University (JNU) students on Wednesday reached the Ministry of Human Resources Development (MHRD). The Ministry has appointed a high power committee for discussion with students and administration to restore the normal functioning and peaceful resolution of all issues in the University.

A delegation of Jawaharlal Nehru University (JNU) students on Wednesday reached the Ministry of Human Resources Development (MHRD). The Ministry has appointed a high power committee for discussion with students and administration to restore the normal functioning and peaceful resolution of all issues in the University. Also watch: Scuffle between JNU students and police outside campus during protest × Former UGC Chairman VS Chauhan, AICTE Chairman Anil Sahasrabudhe, and UGC Secretary Rajnish Jain are members of the committee. The committee is scheduled to hold a meeting to discuss the issue at 3 pm at Shastri Bhawan here. Yesterday, the JNUSU repeated its demand for rollback of the 'illegally passed draft manual', and fee structure. In a letter, the JNUSU had said, "The JNUSU would like to reiterate its demands of immediate rollback of the illegally passed draft manual, and fee structure, along with the declaration of the IHA meeting on October 28 as null and void, initiation of dialogue between the JNU Administration and the Student Community, represented by the elected student representatives, the JNUSU, and the Hostel Presidents." "The MHRD and the HPEC should take serious cognizance of the illegalities in the JNU, perpetuated under the aegis of the JNU VC, Mamidala Jagadesh Kumar, and recommend his removal from the post of JNU VC," the JNUSU had said.

Delegation of JNU students reaches Ministry of Human Resources Development

<a href="https://www.wionews.com/world/hong-kong-court-overreached-only-we-can-rule-on-constitution-china-263023">Hong Kong</a>'s chief executive said Tuesday that protesters occupying a city-centre university had to surrender if the three-day stand-off was to be resolved peacefully.

In her first public comments on the siege at Hong Kong Polytechnic University (PolyU), Carrie Lam said she believed around 100 people remained at the campus, surrounded by police who were trying to quell the unrest.

"This objective could only be achieved with the full cooperation of the protesters, including of course the rioters that they have to stop violence, give up the weapons and come out peacefully and take the instructions from the police," she told a press conference.

Watch: Gravitas - Unprecedented violence in Hong Kong

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Hundreds of mainly <a href="https://www.wionews.com/world/china-will-not-sit-back-if-hong-kong-demonstrations-get-uncontrollable-envoy-263010">young protesters</a> took over the campus at the weekend, holding off police assaults with a barrage of Molotov cocktails, bricks and arrows, in the most extreme expression of a popular protest movement that is now in its sixth month.

<a href="https://www.wionews.com/world/china-will-not-sit-back-if-hong-kong-demonstrations-get-uncontrollable-envoy-263010">China insisted Tuesday</a>&nbsp;it held the sole authority to rule on constitutional matters in Hong Kong, as it condemned a decision by the city's high court to overturn a ban on face masks worn by pro-democracy protesters.

The statement could further fan the flames in Hong Kong after months of violent protests over concerns that Beijing is chipping away at the autonomy of the financial hub.

Hong Kong's chief executive said Tuesday that protesters occupying a city-centre university had to surrender if the three-day stand-off was to be resolved peacefully.

Hong Kong's chief executive said Tuesday that protesters occupying a city-centre university had to surrender if the three-day stand-off was to be resolved peacefully. In her first public comments on the siege at Hong Kong Polytechnic University (PolyU), Carrie Lam said she believed around 100 people remained at the campus, surrounded by police who were trying to quell the unrest. "This objective could only be achieved with the full cooperation of the protesters, including of course the rioters that they have to stop violence, give up the weapons and come out peacefully and take the instructions from the police," she told a press conference. Watch: Gravitas - Unprecedented violence in Hong Kong Hundreds of mainly young protesters took over the campus at the weekend, holding off police assaults with a barrage of Molotov cocktails, bricks and arrows, in the most extreme expression of a popular protest movement that is now in its sixth month. China insisted Tuesday it held the sole authority to rule on constitutional matters in Hong Kong, as it condemned a decision by the city's high court to overturn a ban on face masks worn by pro-democracy protesters. The statement could further fan the flames in Hong Kong after months of violent protests over concerns that Beijing is chipping away at the autonomy of the financial hub.

University protesters in Hong Kong must surrender to resolve stand-off peacefully: Carrie Lam

The number of <a href="https://www.wionews.com/.../wion-edit-will-artificial-intelligence-lead-to-job- losses-260746">Indian students</a> studying in the United States increased by nearly three per cent in 2018-19 over the last year to 202,014, as per the 2019 Open Doors Report released on Monday.

This marks the sixth consecutive year that the total number of Indians pursuing their higher education in the US has grown, the US embassy in New Delhi said in a release.

The report, which provides an annual statistical survey on international students in the US, shows that Indians make up over 18 percent of all international students in the US, and provides the second-highest number of graduate students and third-highest undergraduate students.

Speaking on the occasion of the release of the report at the United States India Educational Foundation (USIEF), the US Embassy's Minister Counselor for Consular Affairs, Charisse Phillips, said, "Student exchanges between our two countries (India and the US) help strengthen the foundation upon which our strategic partnership is built. Indian students are looking for a great education and the United States offers the best return on this investment."

In 2018-19, US colleges and universities hosted more than one million international students for the fourth consecutive year, while the total number of international students expanded for the thirteenth consecutive year.

The top places of origin for international students studying in the US were China, India, South Korea, Saudi Arabia, Canada, Vietnam, Taiwan, Japan, Brazil and Mexico, while the top host states were California, New York, Texas, Massachusetts, Illinois, Pennsylvania, Florida, Ohio, Michigan, and Indiana.

The number of Indian students studying in the United States increased by nearly three per cent in 2018-19 over the last year to 202,014, as per the 2019 Open Doors Report released on Monday.

The number of Indian students studying in the United States increased by nearly three per cent in 2018-19 over the last year to 202,014, as per the 2019 Open Doors Report released on Monday. This marks the sixth consecutive year that the total number of Indians pursuing their higher education in the US has grown, the US embassy in New Delhi said in a release. The report, which provides an annual statistical survey on international students in the US, shows that Indians make up over 18 percent of all international students in the US, and provides the second-highest number of graduate students and third-highest undergraduate students. Speaking on the occasion of the release of the report at the United States India Educational Foundation (USIEF), the US Embassy's Minister Counselor for Consular Affairs, Charisse Phillips, said, "Student exchanges between our two countries (India and the US) help strengthen the foundation upon which our strategic partnership is built. Indian students are looking for a great education and the United States offers the best return on this investment." In 2018-19, US colleges and universities hosted more than one million international students for the fourth consecutive year, while the total number of international students expanded for the thirteenth consecutive year. The top places of origin for international students studying in the US were China, India, South Korea, Saudi Arabia, Canada, Vietnam, Taiwan, Japan, Brazil and Mexico, while the top host states were California, New York, Texas, Massachusetts, Illinois, Pennsylvania, Florida, Ohio, Michigan, and Indiana.

Indians studying in US increase by 3 per cent in 2018-19: Report

Deputy Chief Minister Dushyant Chautala urged the Union Minister of Human Resource Development, Dr Ramesh Pokhriyal Nishank to include climate change and sustainability as subjects in the education curriculum. 
 
"Keeping in view the fact that climate change is one of the major challenges being faced by developing countries including us, which has severe impact on the health of every citizen, therefore climate change and sustainability classes as a pan of curriculum in education policy should be introduced throughout the country," a press note by Chautala on Saturday read. 
 
In the letter, giving the example of Italy, the Haryana Deputy Chief Minister, said it has become the first country to include compulsory classes on climate change and sustainability in its curriculum. 
 
He also raised concern over the issue of the increasing pollution in the national capital region (NCR)&nbsp;"which had converted the whole region as gas chamber&nbsp;(sic)'', in the letter written to the Union Minister.

Deputy Chief Minister Dushyant Chautala urged the Union Minister of Human Resource Development, Dr Ramesh Pokhriyal Nishank to include climate change and sustainability as subjects in the education curriculum.

Deputy Chief Minister Dushyant Chautala urged the Union Minister of Human Resource Development, Dr Ramesh Pokhriyal Nishank to include climate change and sustainability as subjects in the education curriculum. "Keeping in view the fact that climate change is one of the major challenges being faced by developing countries including us, which has severe impact on the health of every citizen, therefore climate change and sustainability classes as a pan of curriculum in education policy should be introduced throughout the country," a press note by Chautala on Saturday read. In the letter, giving the example of Italy, the Haryana Deputy Chief Minister, said it has become the first country to include compulsory classes on climate change and sustainability in its curriculum. He also raised concern over the issue of the increasing pollution in the national capital region (NCR) "which had converted the whole region as gas chamber (sic)'', in the letter written to the Union Minister.

Chautala urges MHRD to include climate change, sustainability as subjects in school curriculum

<a href="https://www.wionews.com/india-news/dutch-king-and-queen-meet-president-ram-nath-kovind-pm-modi-at-rashtrapati-bhawan-255745">Rashtrapati Bhavan</a> will host a conference of the Directors of IITs, NITs and IIEST, Shibpur next week. 
 
"Rashtrapati Bhavan will host a conference of the Directors of IITs, NITs and IIEST, Shibpur on November 19, 2019. This conference is part of regular interactions of the President of India, Shri Ram Nath Kovind, with such institutions in his capacity as visitor to 152 Central Universities and institutions of higher learning," a statement from President's Secretariat said. 
 
The statement informed that the agenda items of the conference will include&nbsp;deliberations on challenges and opportunities along broad parameters on which NIRF rankings are based; participation and contribution of alumni in activities of the institutes; steps to increase representation of women in faculty and student intake; ways to involve students in nation-building; promotion of research, innovation and entrepreneurship; filling up of vacancies, including faculty from foreign universities; and review of major infrastructure projects. 
 
"Apart from the Directors of 23 IITs, 31 NITs and IIEST, Shibpur, the Conference will be attended by the Union Minister for Human Resource Development, Minister of State in the Ministry of Human Resource Development, Secretary (Higher Education), Secretary, Department of Science and Technology and Chairman AICTE," it said.

Rashtrapati Bhavan will host a conference of the Directors of IITs, NITs and IIEST, Shibpur next week. "Rashtrapati Bhavan will host a conference of the Directors of IITs, NITs and IIEST, Shibpur on November 19, 2019.

Rashtrapati Bhavan will host a conference of the Directors of IITs, NITs and IIEST, Shibpur next week. "Rashtrapati Bhavan will host a conference of the Directors of IITs, NITs and IIEST, Shibpur on November 19, 2019. This conference is part of regular interactions of the President of India, Shri Ram Nath Kovind, with such institutions in his capacity as visitor to 152 Central Universities and institutions of higher learning," a statement from President's Secretariat said. The statement informed that the agenda items of the conference will include deliberations on challenges and opportunities along broad parameters on which NIRF rankings are based; participation and contribution of alumni in activities of the institutes; steps to increase representation of women in faculty and student intake; ways to involve students in nation-building; promotion of research, innovation and entrepreneurship; filling up of vacancies, including faculty from foreign universities; and review of major infrastructure projects. "Apart from the Directors of 23 IITs, 31 NITs and IIEST, Shibpur, the Conference will be attended by the Union Minister for Human Resource Development, Minister of State in the Ministry of Human Resource Development, Secretary (Higher Education), Secretary, Department of Science and Technology and Chairman AICTE," it said.

Rashtrapati Bhavan set to host conference of educational institutions' directors next week

Commenting on the protest organised by the Jawaharlal Nehru Students` Union <a href="https://www.wionews.com/india-news/protest-over-fee-hike-at-jawaharlal-nehru-university-turns-into-scuffle-with-police-261422">(JNUSU) over fee hike</a>, Union Minister for Minority Affairs Mukhtar Abbas Naqvi on Tuesday and said that the institution must protect itself from such "controversies".

"JNU must protect itself from such controversies. Nobody is against the students protesting but spreading violence and fanning anarchy is not right," he said while speaking to ANI in New Delhi.

"The students should not get violent," the Union Minister added.

On Monday, a clash broke out <a href="https://www.wionews.com/videos/scuffle-between-jnu-students-and-police-outside-the-jnu-campus-during-protest-261469">between students and the police</a> during a protest organised by JNUSU.

Hundreds of students took part in the protest against "massive fee hike" and a new hostel manual which also includes provisions on dress code and curfew timings.

They raised slogans against the university administration and the government.

The protest turned into a scuffle outside the All India Council for Technical Education (AICTE) auditorium where Vice President Venkaiah Naidu was addressing the third annual convocation. The students removed a barricade and came face to face with the police.&nbsp;

Commenting on the protest organised by the Jawaharlal Nehru Students` Union (JNUSU) over fee hike, Union Minister for Minority Affairs Mukhtar Abbas Naqvi on Tuesday and said that the institution must protect itself from such "controversies".

Commenting on the protest organised by the Jawaharlal Nehru Students` Union (JNUSU) over fee hike, Union Minister for Minority Affairs Mukhtar Abbas Naqvi on Tuesday and said that the institution must protect itself from such "controversies". "JNU must protect itself from such controversies. Nobody is against the students protesting but spreading violence and fanning anarchy is not right," he said while speaking to ANI in New Delhi. "The students should not get violent," the Union Minister added. On Monday, a clash broke out between students and the police during a protest organised by JNUSU. Hundreds of students took part in the protest against "massive fee hike" and a new hostel manual which also includes provisions on dress code and curfew timings. They raised slogans against the university administration and the government. The protest turned into a scuffle outside the All India Council for Technical Education (AICTE) auditorium where Vice President Venkaiah Naidu was addressing the third annual convocation. The students removed a barricade and came face to face with the police.

JNU must protect itself from controversies: Mukhtar Abbas Naqvi

Serving a population of nearly 1.4 billion, the Indian education sector is huge. Addressing the needs of such a large, dispersed and diverse population has its own challenges.&nbsp;

While primary education has witnessed increasing penetration in India, it is higher education that needs our immediate attention. Higher education consists of vocational education, university education, &nbsp;technical and management education.&nbsp;

Vocational training refers to hands-on and practical training in specific career tracks, while university education entails students enrolling in general degree programmes at the undergraduate level. The Indian Institutes of Technology (IITs) and National Institutes of Technology (NITs) are the best-known institutions in India offering undergraduate, post-graduate, and doctoral studies in various technical fields, while the Indian Institute of Management (IIMs) and institutes like MDI, ISB, FORE, FMS and S P Jain are the best known for imparting management skills.

The greatest challenge the higher education sector is facing is quality and relevance. The 2019 edition of the India Skill Report, an annual survey and a joint initiative of the All India Council for Technical Education (AICTE) and Association of Indian Universities (AIU), shows that only 36.4 per cent MBAs are considered employable!&nbsp;

The employability rate of engineering graduates is relatively better, but still at a low 57.1 per cent! The survey parameters include employability and a skill test.&nbsp;

Over 3,10,000 graduates across disciplines appeared for the test and were evaluated on various subjects, including English, critical thinking, numerical aptitude, domain knowledge, and behavioural competence.

Rampant over-expansion in some areas (such as engineering) and under-expansion in others has resulted in substandard institutions with low standards of curriculum and pedagogy.

Shrinking government budgetary allocation to education has led to a funding crunch in higher education in India. This has, in turn, resulted in the rapid and some would say, unplanned growth of private higher education.

These institutions finance themselves through donations, capitation fees, and high tuition fees. It means that quality private education is accessible only to a small percentage of the population that can afford it.

Some estimates put higher education enrollment rates (percentage of 18-23-year-olds in formal higher education) in high single digits! Enrollment rates are obviously higher in urban areas, implying therefore that rural enlisting is poor, as is gender disparity in enrollment.

The mushrooming of private institutions has led to a situation where degrees are awarded by unregulated or poorly-regulated entities. While regulatory authorities like the UGC and the AICTE have tried to crack down on institutions that are not accredited, students with limited awareness or recourse often fall prey to fly-by-night operators.

The management education sector has grown exponentially in the last few years on the back of demand for management graduates. Since ‘management’ is a relatively subjective topic, it’s small wonder that this field suffers considerably from poor quality institutions, instruction, and curriculum. The net result; low employability of MBA graduates.

Regulation is clearly one of the most important and urgent areas of reform. The present government has declared its intention of putting into place a single higher education regulator, a key recommendation by a number of committees that have examined the poor state of higher education in India.&nbsp;

Strengthening of the vocational education sector will help to open up opportunities for students who want to focus on their careers by building specific and relevant skill sets. The courses need to be affordable, targeted and up-to-date with industry needs.

As disruption takes root and makes present skill sets redundant, higher education needs to reinvent itself with current industry needs.&nbsp;

The rise of the IT sector has limited applicability to higher education. At the same time, course offerings also need to be broadened beyond just IT and engineering to cover areas such as liberal arts.

If India is to achieve its potential and place in the global economy, higher education will need to do a fair degree of heavy lifting. This will involve a renewed focus on curriculum and pedagogy, faculty abilities, research capabilities, industry partnerships, and infrastructure. The road is a long and hard one, but the destination holds a lot of promise. 
 
(This article was originally published on The DNA. Read the <a href="https://www.dnaindia.com/analysis/column-higher-education-reforms-imperative-to-push-india-story-2792386">original article</a>)

(Disclaimer: The opinions expressed above are the personal views of the author and do not reflect the views of ZMCL) &nbsp; 
&nbsp;

Serving a population of nearly 1.4 billion, the Indian education sector is huge. Addressing the needs of such a large, dispersed and diverse population has its own challenges.

Serving a population of nearly 1.4 billion, the Indian education sector is huge. Addressing the needs of such a large, dispersed and diverse population has its own challenges. While primary education has witnessed increasing penetration in India, it is higher education that needs our immediate attention. Higher education consists of vocational education, university education, technical and management education. Vocational training refers to hands-on and practical training in specific career tracks, while university education entails students enrolling in general degree programmes at the undergraduate level. The Indian Institutes of Technology (IITs) and National Institutes of Technology (NITs) are the best-known institutions in India offering undergraduate, post-graduate, and doctoral studies in various technical fields, while the Indian Institute of Management (IIMs) and institutes like MDI, ISB, FORE, FMS and S P Jain are the best known for imparting management skills. The greatest challenge the higher education sector is facing is quality and relevance. The 2019 edition of the India Skill Report, an annual survey and a joint initiative of the All India Council for Technical Education (AICTE) and Association of Indian Universities (AIU), shows that only 36.4 per cent MBAs are considered employable! The employability rate of engineering graduates is relatively better, but still at a low 57.1 per cent! The survey parameters include employability and a skill test. Over 3,10,000 graduates across disciplines appeared for the test and were evaluated on various subjects, including English, critical thinking, numerical aptitude, domain knowledge, and behavioural competence. Rampant over-expansion in some areas (such as engineering) and under-expansion in others has resulted in substandard institutions with low standards of curriculum and pedagogy. Shrinking government budgetary allocation to education has led to a funding crunch in higher education in India. This has, in turn, resulted in the rapid and some would say, unplanned growth of private higher education. These institutions finance themselves through donations, capitation fees, and high tuition fees. It means that quality private education is accessible only to a small percentage of the population that can afford it. Some estimates put higher education enrollment rates (percentage of 18-23-year-olds in formal higher education) in high single digits! Enrollment rates are obviously higher in urban areas, implying therefore that rural enlisting is poor, as is gender disparity in enrollment. The mushrooming of private institutions has led to a situation where degrees are awarded by unregulated or poorly-regulated entities. While regulatory authorities like the UGC and the AICTE have tried to crack down on institutions that are not accredited, students with limited awareness or recourse often fall prey to fly-by-night operators. The management education sector has grown exponentially in the last few years on the back of demand for management graduates. Since ‘management’ is a relatively subjective topic, it’s small wonder that this field suffers considerably from poor quality institutions, instruction, and curriculum. The net result; low employability of MBA graduates. Regulation is clearly one of the most important and urgent areas of reform. The present government has declared its intention of putting into place a single higher education regulator, a key recommendation by a number of committees that have examined the poor state of higher education in India. Strengthening of the vocational education sector will help to open up opportunities for students who want to focus on their careers by building specific and relevant skill sets. The courses need to be affordable, targeted and up-to-date with industry needs. As disruption takes root and makes present skill sets redundant, higher education needs to reinvent itself with current industry needs. The rise of the IT sector has limited applicability to higher education. At the same time, course offerings also need to be broadened beyond just IT and engineering to cover areas such as liberal arts. If India is to achieve its potential and place in the global economy, higher education will need to do a fair degree of heavy lifting. This will involve a renewed focus on curriculum and pedagogy, faculty abilities, research capabilities, industry partnerships, and infrastructure. The road is a long and hard one, but the destination holds a lot of promise. (This article was originally published on The DNA. Read the original article) (Disclaimer: The opinions expressed above are the personal views of the author and do not reflect the views of ZMCL)

Higher education reforms imperative to push India story

Teachers Day is celebrated every year on September 5 to acknowledge the contribution of teachers in shaping an individual's life. The day commemorates the birth anniversary of Dr Sarvepalli Radhakrishnan, former President of India and an exemplary teacher.

It is a known fact that when Dr Radhakrishnan became a teacher, his students and friends wanted to celebrate his birthday, but he asked them to celebrate his birthday as Teachers Day.

Guru-Shishya Parampara (Teacher-Student relationship) is an ancient Indian tradition which we have gifted to the world. In Hindu Mythology -&nbsp;Dronacharya-Arjun, Dronacharya and Eklavya, Dadoji Konddev and Shivaji are examples of Guru-Shishya Parampara.

Teachers play an important role in not just the development of an individual but also in the nation-building. However, there have been several instances which show teachers don't get the deserved respect these days.&nbsp;

Furthermore, online tutors and e-educators get more monetary benefits than teachers.

According to a recent study, while the average annual salary for a teacher in India is Rs 2,19,804 and goes up to Rs 5,88,000 per annum; the average annual salary of an online tutor in the country is Rs 4,80,000 and goes up to Rs 9,25,000 per annum.

Teachers, across primary and high schools, need to be treated as valued professionals by students and the education sector. There is a need to provide them good working conditions, better remuneration and recognize their efforts and achievements.

They should be given ample opportunities to empower themselves by organising training and introducing short-term courses for them. This will motivate and help them respond to the changing requirements confidently.

(Disclaimer: The opinions expressed above are the personal views of the author and do not reflect the views of ZMCL) 
&nbsp;

Teachers Day is celebrated every year on September 5 to acknowledge the contribution of teachers in shaping an individual's life. The day commemorates the birth anniversary of Dr Sarvepalli Radhakrishnan, former President of India and an exemplary teacher.

Teachers Day is celebrated every year on September 5 to acknowledge the contribution of teachers in shaping an individual's life. The day commemorates the birth anniversary of Dr Sarvepalli Radhakrishnan, former President of India and an exemplary teacher. It is a known fact that when Dr Radhakrishnan became a teacher, his students and friends wanted to celebrate his birthday, but he asked them to celebrate his birthday as Teachers Day. Guru-Shishya Parampara (Teacher-Student relationship) is an ancient Indian tradition which we have gifted to the world. In Hindu Mythology - Dronacharya-Arjun, Dronacharya and Eklavya, Dadoji Konddev and Shivaji are examples of Guru-Shishya Parampara. Teachers play an important role in not just the development of an individual but also in the nation-building. However, there have been several instances which show teachers don't get the deserved respect these days. Furthermore, online tutors and e-educators get more monetary benefits than teachers. According to a recent study, while the average annual salary for a teacher in India is Rs 2,19,804 and goes up to Rs 5,88,000 per annum; the average annual salary of an online tutor in the country is Rs 4,80,000 and goes up to Rs 9,25,000 per annum. Teachers, across primary and high schools, need to be treated as valued professionals by students and the education sector. There is a need to provide them good working conditions, better remuneration and recognize their efforts and achievements. They should be given ample opportunities to empower themselves by organising training and introducing short-term courses for them. This will motivate and help them respond to the changing requirements confidently. (Disclaimer: The opinions expressed above are the personal views of the author and do not reflect the views of ZMCL)

Teachers need to be treated as valued professionals

Indian students can be found studying medicine throughout Russia. Earlier, exchanges were limited to institutes in and around Moscow but with the collapse of the Soviet Union, Indians in large numbers started going to Central Asian Countries. 
 
Many came back home with degrees but still got no jobs as medical degrees were not being accepted back at home. This rule remains but&nbsp;students still flock Russian universities. Now they can sit for an additional exam and do a year of internship to make the transition as a full-fledged medical professional in India. Vladivostok is also home to many Indian students. After opening up in 1992, it has seen a steady rise in Indian fraternity. I had an opportunity to bump into a batch of students from India at Far Eastern Federal University. The students love Russia despite language and food problems. The Russian food is almost bland in comparison to regular Indian food but the ambience at the FEFU campus and neat environment of Vladivostok make up for the food and host of other issues. Education in Russia is affordable if compared to the West. Almost all students were enrolled in medicine.

I was shocked to discover that this particular batch of students was having a hard time from the agency which helped them through admission and accreditation at FEFU. Almost all will spend, Rs 30 lakhs in the six years they will spend in the university but did not get what the agency promised them. They told me that they were even promised cooked Indian food facility but discovered to their rude shock that they had to share a kitchen on a floor where they were expected to cook their own food. Food is expensive in Russia and students felt cheated. They were even given small dormitories. I immediately understood that many agencies operating from India continue to take students interested in studying in Russia for a ride. The only silver lining is that the senior batch has come out in strength to help the juniors. This batch does not have their original papers which continues to be in the possession of a Chhattisgarh based agency. In its absence, they end up losing their admission.&nbsp;

Students said that they had asked for their original certificates and agency which agency has denied them. They complained that they were made to sign in Russian that documents would continue to be in the agency’s possession which makes them vulnerable. Though none wants to go back because in Russia we are not treated as South Asians but as Indians and different from Pakistanis. 
 
FEFU Reporting Blues

It is one thing to enjoy a campus as a student and another to report from it. FEFU is a beautiful campus but TV journalist like me had a hard time on the 2nd day itself. The campus is situated on an island which in itself is a small mountain. Buses only ply from one point towards Eastern Economic Forum centres but if one has to go to any other part then except walking there exists no option. So, one gets end up getting dropped at the gate coming back from the city there on the drudgery begins. It means, heavy lifting of camera equipment and ends up walking a lot with formal clothes on. It sounds like a good idea, keeping my waist in mind but let me tell you, it didn’t work. It only led to binge eating as instead of feeling refreshed, every bone in my body ached. 
 
<img alt="Campus" data-entity-type="file" data-entity-uuid="97d074b3-1cd1-40aa-89c3-4f37e9525bd9" src="//cdn.wionews.com/sites/default/files/inline-images/campus.jpg" />

Pebble Beach: Nature Reshapes Man-Made World

I read about this beach in a magazine long time back and thought that I will visit it if I ever get the chance to visit the Far East. I did this time around. The beach looks at the Sea of Japan is filled covered with glass pebbles. The story goes that a glass factory dumped a lot of waste glass in the nearby river which eventually came down to the sea and nature stamped its authority on the man-made waste by polishing it and throwing it back on the beach. 
 
<img alt="Beach" data-entity-type="file" data-entity-uuid="74498c94-07c2-499e-be76-cdf898545b43" src="//cdn.wionews.com/sites/default/files/inline-images/beach_0.jpg" />

Today, it is a big tourist attraction in Vladivostok. People come for a swim and cook their own food on the beach. The beach is not commercial and is surrounded by forest. The beach is a classic example of how the natural world can reshape the artificial world built by mankind. If anyone goes to the beach, I would recommend, boiled sweet corn cob and deep-fried patty made of meat, salt, sweated onions and cumin. It is pure bliss. There is no chat masala to go by, but I promise you that the humble and simple flavour of the corn and tenderness of the meat will blow you away.

Gujarati ‘Karhi’ in Vladivostok

Vegetarians can have a tough time in Russia. Vladivostok too is no different. Vegetarian food is hard to find. A nearby store had no vegetarian food and the owner tried her best to sell chicken sandwich saying that this is the closest thing she had to a vegetarian meal. When I protested, she quickly directed me the potato chips corner. I am not a vegetarian but my cameraman is. He ended his first day with chips and I with Russian vodka and beef sandwiches. I felt guilty as I did give him enough time to eat food offered by gracious Shilpa Kothari whose husband we had covered a day earlier. So, the next day, I took my cameraman to her factory where she was busy organising a religious ritual. I had official work to do but I knew that she would definitely ask my cameraman to eat as she knew that he was a vegetarian. This time he did not decline and had pure vegetarian food. I also ended up eating and glad I did. We were treated to an amazing Gujrati Karhi. It was as authentic as it could have been. 
 
(Disclaimer: The opinions expressed above are the personal views of the author and do not reflect the views of ZMCL) 
&nbsp; 
&nbsp;

Indian students can be found studying medicine throughout Russia. Earlier, exchanges were limited to institutes in and around Moscow but with the collapse of the Soviet Union, Indians in large numbers started going to Central Asian Countries.

Indian students can be found studying medicine throughout Russia. Earlier, exchanges were limited to institutes in and around Moscow but with the collapse of the Soviet Union, Indians in large numbers started going to Central Asian Countries. Many came back home with degrees but still got no jobs as medical degrees were not being accepted back at home. This rule remains but students still flock Russian universities. Now they can sit for an additional exam and do a year of internship to make the transition as a full-fledged medical professional in India. Vladivostok is also home to many Indian students. After opening up in 1992, it has seen a steady rise in Indian fraternity. I had an opportunity to bump into a batch of students from India at Far Eastern Federal University. The students love Russia despite language and food problems. The Russian food is almost bland in comparison to regular Indian food but the ambience at the FEFU campus and neat environment of Vladivostok make up for the food and host of other issues. Education in Russia is affordable if compared to the West. Almost all students were enrolled in medicine. I was shocked to discover that this particular batch of students was having a hard time from the agency which helped them through admission and accreditation at FEFU. Almost all will spend, Rs 30 lakhs in the six years they will spend in the university but did not get what the agency promised them. They told me that they were even promised cooked Indian food facility but discovered to their rude shock that they had to share a kitchen on a floor where they were expected to cook their own food. Food is expensive in Russia and students felt cheated. They were even given small dormitories. I immediately understood that many agencies operating from India continue to take students interested in studying in Russia for a ride. The only silver lining is that the senior batch has come out in strength to help the juniors. This batch does not have their original papers which continues to be in the possession of a Chhattisgarh based agency. In its absence, they end up losing their admission. Students said that they had asked for their original certificates and agency which agency has denied them. They complained that they were made to sign in Russian that documents would continue to be in the agency’s possession which makes them vulnerable. Though none wants to go back because in Russia we are not treated as South Asians but as Indians and different from Pakistanis. FEFU Reporting Blues It is one thing to enjoy a campus as a student and another to report from it. FEFU is a beautiful campus but TV journalist like me had a hard time on the 2nd day itself. The campus is situated on an island which in itself is a small mountain. Buses only ply from one point towards Eastern Economic Forum centres but if one has to go to any other part then except walking there exists no option. So, one gets end up getting dropped at the gate coming back from the city there on the drudgery begins. It means, heavy lifting of camera equipment and ends up walking a lot with formal clothes on. It sounds like a good idea, keeping my waist in mind but let me tell you, it didn’t work. It only led to binge eating as instead of feeling refreshed, every bone in my body ached. Pebble Beach: Nature Reshapes Man-Made World I read about this beach in a magazine long time back and thought that I will visit it if I ever get the chance to visit the Far East. I did this time around. The beach looks at the Sea of Japan is filled covered with glass pebbles. The story goes that a glass factory dumped a lot of waste glass in the nearby river which eventually came down to the sea and nature stamped its authority on the man-made waste by polishing it and throwing it back on the beach. Today, it is a big tourist attraction in Vladivostok. People come for a swim and cook their own food on the beach. The beach is not commercial and is surrounded by forest. The beach is a classic example of how the natural world can reshape the artificial world built by mankind. If anyone goes to the beach, I would recommend, boiled sweet corn cob and deep-fried patty made of meat, salt, sweated onions and cumin. It is pure bliss. There is no chat masala to go by, but I promise you that the humble and simple flavour of the corn and tenderness of the meat will blow you away. Gujarati ‘Karhi’ in Vladivostok Vegetarians can have a tough time in Russia. Vladivostok too is no different. Vegetarian food is hard to find. A nearby store had no vegetarian food and the owner tried her best to sell chicken sandwich saying that this is the closest thing she had to a vegetarian meal. When I protested, she quickly directed me the potato chips corner. I am not a vegetarian but my cameraman is. He ended his first day with chips and I with Russian vodka and beef sandwiches. I felt guilty as I did give him enough time to eat food offered by gracious Shilpa Kothari whose husband we had covered a day earlier. So, the next day, I took my cameraman to her factory where she was busy organising a religious ritual. I had official work to do but I knew that she would definitely ask my cameraman to eat as she knew that he was a vegetarian. This time he did not decline and had pure vegetarian food. I also ended up eating and glad I did. We were treated to an amazing Gujrati Karhi. It was as authentic as it could have been. (Disclaimer: The opinions expressed above are the personal views of the author and do not reflect the views of ZMCL)

Vladivostok Diaries: Russian dreams and Indian students

Twenty-two-year-old Jordan Demartino has always seen herself as one of the guys but in reality she's one of just five female lineworkers in the entire company.

Female lineworkers rare in male-dominated field

Major Focus on Education in J&K, 5 new medical colleges to be opened.

Economic Agenda for J&K announced

50,000 Jobs Announced for J&K

Supreme Court on Friday refused to entertain a public interest litigation seeking a direction for laying down guidelines for flying squads and invigilators on frisking of students before examination halls. 
 
A three-judge bench of the Apex Court, headed by Chief Justice of India (CJI) Ranjan Gogoi and also comprising Justices Deepak Gupta and Aniruddha Bose heard the petition filed by advocate Anuja Kapoor. The bench asked her to approach the Delhi High Court, if she wants, for any relief in the case. 
 
The PIL of advocate Anuja Kapoor stated that a girl studying in class 10 in Chhattisgarh had allegedly committed suicide after being allegedly stripped and searched during her board examination by the inspecting officials.&nbsp;

Supreme Court on Friday refused to entertain a public interest litigation seeking a direction for laying down guidelines for flying squads and invigilators on frisking of students before examination halls.

Supreme Court on Friday refused to entertain a public interest litigation seeking a direction for laying down guidelines for flying squads and invigilators on frisking of students before examination halls. A three-judge bench of the Apex Court, headed by Chief Justice of India (CJI) Ranjan Gogoi and also comprising Justices Deepak Gupta and Aniruddha Bose heard the petition filed by advocate Anuja Kapoor. The bench asked her to approach the Delhi High Court, if she wants, for any relief in the case. The PIL of advocate Anuja Kapoor stated that a girl studying in class 10 in Chhattisgarh had allegedly committed suicide after being allegedly stripped and searched during her board examination by the inspecting officials.

Supreme Court refuses to entertain PIL seeking guidelines for frisking of students during examinations

Finance Minister Nirmala Sitharaman on Wednesday said that the government was committed to the path of fiscal consolidation without compromising on requirements of public expenditure and there was an increase in tax receipts of the government.

Replying to a marathon debate on the <a href="https://www.google.com/url?client=internal-uds-cse&amp;cx=006054055338965708568:09spwrlibei&amp;q=https://www.wionews.com/business-economy/budget-2019-it-gives-wings-to-farmers-youngsters-women-home-minister-amit-shah-233399&amp;sa=U&amp;ved=2ahUKEwiN6qTal6rjAhWr4XMBHQKXAGsQFjAEegQICBAC&amp;usg=AOvVaw10VBLflL7e5H3IuLDTFHZk">union budget 2019-20</a>, she said the government was committed to national security as also to "sabka saath, sabka vikas".

She said that the amount of money spent on central government schemes was higher two years after the implementation of Goods and Services Tax.

She also said the government was committed to "substantially boost" investment in agriculture and social sector, particularly education and health.

Finance Minister referred to the government setting fiscal deficit target of 3.3 per cent from an earlier 3.4 per cent and said there should be no anxiety.&nbsp;

"The government is committed to continue the path of fiscal consolidation without compromising on requirements of public expenditure placed by various sectors," she said.&nbsp;

"Increased investment in the social sector will be ensured through prudent rationalization of expenditure and mobilisation of additional resources," she added.

Several members took part in the debate which lasted over 15 hours.&nbsp;

Finance Minister Nirmala Sitharaman on Wednesday said that the government was committed to the path of fiscal consolidation without compromising on requirements of public expenditure and there was an increase in tax receipts of the government.

Finance Minister Nirmala Sitharaman on Wednesday said that the government was committed to the path of fiscal consolidation without compromising on requirements of public expenditure and there was an increase in tax receipts of the government. Replying to a marathon debate on the union budget 2019-20, she said the government was committed to national security as also to "sabka saath, sabka vikas". She said that the amount of money spent on central government schemes was higher two years after the implementation of Goods and Services Tax. She also said the government was committed to "substantially boost" investment in agriculture and social sector, particularly education and health. Finance Minister referred to the government setting fiscal deficit target of 3.3 per cent from an earlier 3.4 per cent and said there should be no anxiety. "The government is committed to continue the path of fiscal consolidation without compromising on requirements of public expenditure placed by various sectors," she said. "Increased investment in the social sector will be ensured through prudent rationalization of expenditure and mobilisation of additional resources," she added. Several members took part in the debate which lasted over 15 hours.

Government committed to fiscal consolidation, boost investment in social sector: Sitharaman

In this segment of India Watch, Have a look at changes made in National Education Policy 2019 after row over Hindi.

India Watch: National Education Policy 2019; Here's a look at changes made after row over Hindi

Tens of thousands of people gathered in Brazilian cities to protest against large budget cuts in public education, the first nationwide manifestations to be organised against far-right President Jair Bolsonaro since he was sworn in on Jan. 1.

Crowds protest against education cuts in Brazil

With plastic chairs lined up in a Kirkuk street and whiteboards fixed to the wall of the building opposite, retired Iraqi teacher Khamis Ali is ready to start his class.Since the 70-year-old started his initiative a few weeks ago, dozens of boys and girls have been gathering at this spot regularly to attend his free classes. He sets up the open-air classroom in the street opposite to his house.

Retired Iraqi teacher brings schooling to a street in Kirkuk

I was extremely privileged to attend a government school that offered rigorous and easily accessible opportunities in the Arts. Not only did we take distinct art classes, but art was also occasionally incorporated into our lessons. We wouldn’t just do the math, we would create geometric patterns using the math skills we spent time mastering. I remember particularly using sketch pads to observe my native New Hampshire’s natural environment as part of our environmental science curriculum.

The importance of these sorts of activities in my own education demonstrated to me the benefits of integrating Art into more traditional subjects like Science, Math, Reading and Social Studies.&nbsp;

In the United States, this integrated approach to teaching Art, as well as more formal Art classes like painting, drawing, dancing and theatre have been widely researched for their impact on student success in other academic and social areas. In fact, a 2009 study by Florida’s Department of education demonstrated that students across a variety of socioeconomic classes that were involved in Art courses achieved higher on standardised tests compared to their peers.&nbsp;

Furthermore, students in other states and even countries like Missouri and the United Kingdom had lower dropout rates, higher attendance rates, higher academic achievement and even improved social skills when they engaged in the arts. In addition to these improved quantitative results, at-risk students have also expressed feeling more engaged and motivated to learn when placed in arts-based environments,

While I could find minimal published research regarding the impact of Arts education in Indian schools, research summaries from the Organisation for Economic Cooperation and Development point to the wide and varied impact of Art on educational achievement in developed and developing countries.  Furthermore, there have been many public calls and conference supporting increased investment in art in government schools. In addition, research conducted by India’s National Council of Educational Research and Training, as well as recent developments in the national curriculum frameworks have formally highlighted the role that art can play to improve a child’s education.

This movement toward formally recognising art as a more integral aspect of education in India is not only exciting for the academic benefits it can offer but also because art has the unique ability to create more equitable learning environments. In the government school I work in, the students come from a variety of linguistic, cultural and regional backgrounds. In addition, unlike in elite, private schools, resources like projectors, musical instruments, vast libraries of books or labs filled with chemistry equipment are simply not accessible. Furthermore, in an urban environment like Delhi, spacious learning environments for reflection or even inter-student dialogue can be hard to come by.

While each of these factors could present an obstacle to learning, Art can offer a means of levelling the playing field between students of different backgrounds. When one student speaks Hindi and the other Bihari, designing pictures of animal habitats creates a bridge rather than a gap between the two individuals.

When one student’s family has the resources to provide her with internet access and a computer while the other student must sell candy to support her siblings, we cannot ask both students to type or even write an essay and expect the same learning outcomes. While providing every student with the individual attention that they need to learn most effectively would be ideal, unfortunately, in the realm of government education, additional human resources like extra teachers and tutors can be costly.&nbsp;

However, by providing students with a piece of paper, some colourful dough or a set of coloured pencils, every student can draw their surroundings or create a replica of the heritage sites in their neighbourhood. Not only will they exercise some of their own creative potential, but each student will be able to learn through their own, individualised process. Regardless of their Math skills, both students can feel a sense of achievement when they create and measure something from their own hands. Instead of becoming confused when the teacher says “a triangle has three sides” in a language they do not understand, they can identify differences in a square and a triangle by seeing and touching their own creations.

From this perspective, taking advantage of each student’s unique creativity offers an opportunity to teach the more “testable” lessons like fractions or measurements without fearing that some students may be left behind. Art, more than just a creative outlet, becomes a means of creating more equitable learning environments and ensuring that students are not at a disadvantage merely because they come from a marginal or otherwise different group. Until broader social change occurs in our education systems, there are few options for educating large groups of increasingly diverse students with more potential than curriculum that embrace art in an interdisciplinary manner.&nbsp;

I may not be training the next generation of Rabindranath Tagore or Leonardo DaVinci but I have seen that even the most simple Art projects can transform learning environments. From drawing maps to designing habitats, Art is one of the most universally accessible forms of education that we have.

I was extremely privileged to attend a government school that offered rigorous and easily accessible opportunities in the Arts. Not only did we take distinct art classes, but art was also occasionally incorporated into our lessons. We wouldn’t just do the math, we would create geometric patterns using the math skills we spent time mastering. I remember particularly using sketch pads to observe my native New Hampshire’s natural environment as part of our environmental science curriculum.

The importance of these sorts of activities in my own education demonstrated to me the benefits of integrating Art into more traditional subjects like Science, Math, Reading and Social Studies.&nbsp;

In the United States, this integrated approach to teaching art, as well as more formal Art classes like painting, drawing, dancing and theatre have been widely researched for their impact on student success in other academic and social areas. In fact, a 2009 study by Florida’s Department of education demonstrated that students across a variety of socioeconomic classes that were involved in Art courses achieved higher on standardised tests compared to their peers.&nbsp;

Furthermore, students in other states and even countries like Missouri and the United Kingdom had lower dropout rates, higher attendance rates, higher academic achievement and even improved social skills when they engaged in the arts. In addition to these improved quantitative results, at-risk students have also expressed feeling more engaged and motivated to learn when placed in arts-based environments,

While I could find minimal published research regarding the impact of Arts education in Indian schools, research summaries from the Organisation for Economic Cooperation and Development point to the wide and varied impact of Art on educational achievement in developed and developing countries.  Furthermore, there have been many public calls and conference supporting increased investment in art in government schools. In addition, research conducted by India’s National Council of Educational Research and Training, as well as recent developments in the national curriculum frameworks have formally highlighted the role that art can play to improve a child’s education.

This movement toward formally recognising art as a more integral aspect of education in India is not only exciting for the academic benefits it can offer but also because art has the unique ability to create more equitable learning environments. In the government school I work in, the students come from a variety of linguistic, cultural and regional backgrounds. In addition, unlike in elite, private schools, resources like projectors, musical instruments, vast libraries of books or labs filled with chemistry equipment are simply not accessible. Furthermore, in an urban environment like Delhi, spacious learning environments for reflection or even inter-student dialogue can be hard to come by.

While each of these factors could present an obstacle to learning, Art can offer a means of levelling the playing field between students of different backgrounds. When one student speaks Hindi and the other Bihari, designing pictures of animal habitats creates a bridge rather than a gap between the two individuals.

When one student’s family has the resources to provide her with internet access and a computer while the other student must sell candy to support her siblings, we cannot ask both students to type or even write an essay and expect the same learning outcomes. While providing every student with the individual attention that they need to learn most effectively would be ideal, unfortunately, in the realm of government education, additional human resources like extra teachers and tutors can be costly.&nbsp;

However, by providing students with a piece of paper, some colourful dough or a set of coloured pencils, every student can draw their surroundings or create a replica of the heritage sites in their neighbourhood. Not only will they exercise some of their own creative potential, but each student will be able to learn through their own, individualised process. Regardless of their Math skills, both students can feel a sense of achievement when they create and measure something from their own hands. Instead of becoming confused when the teacher says “a triangle has three sides” in a language they do not understand, they can identify differences in a square and a triangle by seeing and touching their own creations.

From this perspective, taking advantage of each student’s unique creativity offers an opportunity to teach the more “testable” lessons like fractions or measurements without fearing that some students may be left behind. Art, more than just a creative outlet, becomes a means of creating more equitable learning environments and ensuring that students are not at a disadvantage merely because they come from a marginal or otherwise different group. Until broader social change occurs in our education systems, there are few options for educating large groups of increasingly diverse students with more potential than curriculum that embrace art in an interdisciplinary manner.&nbsp;

I may not be training the next generation of Rabindranath Tagore or Leonardo DaVinci but I have seen that even the most simple art projects can transform learning environments. From drawing maps to designing habitats, art is one of the most universally accessible forms of education that we have.

&nbsp; 
*A previous version of this article was originally published on February 7th, 2019, by the American India Foundation.&nbsp;

(Disclaimer: The opinions expressed above are the personal views of the author and do not reflect the views of ZMCL.)

&nbsp;

&nbsp; 
&nbsp;

I was extremely privileged to attend a government school that offered rigorous and easily accessible opportunities in the Arts. Not only did we take distinct art classes, but art was also occasionally incorporated into our lessons.

I was extremely privileged to attend a government school that offered rigorous and easily accessible opportunities in the Arts. Not only did we take distinct art classes, but art was also occasionally incorporated into our lessons. We wouldn’t just do the math, we would create geometric patterns using the math skills we spent time mastering. I remember particularly using sketch pads to observe my native New Hampshire’s natural environment as part of our environmental science curriculum. The importance of these sorts of activities in my own education demonstrated to me the benefits of integrating Art into more traditional subjects like Science, Math, Reading and Social Studies. In the United States, this integrated approach to teaching Art, as well as more formal Art classes like painting, drawing, dancing and theatre have been widely researched for their impact on student success in other academic and social areas. In fact, a 2009 study by Florida’s Department of education demonstrated that students across a variety of socioeconomic classes that were involved in Art courses achieved higher on standardised tests compared to their peers. Furthermore, students in other states and even countries like Missouri and the United Kingdom had lower dropout rates, higher attendance rates, higher academic achievement and even improved social skills when they engaged in the arts. In addition to these improved quantitative results, at-risk students have also expressed feeling more engaged and motivated to learn when placed in arts-based environments, While I could find minimal published research regarding the impact of Arts education in Indian schools, research summaries from the Organisation for Economic Cooperation and Development point to the wide and varied impact of Art on educational achievement in developed and developing countries.  Furthermore, there have been many public calls and conference supporting increased investment in art in government schools. In addition, research conducted by India’s National Council of Educational Research and Training, as well as recent developments in the national curriculum frameworks have formally highlighted the role that art can play to improve a child’s education. This movement toward formally recognising art as a more integral aspect of education in India is not only exciting for the academic benefits it can offer but also because art has the unique ability to create more equitable learning environments. In the government school I work in, the students come from a variety of linguistic, cultural and regional backgrounds. In addition, unlike in elite, private schools, resources like projectors, musical instruments, vast libraries of books or labs filled with chemistry equipment are simply not accessible. Furthermore, in an urban environment like Delhi, spacious learning environments for reflection or even inter-student dialogue can be hard to come by. While each of these factors could present an obstacle to learning, Art can offer a means of levelling the playing field between students of different backgrounds. When one student speaks Hindi and the other Bihari, designing pictures of animal habitats creates a bridge rather than a gap between the two individuals. When one student’s family has the resources to provide her with internet access and a computer while the other student must sell candy to support her siblings, we cannot ask both students to type or even write an essay and expect the same learning outcomes. While providing every student with the individual attention that they need to learn most effectively would be ideal, unfortunately, in the realm of government education, additional human resources like extra teachers and tutors can be costly. However, by providing students with a piece of paper, some colourful dough or a set of coloured pencils, every student can draw their surroundings or create a replica of the heritage sites in their neighbourhood. Not only will they exercise some of their own creative potential, but each student will be able to learn through their own, individualised process. Regardless of their Math skills, both students can feel a sense of achievement when they create and measure something from their own hands. Instead of becoming confused when the teacher says “a triangle has three sides” in a language they do not understand, they can identify differences in a square and a triangle by seeing and touching their own creations. From this perspective, taking advantage of each student’s unique creativity offers an opportunity to teach the more “testable” lessons like fractions or measurements without fearing that some students may be left behind. Art, more than just a creative outlet, becomes a means of creating more equitable learning environments and ensuring that students are not at a disadvantage merely because they come from a marginal or otherwise different group. Until broader social change occurs in our education systems, there are few options for educating large groups of increasingly diverse students with more potential than curriculum that embrace art in an interdisciplinary manner. I may not be training the next generation of Rabindranath Tagore or Leonardo DaVinci but I have seen that even the most simple Art projects can transform learning environments. From drawing maps to designing habitats, Art is one of the most universally accessible forms of education that we have. I was extremely privileged to attend a government school that offered rigorous and easily accessible opportunities in the Arts. Not only did we take distinct art classes, but art was also occasionally incorporated into our lessons. We wouldn’t just do the math, we would create geometric patterns using the math skills we spent time mastering. I remember particularly using sketch pads to observe my native New Hampshire’s natural environment as part of our environmental science curriculum. The importance of these sorts of activities in my own education demonstrated to me the benefits of integrating Art into more traditional subjects like Science, Math, Reading and Social Studies. In the United States, this integrated approach to teaching art, as well as more formal Art classes like painting, drawing, dancing and theatre have been widely researched for their impact on student success in other academic and social areas. In fact, a 2009 study by Florida’s Department of education demonstrated that students across a variety of socioeconomic classes that were involved in Art courses achieved higher on standardised tests compared to their peers. Furthermore, students in other states and even countries like Missouri and the United Kingdom had lower dropout rates, higher attendance rates, higher academic achievement and even improved social skills when they engaged in the arts. In addition to these improved quantitative results, at-risk students have also expressed feeling more engaged and motivated to learn when placed in arts-based environments, While I could find minimal published research regarding the impact of Arts education in Indian schools, research summaries from the Organisation for Economic Cooperation and Development point to the wide and varied impact of Art on educational achievement in developed and developing countries.  Furthermore, there have been many public calls and conference supporting increased investment in art in government schools. In addition, research conducted by India’s National Council of Educational Research and Training, as well as recent developments in the national curriculum frameworks have formally highlighted the role that art can play to improve a child’s education. This movement toward formally recognising art as a more integral aspect of education in India is not only exciting for the academic benefits it can offer but also because art has the unique ability to create more equitable learning environments. In the government school I work in, the students come from a variety of linguistic, cultural and regional backgrounds. In addition, unlike in elite, private schools, resources like projectors, musical instruments, vast libraries of books or labs filled with chemistry equipment are simply not accessible. Furthermore, in an urban environment like Delhi, spacious learning environments for reflection or even inter-student dialogue can be hard to come by. While each of these factors could present an obstacle to learning, Art can offer a means of levelling the playing field between students of different backgrounds. When one student speaks Hindi and the other Bihari, designing pictures of animal habitats creates a bridge rather than a gap between the two individuals. When one student’s family has the resources to provide her with internet access and a computer while the other student must sell candy to support her siblings, we cannot ask both students to type or even write an essay and expect the same learning outcomes. While providing every student with the individual attention that they need to learn most effectively would be ideal, unfortunately, in the realm of government education, additional human resources like extra teachers and tutors can be costly. However, by providing students with a piece of paper, some colourful dough or a set of coloured pencils, every student can draw their surroundings or create a replica of the heritage sites in their neighbourhood. Not only will they exercise some of their own creative potential, but each student will be able to learn through their own, individualised process. Regardless of their Math skills, both students can feel a sense of achievement when they create and measure something from their own hands. Instead of becoming confused when the teacher says “a triangle has three sides” in a language they do not understand, they can identify differences in a square and a triangle by seeing and touching their own creations. From this perspective, taking advantage of each student’s unique creativity offers an opportunity to teach the more “testable” lessons like fractions or measurements without fearing that some students may be left behind. Art, more than just a creative outlet, becomes a means of creating more equitable learning environments and ensuring that students are not at a disadvantage merely because they come from a marginal or otherwise different group. Until broader social change occurs in our education systems, there are few options for educating large groups of increasingly diverse students with more potential than curriculum that embrace art in an interdisciplinary manner. I may not be training the next generation of Rabindranath Tagore or Leonardo DaVinci but I have seen that even the most simple art projects can transform learning environments. From drawing maps to designing habitats, art is one of the most universally accessible forms of education that we have. *A previous version of this article was originally published on February 7th, 2019, by the American India Foundation. (Disclaimer: The opinions expressed above are the personal views of the author and do not reflect the views of ZMCL.)

Blog: Art as an equaliser in education

It is naive to think the Taliban have changed their stance on women's rights, says Kabul restaurateur Laila Haidari, who like many educated Afghan women fears any peace deal between the extremists and the US could erode hard-won freedoms.

Draconian rules that once forced half the population behind closed doors —barred from education and work— have been chipped away in the nearly two decades since the US-led invasion that swept the Taliban from power.

"If they return, women will have to leave the public space," Haidari tells AFP from the restaurant she runs in Kabul, one of the few places in the capital where men and women dine together.

Haidari launched the #metooafghanistan movement which she and others hope will be a vanguard of Afghan women who can hold the line against Taliban power.

"We never want to go back. We never want to lose our freedom," says Mina Rezaee, the owner of another cafe in Kabul, where music — banned under the Taliban — plays in the background.

After six days of negotiations in Qatar, the <a href="http://www.wionews.com/south-asia/kabul-control-slips-in-afghanistan-amid-us-talks-with-taliban-194042">US and Taliban</a> have agreed on a draft framework for a deal which could pave the way for the insurgents to hold peace talks with Kabul.

With the US desperate to withdraw from Afghanistan, and the Taliban in control of vast parts of the country, it is unclear what a post-conflict government would look like.

Any participation by the Taliban, however, frightens many women.

Before being toppled by the US invasion of 2001, the Taliban governed Afghanistan for nearly five years with a strict interpretation of Shariah law.

"We still remember how hard it was to be a woman under Taliban rule," says Naweeda Bayat, a 25-year-old from central Jaghori district.&nbsp;

"I was a kid, but I remember they burned our school right in front of our eyes."

The government in Kabul controls less than two-thirds of the country, according to a US estimate — and in Taliban-controlled areas, nothing has changed.

"They have either burned girls' schools or don't allow women to work," Bayat says. "This tells us how they might be if they come back."

'Shut out'

Afghan women have even more reason to worry if they are "shut out of the negotiation process, as they mostly have been," says Heather Barr, a senior women's rights researcher.

"The Taliban's attitude toward women has moderated slightly since 2001, but it is still a million miles away from the equal rights women are granted under Afghanistan's constitution," she observes.

The position of women in Afghanistan has undeniably improved since 2001.

More than 2.5 million of the eight million school children are girls, according to the UN. More than a quarter of the seats in parliament are reserved for women and in 2016 they made up nearly a fifth of the workforce.

But despite the progress — and millions spent by Western aid programmes since 2001 — Afghanistan ranks last in the Georgetown Institute for Women, Peace and Security index which measures well-being and self-reliance.

The fears of educated women in the capital are shared by those in rural areas, where the literacy rate can be less than two per cent and rights are often even more constrained by conservative tradition.

Hasina, a 32-year-old mother of one in the disputed southern province of Helmand, says she dreads going backwards.

"We are worried and afraid for our lives," she says.

"If the Taliban come back and ban schools for my children, or don't allow me to go out without my husband, this is not acceptable for me," says Nazia Rezaee, a 35-year-old in the central city of Ghazni.

Afghan women 'have changed'&nbsp;

Several feminist activists told AFP they believe the country has changed and Afghan women will not allow their rights to be taken away without a fight.

"Afghan women are stronger, more informed, more educated than ever, and no one, including men, will agree to return to what Afghanistan was in 1998," says Fawzia Koofi, who heads the Parliamentary Committee on Women and Human Rights.&nbsp;

Activist Attia Mehraban feels the same. "I dream of peace, like millions of other Afghans, but I dream more vividly of my freedom and rights as a 21st Century human being," she told AFP.

"The price of peace cannot be limitless."

Her message to the Taliban, she said, is "Afghan women have changed... If you think you can come back with the same ideology ... you are wrong, you will be facing a formidable force of well-educated Afghan women who are conscious of their rights and who will not give in to oppression."

Hosai Andar, a businesswoman in her 40s, said she could "not imagine the world would abandon us once again".

"I am an optimist," she told AFP. "They will stay with us."

It is naive to think the Taliban have changed their stance on women's rights, says Kabul restaurateur Laila Haidari, who like many educated Afghan women fears any peace deal between the extremists and the US could erode hard-won freedoms.

It is naive to think the Taliban have changed their stance on women's rights, says Kabul restaurateur Laila Haidari, who like many educated Afghan women fears any peace deal between the extremists and the US could erode hard-won freedoms. Draconian rules that once forced half the population behind closed doors —barred from education and work— have been chipped away in the nearly two decades since the US-led invasion that swept the Taliban from power. "If they return, women will have to leave the public space," Haidari tells AFP from the restaurant she runs in Kabul, one of the few places in the capital where men and women dine together. Haidari launched the #metooafghanistan movement which she and others hope will be a vanguard of Afghan women who can hold the line against Taliban power. "We never want to go back. We never want to lose our freedom," says Mina Rezaee, the owner of another cafe in Kabul, where music — banned under the Taliban — plays in the background. After six days of negotiations in Qatar, the US and Taliban have agreed on a draft framework for a deal which could pave the way for the insurgents to hold peace talks with Kabul. With the US desperate to withdraw from Afghanistan, and the Taliban in control of vast parts of the country, it is unclear what a post-conflict government would look like. Any participation by the Taliban, however, frightens many women. Before being toppled by the US invasion of 2001, the Taliban governed Afghanistan for nearly five years with a strict interpretation of Shariah law. "We still remember how hard it was to be a woman under Taliban rule," says Naweeda Bayat, a 25-year-old from central Jaghori district. "I was a kid, but I remember they burned our school right in front of our eyes." The government in Kabul controls less than two-thirds of the country, according to a US estimate — and in Taliban-controlled areas, nothing has changed. "They have either burned girls' schools or don't allow women to work," Bayat says. "This tells us how they might be if they come back." 'Shut out' Afghan women have even more reason to worry if they are "shut out of the negotiation process, as they mostly have been," says Heather Barr, a senior women's rights researcher. "The Taliban's attitude toward women has moderated slightly since 2001, but it is still a million miles away from the equal rights women are granted under Afghanistan's constitution," she observes. The position of women in Afghanistan has undeniably improved since 2001. More than 2.5 million of the eight million school children are girls, according to the UN. More than a quarter of the seats in parliament are reserved for women and in 2016 they made up nearly a fifth of the workforce. But despite the progress — and millions spent by Western aid programmes since 2001 — Afghanistan ranks last in the Georgetown Institute for Women, Peace and Security index which measures well-being and self-reliance. The fears of educated women in the capital are shared by those in rural areas, where the literacy rate can be less than two per cent and rights are often even more constrained by conservative tradition. Hasina, a 32-year-old mother of one in the disputed southern province of Helmand, says she dreads going backwards. "We are worried and afraid for our lives," she says. "If the Taliban come back and ban schools for my children, or don't allow me to go out without my husband, this is not acceptable for me," says Nazia Rezaee, a 35-year-old in the central city of Ghazni. Afghan women 'have changed' Several feminist activists told AFP they believe the country has changed and Afghan women will not allow their rights to be taken away without a fight. "Afghan women are stronger, more informed, more educated than ever, and no one, including men, will agree to return to what Afghanistan was in 1998," says Fawzia Koofi, who heads the Parliamentary Committee on Women and Human Rights. Activist Attia Mehraban feels the same. "I dream of peace, like millions of other Afghans, but I dream more vividly of my freedom and rights as a 21st Century human being," she told AFP. "The price of peace cannot be limitless." Her message to the Taliban, she said, is "Afghan women have changed... If you think you can come back with the same ideology ... you are wrong, you will be facing a formidable force of well-educated Afghan women who are conscious of their rights and who will not give in to oppression." Hosai Andar, a businesswoman in her 40s, said she could "not imagine the world would abandon us once again". "I am an optimist," she told AFP. "They will stay with us."

Afghan women fear cost of peace will be their freedom

As per Sustainable Development Framework 2018-2022 laid out by UN, India by 2022, aspires to raise lower secondary school attendance to 97 per cent and primary attendance to 93 per cent. Following a number of initiatives, including the Sarva Shiksha Abhiyan and Right to Education Act, there have been tremendous strides made as far as enrolment in schools is concerned. What is even more encouraging is that the enrolment rates among marginalised groups such as girls, SCs and STs have also been increasing at a fast pace reflecting the demand for education across the country.&nbsp;

The Annual Status of Education Report (ASER), 2018, finds that the overall enrolment rate in the age group of 6 to 14 has been above 96 per cent since 2010 although attendance patterns vary across states. ASER 2018 data find that in states such as Karnataka, Gujarat, Maharashtra and Tamil Nadu, the attendance in government primary schools was above 85 per cent on the day of the survey while other states saw lower attendance, with states such as UP, Bihar, MP, West Bengal and Manipur having an attendance of less than 60 per cent. Along with low attendance in some states, the quality of education as seen in terms of learning outcomes is a cause for worry.

ASER each year, since 2005, gives us a reminder of the dismal state of school education in the country. The report this year has once again found that the learning levels of children in primary and secondary schools in rural India are abysmal with only 27-28 per cent of Std III children at ‘grade level’ (able to read a Standard II level text and do subtraction). The outcomes are similarly poor for Standard V children with only 50 per cent of them being able to read Std II level text and 28 per cent able to do basic arithmetic operations. As many as one out of 4 children leave class VIII without basic reading skills. The silver lining to this dark cloud is that the ASER 2018 finds that although the results are very poor there is a gradual improvement in basic reading and math in the primary classes since 2014.

The data also broadly show better results in private schools compared to government schools. Consequently, some argue that government schools are inefficient and for achieving better learning outcomes there has to be a greater reliance on private schools through multiple models of delivering education to children such as school vouchers. Further, there is also an emphasis on evaluating the performance of government schools primarily or even exclusively on the basis of such learning outcome measures.

Before drawing such conclusions it must be recognised that a more nuanced approach is required. Firstly, the socio-economic background of children going to government schools is on an average lower compared to those in private schools. How this affects learning outcomes needs to be taken into account. A study by DD Karopady based on data from a longitudinal research in Andhra Pradesh (Young Lives) finds that private schools add no value to children in terms of learning outcomes as compared to government schools, after adjusting for socioeconomic characteristics. 
 
Further, children shifting to private schools under a scholarship programme perform no better than their government school counterparts even after five years of private schooling. Secondly, there are large gaps in terms of teacher availability as well as infrastructure in government schools. According to the latest available DISE data, only around 46 per cent of primary schools and 57 per cent upper primary schools had all WASH facilities (drinking water, functional toilets and handwash facility). Based on official documents, it is found that more than 10 lakh teachers’ posts are vacant in government schools across the country and a large proportion of teachers are employed in contractual posts with low salaries. There are a number of other infrastructure, resource and governance issues in relation to government schools that surely need to be addressed. However, concluding that government schools cannot respond to the educational needs of the country would be erroneous.

In fact, whether such single-minded attention to learning outcomes defined in this narrow manner is desirable also needs to be questioned. While there is no doubt that the quality of education in government schools needs to improve, the other policy objectives (such as equity) of a public education system cannot be ignored. Neither can the fact that just being in school keeps a number of children away from labour, child marriage and other forms of exploitation which might not have been possible in the absence of a public education system providing free access for all.

(This article was originally published on The DNA. Read the <a href="https://www.dnaindia.com/analysis/column-right-to-education-when-access-can-also-mean-quality-2711768">original article</a>)

(Disclaimer: The opinions expressed above are the personal views of the author and do not reflect the views of ZMCL)

As per Sustainable Development Framework 2018-2022 laid out by UN, India by 2022, aspires to raise lower secondary school attendance to 97 per cent and primary attendance to 93 per cent.

As per Sustainable Development Framework 2018-2022 laid out by UN, India by 2022, aspires to raise lower secondary school attendance to 97 per cent and primary attendance to 93 per cent. Following a number of initiatives, including the Sarva Shiksha Abhiyan and Right to Education Act, there have been tremendous strides made as far as enrolment in schools is concerned. What is even more encouraging is that the enrolment rates among marginalised groups such as girls, SCs and STs have also been increasing at a fast pace reflecting the demand for education across the country. The Annual Status of Education Report (ASER), 2018, finds that the overall enrolment rate in the age group of 6 to 14 has been above 96 per cent since 2010 although attendance patterns vary across states. ASER 2018 data find that in states such as Karnataka, Gujarat, Maharashtra and Tamil Nadu, the attendance in government primary schools was above 85 per cent on the day of the survey while other states saw lower attendance, with states such as UP, Bihar, MP, West Bengal and Manipur having an attendance of less than 60 per cent. Along with low attendance in some states, the quality of education as seen in terms of learning outcomes is a cause for worry. ASER each year, since 2005, gives us a reminder of the dismal state of school education in the country. The report this year has once again found that the learning levels of children in primary and secondary schools in rural India are abysmal with only 27-28 per cent of Std III children at ‘grade level’ (able to read a Standard II level text and do subtraction). The outcomes are similarly poor for Standard V children with only 50 per cent of them being able to read Std II level text and 28 per cent able to do basic arithmetic operations. As many as one out of 4 children leave class VIII without basic reading skills. The silver lining to this dark cloud is that the ASER 2018 finds that although the results are very poor there is a gradual improvement in basic reading and math in the primary classes since 2014. The data also broadly show better results in private schools compared to government schools. Consequently, some argue that government schools are inefficient and for achieving better learning outcomes there has to be a greater reliance on private schools through multiple models of delivering education to children such as school vouchers. Further, there is also an emphasis on evaluating the performance of government schools primarily or even exclusively on the basis of such learning outcome measures. Before drawing such conclusions it must be recognised that a more nuanced approach is required. Firstly, the socio-economic background of children going to government schools is on an average lower compared to those in private schools. How this affects learning outcomes needs to be taken into account. A study by DD Karopady based on data from a longitudinal research in Andhra Pradesh (Young Lives) finds that private schools add no value to children in terms of learning outcomes as compared to government schools, after adjusting for socioeconomic characteristics. Further, children shifting to private schools under a scholarship programme perform no better than their government school counterparts even after five years of private schooling. Secondly, there are large gaps in terms of teacher availability as well as infrastructure in government schools. According to the latest available DISE data, only around 46 per cent of primary schools and 57 per cent upper primary schools had all WASH facilities (drinking water, functional toilets and handwash facility). Based on official documents, it is found that more than 10 lakh teachers’ posts are vacant in government schools across the country and a large proportion of teachers are employed in contractual posts with low salaries. There are a number of other infrastructure, resource and governance issues in relation to government schools that surely need to be addressed. However, concluding that government schools cannot respond to the educational needs of the country would be erroneous. In fact, whether such single-minded attention to learning outcomes defined in this narrow manner is desirable also needs to be questioned. While there is no doubt that the quality of education in government schools needs to improve, the other policy objectives (such as equity) of a public education system cannot be ignored. Neither can the fact that just being in school keeps a number of children away from labour, child marriage and other forms of exploitation which might not have been possible in the absence of a public education system providing free access for all. (This article was originally published on The DNA. Read the original article) (Disclaimer: The opinions expressed above are the personal views of the author and do not reflect the views of ZMCL)

Right to Education: When access can also mean quality

Some 30,000 striking Los Angeles teachers demanding higher pay, smaller classes and more support staff from the nation`s second-largest school district walked picket lines for a second day on Tuesday, with no new talks on the horizon.

Negotiators for the Los Angeles Unified School District and the United Teachers Los Angeles have not met since union leaders rejected the LAUSD`s latest contract offer on Friday night, calling the proposal an "insult."

Asked on Tuesday afternoon whether the two sides had any intention of returning to the bargaining table, an LAUSD spokeswoman said: "Nothing is scheduled at this time."

The strike, shattering 30 years of labor peace by Los Angeles teachers, has not completely idled instruction in the sprawling district encompassing some 1,200 schools.

The district has enlisted administrators and substitute teachers to keep classes open on a limited basis through the strike, although LAUSD reported only about a third of its 492,000 public school students showed up on the first day of the walkout.

About 148,000 additional students are enrolled in LAUSD`s independently managed charter schools and have been unaffected for the most part by this week`s labor strife.

On Tuesday, however, a group of no more than four dozen unionized teachers at three LAUSD charter schools operated by a company called The Accelerated Schools walked off the job in a separate dispute they said was focused on job security.

It marked only the second charter school strike in the nation and the first in California, said Randi Weingarten, president of the American Federation of Teachers parent union.

The Los Angeles walkout followed a wave of teachers` strikes across the United States over pay and school funding, including in West Virginia, Kentucky, Oklahoma and Arizona. Denver teachers could vote to strike by Saturday if no deal on a new contract is reached by then.&nbsp;

SYMPATHY FOR TEACHERS

Public sympathy appeared strongly aligned with the Los Angeles teachers` union, with more than three-quarters of those polled by Loyola Marymount University`s Center for the Study of Los Angeles saying they supported the teachers.

The survey, released on Tuesday, showed strike support running at 60 per cent or more across all demographic groups, including age, income and political leanings. Among parents with children at home, support topped 82 per cent, a finding reflected in the presence of many parents seen walking picket lines with the teachers, despite the inconvenience the strike posed for working families.

Aside from the education disruption, the teachers` strike could have implications for the political aspirations of Los Angeles Mayor Eric Garcetti, considered a likely contender for the 2020 Democratic presidential nomination.

Garcetti expressed support for the striking teachers on Tuesday, telling Reuters at a teachers` rally on Tuesday that the strike "is an important and righteous fight about the soul of our schools. Every parent, every kid deserves a decent-sized classroom where teachers aren’t overwhelmed by the numbers." 
&nbsp; 
The mayor previously avoided taking sides in the dispute, over which he has little practical sway because the LAUSD is governed by an independently elected school board that appoints its superintendent.

The two sides remained at loggerheads on how much the district needs to invest in hiring staff, including nurses, librarians and other support staff. 
Superintendent Austin Beutner said the district had offered staff increases that would cost $130 million a year - more than county officials have said is available - while the union`s demands would cost $800 million.

Beutner offered to join teachers in lobbying state lawmakers to increase education funding. "Join me on the bus," he said. "Let`s go."

UTLA negotiators want a 6.5 per cent pay raise. Teacher pay currently averages $75,000 in the LAUSD, according to state figures. The district has offered a 6 per cent hike with back pay.

Some 30,000 striking Los Angeles teachers demanding higher pay, smaller classes and more support staff from the nation`s second-largest school district walked picket lines for a second day on Tuesday, with no new talks on the horizon.

Some 30,000 striking Los Angeles teachers demanding higher pay, smaller classes and more support staff from the nation`s second-largest school district walked picket lines for a second day on Tuesday, with no new talks on the horizon. Negotiators for the Los Angeles Unified School District and the United Teachers Los Angeles have not met since union leaders rejected the LAUSD`s latest contract offer on Friday night, calling the proposal an "insult." Asked on Tuesday afternoon whether the two sides had any intention of returning to the bargaining table, an LAUSD spokeswoman said: "Nothing is scheduled at this time." The strike, shattering 30 years of labor peace by Los Angeles teachers, has not completely idled instruction in the sprawling district encompassing some 1,200 schools. The district has enlisted administrators and substitute teachers to keep classes open on a limited basis through the strike, although LAUSD reported only about a third of its 492,000 public school students showed up on the first day of the walkout. About 148,000 additional students are enrolled in LAUSD`s independently managed charter schools and have been unaffected for the most part by this week`s labor strife. On Tuesday, however, a group of no more than four dozen unionized teachers at three LAUSD charter schools operated by a company called The Accelerated Schools walked off the job in a separate dispute they said was focused on job security. It marked only the second charter school strike in the nation and the first in California, said Randi Weingarten, president of the American Federation of Teachers parent union. The Los Angeles walkout followed a wave of teachers` strikes across the United States over pay and school funding, including in West Virginia, Kentucky, Oklahoma and Arizona. Denver teachers could vote to strike by Saturday if no deal on a new contract is reached by then. SYMPATHY FOR TEACHERS Public sympathy appeared strongly aligned with the Los Angeles teachers` union, with more than three-quarters of those polled by Loyola Marymount University`s Center for the Study of Los Angeles saying they supported the teachers. The survey, released on Tuesday, showed strike support running at 60 per cent or more across all demographic groups, including age, income and political leanings. Among parents with children at home, support topped 82 per cent, a finding reflected in the presence of many parents seen walking picket lines with the teachers, despite the inconvenience the strike posed for working families. Aside from the education disruption, the teachers` strike could have implications for the political aspirations of Los Angeles Mayor Eric Garcetti, considered a likely contender for the 2020 Democratic presidential nomination. Garcetti expressed support for the striking teachers on Tuesday, telling Reuters at a teachers` rally on Tuesday that the strike "is an important and righteous fight about the soul of our schools. Every parent, every kid deserves a decent-sized classroom where teachers aren’t overwhelmed by the numbers." The mayor previously avoided taking sides in the dispute, over which he has little practical sway because the LAUSD is governed by an independently elected school board that appoints its superintendent. The two sides remained at loggerheads on how much the district needs to invest in hiring staff, including nurses, librarians and other support staff. Superintendent Austin Beutner said the district had offered staff increases that would cost $130 million a year - more than county officials have said is available - while the union`s demands would cost $800 million. Beutner offered to join teachers in lobbying state lawmakers to increase education funding. "Join me on the bus," he said. "Let`s go." UTLA negotiators want a 6.5 per cent pay raise. Teacher pay currently averages $75,000 in the LAUSD, according to state figures. The district has offered a 6 per cent hike with back pay.

Los Angeles 'teachers' strike extends to second day with no talks on horizon

<a href="http://www.wionews.com/world/how-cold-is-the-moon-at-night-china-to-find-out-190033">China will step up</a> its anti-corruption crackdown this year to focus on education, medical care, environmental protection and other major areas of concern to the public, the anti-graft watchdog said.

Fighting corruption has been a major priority during the administration of President Xi Jinping. He said last month that, while the Chinese Communist Party had won an "overwhelming victory" against graft, deep-seated corruption still needed to be weeded out.

The Party's Central Commission for Discipline Inspection said on Sunday this year's campaign would focus on areas related to "the people's livelihood" and would "let the masses have a greater sense of achievement, greater happiness, and greater security".

This year's efforts would also focus on corruption and other criminal behaviours among grassroots governments, and tackle instances of bribery, abuse of power, negligence and malpractice in the financial sector.

It said it would also aim to prevent "interest groups" from corrupting top officials.

As well as tackling direct corruption, <a href="http://www.wionews.com/business-economy/china-to-cut-restrictions-on-foreign-investment-xinhua-189916">China would also seek to eliminate bureaucratic tendencies</a> in government and "rectify" those officials guilty of behaving in a "perfunctory" manner when carrying out tasks, it said.

China would also aim to participate more in international anti-corruption governance in order to pursue suspects who have fled abroad. China brought 441 "corrupt fugitives" back to the country from August to December last year, the official China Daily said on Monday.

"These efforts aim to finally make officials not dare to, unable to and have no desire to commit any illegal act," the newspaper said in an editorial.

China punished around 621,000 people for corruption last year, including 51 at the ministerial or provincial level or higher, the paper said.

President Xi Jinping said last month that, while the Chinese Communist Party had won an 'overwhelming victory' against graft, deep-seated corruption still needed to be weeded out.

China will step up its anti-corruption crackdown this year to focus on education, medical care, environmental protection and other major areas of concern to the public, the anti-graft watchdog said. Fighting corruption has been a major priority during the administration of President Xi Jinping. He said last month that, while the Chinese Communist Party had won an "overwhelming victory" against graft, deep-seated corruption still needed to be weeded out. The Party's Central Commission for Discipline Inspection said on Sunday this year's campaign would focus on areas related to "the people's livelihood" and would "let the masses have a greater sense of achievement, greater happiness, and greater security". This year's efforts would also focus on corruption and other criminal behaviours among grassroots governments, and tackle instances of bribery, abuse of power, negligence and malpractice in the financial sector. It said it would also aim to prevent "interest groups" from corrupting top officials. As well as tackling direct corruption, China would also seek to eliminate bureaucratic tendencies in government and "rectify" those officials guilty of behaving in a "perfunctory" manner when carrying out tasks, it said. China would also aim to participate more in international anti-corruption governance in order to pursue suspects who have fled abroad. China brought 441 "corrupt fugitives" back to the country from August to December last year, the official China Daily said on Monday. "These efforts aim to finally make officials not dare to, unable to and have no desire to commit any illegal act," the newspaper said in an editorial. China punished around 621,000 people for corruption last year, including 51 at the ministerial or provincial level or higher, the paper said.

China promises graft crackdown in education, health

In pictures: Saudi Arabia's restrictions on and reforms for women

A safety panel set up by US President Donald Trump in the wake of numerous school shootings recommended Tuesday that schools consider arming staff, using veterans as guards and reversing Obama-era guidelines.

The Federal Commission on School Safety panel, led by Education Secretary Betsy DeVos, was set up after the<a href="http://www.wionews.com/world/enough-us-students-stage-walkout-against-gun-violence-35864"> February massacre</a> in Parkland, Florida, when a former student shot dead 17 people, sparking mass gun control protests.

The commission rejected calls to increase the minimum age required for gun purchases, arguing in its 180-page report that most school shooters obtain their weapons from family members or friends.

Instead, it suggested arming staff — even teachers in some circumstances — "for the sake of effectively and immediately responding to violence."&nbsp;

School districts where police responses could be slower, such as rural districts, may benefit in particular, the commission said.

It also recommended education authorities hiring military veterans and former police officers who "can also serve as highly effective educators."

The report pushes for a review of disciplinary guidelines introduced in 2014 under former president Barack Obama, which suggested alternatives to suspension and expulsion to tackle discrimination against black and Latino students.

The commission's report said the measure has had "a strong negative impact on school discipline and safety."

The American Civil Liberties Union condemned that proposition.

"The Trump administration is exploiting tragedies to justify rolling back school children's civil rights protections, despite the lack of any evidence linking school discipline reform to school shootings," it said in a statement.

Democratic Representative Nancy Pelosi, who will be US House speaker when her party take over the chamber in January, criticized the report saying Trump and DeVos "have reached a new low."

"Their 'report' on school safety puts special interests and the NRA ahead of protecting America’s school children. Students &amp; parents have had #Enough," Pelosi wrote on Twitter.

She drew a backlash from Ryan Petty, a gun enthusiast and school safety advocate whose 14-year-old daughter was killed in the Parkland massacre.

"Hi @NancyPelosi, it's easy to be a critic. Harder to create. Would you sit down with Parkland families to discuss the report?," Petty wrote on Twitter.

"We worked hard to ensure this report addresses top school safety priorities. It's painful for us when you dismiss it without basis in fact," he added.

Over 219,000 US students have been involved in a school shooting since the April 1999 Columbine High School massacre, according to figures collated by the Washington Post.

A safety panel set up by US President Donald Trump in the wake of numerous school shootings recommended Tuesday that schools consider arming staff, using veterans as guards and reversing Obama-era guidelines.

A safety panel set up by US President Donald Trump in the wake of numerous school shootings recommended Tuesday that schools consider arming staff, using veterans as guards and reversing Obama-era guidelines. The Federal Commission on School Safety panel, led by Education Secretary Betsy DeVos, was set up after the February massacre in Parkland, Florida, when a former student shot dead 17 people, sparking mass gun control protests. The commission rejected calls to increase the minimum age required for gun purchases, arguing in its 180-page report that most school shooters obtain their weapons from family members or friends. Instead, it suggested arming staff — even teachers in some circumstances — "for the sake of effectively and immediately responding to violence." School districts where police responses could be slower, such as rural districts, may benefit in particular, the commission said. It also recommended education authorities hiring military veterans and former police officers who "can also serve as highly effective educators." The report pushes for a review of disciplinary guidelines introduced in 2014 under former president Barack Obama, which suggested alternatives to suspension and expulsion to tackle discrimination against black and Latino students. The commission's report said the measure has had "a strong negative impact on school discipline and safety." The American Civil Liberties Union condemned that proposition. "The Trump administration is exploiting tragedies to justify rolling back school children's civil rights protections, despite the lack of any evidence linking school discipline reform to school shootings," it said in a statement. Democratic Representative Nancy Pelosi, who will be US House speaker when her party take over the chamber in January, criticized the report saying Trump and DeVos "have reached a new low." "Their 'report' on school safety puts special interests and the NRA ahead of protecting America’s school children. Students & parents have had #Enough," Pelosi wrote on Twitter. She drew a backlash from Ryan Petty, a gun enthusiast and school safety advocate whose 14-year-old daughter was killed in the Parkland massacre. "Hi @NancyPelosi, it's easy to be a critic. Harder to create. Would you sit down with Parkland families to discuss the report?," Petty wrote on Twitter. "We worked hard to ensure this report addresses top school safety priorities. It's painful for us when you dismiss it without basis in fact," he added. Over 219,000 US students have been involved in a school shooting since the April 1999 Columbine High School massacre, according to figures collated by the Washington Post.

US federal panel suggests guns in schools, veterans as guards to keep US students safe

Over 1.7 crore minority community students have been awarded a scholarship in West Bengal, Chief Minister Mamata Banerjee said Tuesday.

"You will be happy to know that in #Bangla, we have distributed scholarships to over 1.7 crore minority students, the highest in the country. 
My best wishes to all,” the chief minister tweeted on the occasion of Minorities Rights Day.&nbsp;

Stressing on equality and the necessity of staying united, the chief minister tweeted, "Today is #MinorityRightsDay. We are all equal and united. 
Unity in diversity is our strength.”&nbsp;

Minorities Rights Day is celebrated on this day every year to protect the rights of the minority communities and forge a better understanding among religious minorities in the country.

Over 1.7 crore minority community students have been awarded a scholarship in West Bengal, Chief Minister Mamata Banerjee said Tuesday. "You will be happy to know that in #Bangla, we have distributed scholarships to over 1.

Over 1.7 crore minority community students have been awarded a scholarship in West Bengal, Chief Minister Mamata Banerjee said Tuesday. "You will be happy to know that in #Bangla, we have distributed scholarships to over 1.7 crore minority students, the highest in the country. My best wishes to all,” the chief minister tweeted on the occasion of Minorities Rights Day. Stressing on equality and the necessity of staying united, the chief minister tweeted, "Today is #MinorityRightsDay. We are all equal and united. Unity in diversity is our strength.” Minorities Rights Day is celebrated on this day every year to protect the rights of the minority communities and forge a better understanding among religious minorities in the country.

Scholarships awarded to 1.7 crore minority students in West Bengal: CM Mamata Banerjee

At the Tanjai Cheena school in northwest Pakistan, students squeeze into makeshift classrooms where plastic tarps serve as walls and electricity is sparse, as a surging population overstretches the country's fragile education system.

Sandwiched behind desks like sardines, students repeat words learned in Pashto and English during an anatomy lesson: "Guta is finger, laas is hand".

Two teachers rotate between four classrooms at the school, which lacks even the most basic amenities including toilets.

"The girls usually go to my house and the boys to the bushes," says principal Mohammad Bashir Khan, who has worked at the school in the picturesque Swat Valley in Khyber Pakhtunkhwa province for 19 years.

With birth control and family planning virtually unheard of in this ultraconservative region, the ill-equipped public school system has not kept up with population growth.

"In 1984, when my father started the school, there were 20 to 25 kids. Now they are more than 140," Khan says.&nbsp;

Pakistan sits on a demographic time bomb after years of exponential growth and high fertility rates resulted in a population of 207 million -- two-thirds of whom are under the age of 30.&nbsp;

And each year the country gains three to four million more people, overburdening public services from schools to hospitals.

'Emergency education'&nbsp;

At the Malok Abad primary school in the town of Mingora, 700 boys share six classrooms, many of which remain damaged from a 2005 earthquake with clumps of plaster still falling from their ceilings.

The youngest students study in the courtyard sitting on the ground, while others are forced to gather on the roof under the baking sun.

"We are doing our best. But those kids are neglected by the system," says teacher Inamullah Munir.

On the girls' side, the situation is even more dire with the smallest classes hosting up to 135 students packed into a space measuring about 20 square metres.

"This is emergency education," said Faisal Khalid, a local director at the education department in Swat.

The stakes are high in a country where education has long been neglected and received little in the way of funding as Pakistan focused on fighting militancy.

Swat shouldered the extra burden of combating a deadly Taliban insurgency that saw dozens of schools destroyed and the shooting of schoolgirl and education activist Malala Yousafzai in 2012.

As peace has returned to the region, public spending on education has increased, but it still falls short of the province's growing needs.

Prime Minister Imran Khan's Pakistan Tehreek-e-Insaf party has made "quality education for all" its rallying cry since taking the helm of the provincial government in 2013.

In the last five years, 2,700 schools have been built or expanded, while 57,000 new teachers have been recruited.

Authorities have also more than doubled Khyber Pakhtunkhwa's education budget between 2013 and 2018.

"That was the biggest increase in the history of this province," explains Atif Khan, the former provincial education minister.

Low literacy levels

But the rise in spending is no match for Pakistan's swelling demographics, even as the government plans to expand existing facilities and extend working hours in an attempt to meet demand.

The top-ranked public high school in provincial capital Peshawar is a striking example of the challenges facing educators and students, who number 70 to a room despite the addition of a dozen new classrooms.

"The more classrooms we build, the more they will be filled," says Jaddi Kalil, who heads the educational services department in the area.

Pakistan now spends 2.2 per cent of its GDP on education, the country's Minister of Education Shafqat Mahmood told AFP, adding that the amount was set to double in the coming years.

Even more worrying, the increased funding has failed to put a dent in the province's illiteracy rates, with only 53 per cent of children above 10 years of age able to read and write.

The situation is replicated across Pakistan, with 22.6 million children out of school nationwide -- a figure that is likely to increase, given the country's unbridled population growth.

The quality of teaching is also a cause for concern with just one in two students able to solve basic math problems upon completing primary school, according to the finance ministry.

"Only elites have access to quality education," a recent report by the UN Development Programme (UNDP) said.&nbsp;

With its economy already on the rocks, Pakistan faces the unenviable task of having to create between 1.2 and 1.5 million skilled jobs annually to employ recent graduates, the UNDP report said.

Poor education is a "recipe for frustration", while good education "allows for more cohesion and less extremism", said Adil Najam, the author of the UNDP study.

"All the important problems of Pakistan are related to education."

At the Tanjai Cheena school in northwest Pakistan, students squeeze into makeshift classrooms where plastic tarps serve as walls and electricity is sparse, as a surging population overstretches the country's fragile education system.

At the Tanjai Cheena school in northwest Pakistan, students squeeze into makeshift classrooms where plastic tarps serve as walls and electricity is sparse, as a surging population overstretches the country's fragile education system. Sandwiched behind desks like sardines, students repeat words learned in Pashto and English during an anatomy lesson: "Guta is finger, laas is hand". Two teachers rotate between four classrooms at the school, which lacks even the most basic amenities including toilets. "The girls usually go to my house and the boys to the bushes," says principal Mohammad Bashir Khan, who has worked at the school in the picturesque Swat Valley in Khyber Pakhtunkhwa province for 19 years. With birth control and family planning virtually unheard of in this ultraconservative region, the ill-equipped public school system has not kept up with population growth. "In 1984, when my father started the school, there were 20 to 25 kids. Now they are more than 140," Khan says. Pakistan sits on a demographic time bomb after years of exponential growth and high fertility rates resulted in a population of 207 million -- two-thirds of whom are under the age of 30. And each year the country gains three to four million more people, overburdening public services from schools to hospitals. 'Emergency education' At the Malok Abad primary school in the town of Mingora, 700 boys share six classrooms, many of which remain damaged from a 2005 earthquake with clumps of plaster still falling from their ceilings. The youngest students study in the courtyard sitting on the ground, while others are forced to gather on the roof under the baking sun. "We are doing our best. But those kids are neglected by the system," says teacher Inamullah Munir. On the girls' side, the situation is even more dire with the smallest classes hosting up to 135 students packed into a space measuring about 20 square metres. "This is emergency education," said Faisal Khalid, a local director at the education department in Swat. The stakes are high in a country where education has long been neglected and received little in the way of funding as Pakistan focused on fighting militancy. Swat shouldered the extra burden of combating a deadly Taliban insurgency that saw dozens of schools destroyed and the shooting of schoolgirl and education activist Malala Yousafzai in 2012. As peace has returned to the region, public spending on education has increased, but it still falls short of the province's growing needs. Prime Minister Imran Khan's Pakistan Tehreek-e-Insaf party has made "quality education for all" its rallying cry since taking the helm of the provincial government in 2013. In the last five years, 2,700 schools have been built or expanded, while 57,000 new teachers have been recruited. Authorities have also more than doubled Khyber Pakhtunkhwa's education budget between 2013 and 2018. "That was the biggest increase in the history of this province," explains Atif Khan, the former provincial education minister. Low literacy levels But the rise in spending is no match for Pakistan's swelling demographics, even as the government plans to expand existing facilities and extend working hours in an attempt to meet demand. The top-ranked public high school in provincial capital Peshawar is a striking example of the challenges facing educators and students, who number 70 to a room despite the addition of a dozen new classrooms. "The more classrooms we build, the more they will be filled," says Jaddi Kalil, who heads the educational services department in the area. Pakistan now spends 2.2 per cent of its GDP on education, the country's Minister of Education Shafqat Mahmood told AFP, adding that the amount was set to double in the coming years. Even more worrying, the increased funding has failed to put a dent in the province's illiteracy rates, with only 53 per cent of children above 10 years of age able to read and write. The situation is replicated across Pakistan, with 22.6 million children out of school nationwide -- a figure that is likely to increase, given the country's unbridled population growth. The quality of teaching is also a cause for concern with just one in two students able to solve basic math problems upon completing primary school, according to the finance ministry. "Only elites have access to quality education," a recent report by the UN Development Programme (UNDP) said. With its economy already on the rocks, Pakistan faces the unenviable task of having to create between 1.2 and 1.5 million skilled jobs annually to employ recent graduates, the UNDP report said. Poor education is a "recipe for frustration", while good education "allows for more cohesion and less extremism", said Adil Najam, the author of the UNDP study. "All the important problems of Pakistan are related to education."

In Pakistan, public education suffocates under surging population

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