Student Notes:

Government Measures: India has introduced Medical Visas and a centralized portal for
booking services, but challenges remain in infrastructure, skills development, and policy
coordination.

Medical Tourism: Diplomacy & Dilemmas

India views medical tourism as a way to enhance its global
reputation and build international partnerships by
showcasing its healthcare strengths. This strategy attracts
foreign patients seeking quality and affordable treatments.
However, the challenge is to maintain a strong domestic healthcare infrastructure while
ensuring equitable access to healthcare for all Indian citizens. The goal is to benefit from
medical tourism without compromising the essential healthcare services needed for India’s
vast population.

2. Part B: Education
Education is a powerful
instrument of social
justice, enabling
individuals to break
cycles of poverty and
exclusion. Rooted in
India’s civilizational
values, it empowers
minds to drive inclusive
growth.

AHMEDABAD | BENGALURU | BHOPAL | CHANDIGARH | DELHI | GUWAHATI | HYDERABAD | JAIPUR | JODHPUR | LUCKNOW | PRAYAGRAJ | PUNE | RANCHI

64 [Link] # 8468022022 ©Vision IAS

Yet, persistent inequities and underfunding hinder progress toward SDG 4, which envisions Student Notes:
equitable, quality education for all.

Constitutional and Legal Provisions on Education

The Indian Constitution underscores the importance of education, particularly for vulnerable
sections of society through various sections:
• Article 29: Ensures equality of opportunity in educational institutions and protects the
culture, language, and script of minorities.
• Article 30: Grants religious and linguistic minorities the right to establish and
administer their own educational institutions.
• Articles 15(3) & 15(4): Allow the state to make special provisions for the advancement of
children and women, and for the admission of backward classes, SCs, or STs in private
educational institutions.
• Article 21A: Guarantees free and compulsory education for all children aged 6 to 14
years as a fundamental right (inserted by the 86th Amendment Act, 2002).
• Articles 39(e) and 39(f): Directs the state to prevent the abuse of children at an early age
and ensure they have the opportunities and resources to grow in a healthy and dignified
environment.
• Article 45: Mandates the state to provide early childhood care and education for
children up to the age of six years.
• Article 46: Emphasizes the promotion of educational and economic interests of the
weaker sections, especially SCs and STs.
• Article 51A(k): A fundamental duty for parents to ensure education for children aged 6
to 14 years.
Right to Education Act, 2009
The Right of Children to Free and Compulsory Education (RTE) Act, 2009 came into effect
on April 1, 2010, enforcing Article 21A as a fundamental right.
• Objectives: To ensure free and compulsory primary education for children aged 6 to 14
years.
• Key Provisions:
o No child shall be held back, expelled, or required to pass a board examination until
elementary education is completed.
o Prohibits physical punishment, mental harassment, screening procedures, and
capitation fees.
o Mandates 25% reservation for economically disadvantaged children in private
schools for Class I admissions.
o Establishes norms for student-teacher ratios, school buildings, and teacher
working hours.
• Limitations: Critics argue it is input-oriented rather than outcome-focused, and does
not emphasize quality of learning. It also originally excluded children aged 0-6 and 14-
18.

2.1. Education System of India

2.1.1. Early Childhood Care and Education (ECCE)
Early Childhood Care and Education (ECCE) encompasses the holistic development of
children from birth to age eight, focusing on their physical, cognitive, social, and emotional
growth. This critical period lays the foundation for lifelong learning and well-being.
India has 158.7 million children in the 0-6 years age group (Census 2011) and catering to this
important segment of the population to ensure holistic development is imperative.

AHMEDABAD | BENGALURU | BHOPAL | CHANDIGARH | DELHI | GUWAHATI | HYDERABAD | JAIPUR | JODHPUR | LUCKNOW | PRAYAGRAJ | PUNE | RANCHI

65 [Link] # 8468022022 ©Vision IAS

 Student Notes:

• Challenges in ECCE:
o Affordability and Accessibility: High costs and geographical disparities, especially in
rural and marginalized communities.
o Quality and Standards: Focus on literacy and numeracy at the expense of holistic
development (social-emotional learning, creativity, motor skills).
o Shortage of Centers and Trained Personnel: Lack of qualified educators and training
in child development.

AHMEDABAD | BENGALURU | BHOPAL | CHANDIGARH | DELHI | GUWAHATI | HYDERABAD | JAIPUR | JODHPUR | LUCKNOW | PRAYAGRAJ | PUNE | RANCHI

66 [Link] # 8468022022 ©Vision IAS

2.1.2. School Education Student Notes:
In India, formal school education commences after Early Childhood Care and Education
(ECCE), which covers children aged 3 to 6 years. Following ECCE, the education system is
structured into the 5+3+3+4 model as per the National Education Policy (NEP) 2020:
• Foundational Stage
(Ages 3–8): This
includes 3 years of
preschool or
Anganwadi followed by
Classes 1 and 2. The
focus is on activity-
based learning to
develop cognitive and
socio-emotional skills.
• Preparatory Stage
(Ages 8–11): Classes 3
to 5 introduce subjects
like languages, mathematics, science, and arts, aiming to build foundational literacy and
numeracy.
• Middle Stage (Ages 11–14): Classes 6 to 8 delve into more abstract concepts in subjects
such as mathematics, sciences, social sciences, arts, and humanities.
• Secondary Stage (Ages 14–18): Classes 9 to 12 focus on multidisciplinary study, critical
thinking, and depth in chosen subjects. Board exams are conducted at the end of Classes
10 and 12.
[Link]. Key Challenges in School Education
Category Key Challenges Details
The Learning ASER Report Poor foundational skills in reading and arithmetic. A
Crisis Findings significant percentage of 14-18-year-olds cannot read
simple texts or perform basic arithmetic.
Rote Learning Emphasis on rote memorization leads to a lack of real-
life application of knowledge.

Fragmented Varied quality of education across different institutions

Ecosystem (e.g., Madrasas, tribal schools).
Affordability, Dropout Rates High dropout rates due to poverty, lack of infrastructure,
Access, and and gender disparities.
Equity • For example, in Bihar, the dropout rate at the
secondary level is reported to be as high as 83%,
indicating severe retention issues in certain regions.
Out-of-School Over 1.4 million children aged 6-11 are out of school due
Children to poverty and lack of digital access during the pandemic.

Social Gaps Gender disparities and social norms (e.g., child

marriage) limit education for girls and marginalized
children.
• The ASER 2023 report indicates that 40% of girls aged
15-18 remain out of school due to early marriages,
domestic duties, and gender-based violence.

High School Rising cost of private schools makes quality education

Fees inaccessible for many.

AHMEDABAD | BENGALURU | BHOPAL | CHANDIGARH | DELHI | GUWAHATI | HYDERABAD | JAIPUR | JODHPUR | LUCKNOW | PRAYAGRAJ | PUNE | RANCHI

67 [Link] # 8468022022 ©Vision IAS

 Student Notes:
• In Telangana, private school fees have risen by up to
30% over the last decade, limiting the affordability of
quality education.
Infrastructure Lack of Basic Many schools, especially in rural areas, lack essential
and Resource Amenities facilities like clean water, toilets, and playgrounds.
Gaps
Digital Gaps Rural areas face lack of digital infrastructure, hindering
access to e-learning opportunities.
• Only 53.9% of schools in India have access to the
internet, with rural areas facing significant barriers to
digital learning. In rural areas, only 35% of students
have access to digital devices for education.

Underfunding Education expenditure remains well below the

recommended 6% of GDP.
• The current education expenditure in India remains
around 3.1% of GDP, well below the 6%
recommended by experts and global organizations
like UNESCO.

[Link]. Major Government Initiatives NIPUN BHARAT

• Samagra Shiksha Abhiyan: A Foundational Literacy and Numeracy (FLN) is crucial

comprehensive initiative that aims to for early childhood development, influencing long-
term educational outcomes. Under NEP 2020, the
improve learning outcomes and
NIPUN Bharat Mission promotes joyful, activity-
infrastructure development across
based learning from preschool to grade 3, aiming to
schools.
reduce dropouts and build strong foundations for
• Mid-Day Meal (PM-POSHAN) learning.
Scheme: Provides free nutritious
meals to school children, improving
attendance and addressing hunger.
• NIPUN Bharat Mission: Targets
foundational literacy and numeracy
for all children by Class 3, ensuring
universal foundational skills.
• Madrasa Modernization: Efforts to
modernize Madrasa education and
integrate it into the formal school
system to improve educational
infrastructure.

Madarsa Education System in India

The madarsa education system is a traditional Islamic network focusing primarily on
religious education—Quran, Hadith, Fiqh (Islamic law), and Arabic. Over time, many
madarsas have introduced secular subjects like mathematics, science, and English to
enhance student outcomes.
Structure and Reach
• Operates at primary to higher education levels, offering degrees like Maulvi (Class
10),Alim (Class 12), Kamil (Bachelor’s), Fazil (Master’s)
• As of 2018–19, India had 24,010 madarsas with 19,132 recognised and 4,878
unrecognised madarsas.

AHMEDABAD | BENGALURU | BHOPAL | CHANDIGARH | DELHI | GUWAHATI | HYDERABAD | JAIPUR | JODHPUR | LUCKNOW | PRAYAGRAJ | PUNE | RANCHI

68 [Link] # 8468022022 ©Vision IAS

 Student Notes:
• Uttar Pradesh houses
Anjum Kadari & Another v. Union of India (2024)
the largest number of
madarsas. Supreme Court reversed the Allahabad High Court’s judgment
that struck down the UP Madarsa Act.
Modernisation Efforts
The court held that a law can be struck down only for violating
• Launched in the early Fundamental Rights, not the basic structure.
2000s, aimed at Confirmed the Act is within state legislative competence under
integrating modern Entry 25, Concurrent List (Education).
subjects and enhancing Stressed that the Act aims to ensure educational standards and
infrastructure. socio-economic inclusion for madarsa students.
• Key schemes:
Struck down provisions awarding degrees like Fazil and Kamil for
o SPQEM (Scheme for
violating Section 22 of UGC Act.
Providing Quality
Education in Reaffirmed minority educational rights under Article 30(1) and
Madrasas) the role of NCMEI in safeguarding them.
o SPEMM (Scheme for
Providing Education
to Madrasas/Minorities)
• Focus areas: Teacher training, curriculum upgrades, and infrastructure
development.
• Recent reforms:
o Uttarakhand introduced NCERT curriculum and Sanskrit as options.
o The 2024 Allahabad High Court struck down the UP Madarsa Board Act, raising
legal and administrative questions.

Key Challenges Way Forward

• Outdated religious curricula in many • Strengthen modernization
institutions. schemes and ensure state
• Shortage of trained teachers for modern recognition of madarsas.
subjects. • Introduce vocational training,
• Inadequate funding and poor digital literacy, and skill-based
infrastructure. learning.
• Resistance to change from within • Focus on teacher capacity
communities. building and community
• Lack of formal certification, reducing engagement.
employability and access to higher • Promote a balanced approach to
education. preserve tradition while ensuring
• Social stigma and exclusion from mainstream integration and
mainstream education spaces. economic empowerment.

The Impact of COVID-19 on Education in India

The COVID-19 pandemic led to one of the longest school closures in India, lasting over 73
weeks by September 2021. This caused disruptions in school enrollment, access to learning,
and a significant learning loss among children.
Shift in Enrollment: Private to Public Schools
• Private to Government Shift: Enrollment in private schools for children (age 6-14) in rural
India dropped from 32.5% in 2018 to 24.4% in 2021, while government school enrollment
rose from 64.3% to 70.3%.
• Reasons for Shift: Financial distress made private schools unaffordable, while
government schools offered free textbooks and food rations.

AHMEDABAD | BENGALURU | BHOPAL | CHANDIGARH | DELHI | GUWAHATI | HYDERABAD | JAIPUR | JODHPUR | LUCKNOW | PRAYAGRAJ | PUNE | RANCHI

69 [Link] # 8468022022 ©Vision IAS

 Student Notes:
• Increase in Tuition: The number of students taking paid tuition jumped from 29% in 2018
to 40% in 2021.
Digital Divide in Remote Learning
• Smartphone Access: Although smartphone access increased, children from less-
educated families had less access (45%) compared to those with highly educated
parents (79%).
• Learning Materials: Over 80% of children received textbooks, but only 35% received
additional materials like worksheets and online resources.
• Equity Gap: 26.7% of children with low parental education got extra learning materials,
compared to 49% with more educated parents.
Learning Loss
• Evidence of Loss: A study found 92% of children in grades 2-6 lost at least one language
skill, and 82% lost math skills.
• State-Level Data: Surveys in Karnataka, Chhattisgarh, and West Bengal showed sharp
drops in basic reading and arithmetic skills.
• Magnitude of Loss: In Karnataka, learning progress was less than half of what it would
have been in a normal year, showing a learning loss of over a year.
Recommendations for Recovery
The Standing Committee on Education chaired by Dr. Vinay Sahasrabuddhe proposed
several key measures to address these challenges:
• Reopening Schools: Safely reopen schools by vaccinating staff and students, holding
classes in shifts, providing free masks, and offering incentives like food and study
materials to re-enroll dropouts.
• Bridging Learning Gaps: Assess learning gaps, create bridge courses, and provide
personalized remedial classes for students needing extra support.
• Strengthening Digital Education: Invest in digital infrastructure, distribute subsidized
devices, train teachers for online content, and develop a hybrid model combining
online and classroom learning.
• Rethinking Exams: Establish a continuous assessment system alongside traditional
exams, using workbooks and presentations.

2.1.3. Teacher’s Training

Teacher education is essential for developing skilled, knowledgeable, and value-driven
educators who can shape young minds and strengthen the overall education system. Well-
trained teachers not only deliver curriculum effectively but also inspire critical thinking and
lifelong learning in students.
To enhance the quality of teacher training, improved selection processes are necessary. These
may include:
• General knowledge tests
• Subject-specific assessments
• Intelligence and language proficiency tests
• Interviews to assess attitude and interest
Such multi-dimensional evaluations can ensure only competent and passionate individuals
enter the teaching profession.
Government Initiatives for Teacher Training
• DIKSHA (Digital Infrastructure for Knowledge Sharing): Offers online and offline teacher
training resources, helping educators collaborate, upgrade skills, and access diverse
content anytime.

AHMEDABAD | BENGALURU | BHOPAL | CHANDIGARH | DELHI | GUWAHATI | HYDERABAD | JAIPUR | JODHPUR | LUCKNOW | PRAYAGRAJ | PUNE | RANCHI

70 [Link] # 8468022022 ©Vision IAS

• Prashikshak Portal: Developed by the Ministry of Education and Central Square Student Notes:
Foundation, it supports District Institutes of Education and Training (DIETs) in improving
teacher preparation programs.
• RTE Act Amendment (2017): Mandated all in-service teachers to acquire minimum
qualifications as per NCTE norms by March 31, 2019, aiming to enhance classroom
teaching standards.
These steps reflect a systemic effort to professionalize teaching, address learning gaps, and
meet the evolving needs of modern education.
2.1.4. Higher Education Ecosystem
Higher education refers to formal education beyond secondary school, typically provided by
universities and colleges. It involves in-depth study of a specific subject area or field, leading to
qualifications like bachelor's degrees, master's degrees, and Phds.
India's higher education system is the third largest in the world, next to the United States and
China.
Structure of the higher education system in India:

AHMEDABAD | BENGALURU | BHOPAL | CHANDIGARH | DELHI | GUWAHATI | HYDERABAD | JAIPUR | JODHPUR | LUCKNOW | PRAYAGRAJ | PUNE | RANCHI

71 [Link] # 8468022022 ©Vision IAS

[Link]. State of Higher Education Student Notes:
India has one of the largest higher education systems globally, with the third-largest number of
students after the United States and China.
• Gross Enrolment Ratio (GER) rose from 24.3% (2014–15) to 27.1% (2019–20) and 28.4%
(2020–21 and 2021–22).
• Gender Parity Index (GPI) improved, showing greater access for women in higher
education.
• PhD enrolments nearly doubled from 1.17 lakh (2014–15) to 2.03 lakh (2019–20).
[Link]. Key Issues in Higher Education
India's higher education system faces several systemic challenges:
1. Bottlenecks in Regulation of Higher Education
A complex and often opaque regulatory environment stifles institutional autonomy and
innovation. This leads to inefficiencies and delays in implementing necessary reforms.

2. Quality and Accreditation (NAAC) of Institutions QS Rankings

The National Assessment and Accreditation
Council (NAAC) assesses the quality of Indian
institutions, and reports indicate that 68% of
institutions are of mediocre or poor quality. In
global rankings, Indian institutions are making
progress but still face significant challenges:
• QS World University Rankings: No Indian
university is in the top 100
o However, in the recent QS World
University Rankings India has a
record 54 institutions featured, the
fourth highest globally after the US,
UK, and China.
3. Faculty Shortage and Quality of Research
India faces a critical faculty shortage across
universities:
• 35% professor, 46% associate professor, and 26% assistant professor vacancies
remain unfilled.

AHMEDABAD | BENGALURU | BHOPAL | CHANDIGARH | DELHI | GUWAHATI | HYDERABAD | JAIPUR | JODHPUR | LUCKNOW | PRAYAGRAJ | PUNE | RANCHI

72 [Link] # 8468022022 ©Vision IAS

 • Research output is low, with India's R&D expenditure at 0.64% of GDP (2020-21). Student Notes:
• Indian businesses contribute only 37% of Gross Expenditure on R&D (GERD), which
hinders innovation and industry-academia collaborations.

AHMEDABAD | BENGALURU | BHOPAL | CHANDIGARH | DELHI | GUWAHATI | HYDERABAD | JAIPUR | JODHPUR | LUCKNOW | PRAYAGRAJ | PUNE | RANCHI

73 [Link] # 8468022022 ©Vision IAS

 Student Notes:
Revamping India's Research Ecosystem: The Role of NRF
India’s research ecosystem has long suffered from fragmented funding, low R&D
investment (about 0.7% of GDP), bureaucratic hurdles, and weak industry-academia
collaboration. This has constrained India's global scientific standing and innovation
capacity, especially when compared to nations like the US and China.
To address these issues, the Anusandhan National Research Foundation (NRF) was
established through the NRF Act, 2023, replacing the Science and Engineering Research
Board (SERB).
NRF’s Mandate and Structure
• Acts as an apex body to provide strategic direction and seed research across
universities, R&D labs, and colleges.
• Covers STEM fields, agriculture, health, and social sciences and humanities.
• Operates with a ₹50,000 crore budget for 2023–28 (28% public, 72%
private/philanthropy).
• Governed by a board of scientists, industry leaders, and officials, with the Prime Minister
as ex-officio President.
Key Features and Reforms
• Democratises research funding by supporting peripheral and rural institutions
alongside elite centres.
• Streamlines processes by reducing bureaucratic delays and standardising funding
mechanisms.
• Strengthens industry-academia linkages and promotes international research
partnerships.
• Encourages interdisciplinary work, including priority areas like clean energy,
sustainability, and climate change.
• Includes social sciences and humanities, broadening the research landscape.
Challenges
• Mobilising private sector contributions at such scale is untested.
• Ensuring inclusive access to smaller institutions remains a concern.
• Bureaucratic inertia may hinder reforms.
• Translating research into tangible societal or economic impact is still a systemic
weakness.
Way Forward
• Incentivise private and philanthropic investment in research.
• Ensure merit-based and transparent funding through robust evaluation systems.
• Actively support underrepresented regions and disciplines.
• Focus on applied research that addresses real-world challenges.
• Foster global collaborations and align efforts with India’s target of 2% of GDP in R&D by
2047.

4. Financing of Higher Education (HEFA)

The Higher Education Financing Agency (HEFA) was launched in 2017 as a joint initiative
of the Ministry of Education and Canara Bank, to provide low-interest loans for the
development of infrastructure and research facilities in India’s premier educational
institutions. This model marked a shift from traditional direct grants to loan-based funding,
aiming to raise the global competitiveness of Indian institutions.
• By March 2025, HEFA had sanctioned over ₹43,438 crore across 109 institutions,
supporting the creation of labs, hostels, libraries, and innovation ecosystems.

AHMEDABAD | BENGALURU | BHOPAL | CHANDIGARH | DELHI | GUWAHATI | HYDERABAD | JAIPUR | JODHPUR | LUCKNOW | PRAYAGRAJ | PUNE | RANCHI

74 [Link] # 8468022022 ©Vision IAS

 • This financing mechanism aligns Student Notes:
with the vision of the NEP 2020 to
improve educational quality and
outcomes, especially amidst
concerns of chronic
underfunding—India’s
education spending still hovers
below 3% of GDP, far short of the
4–6% recommended by global
standards.
Emerging Challenges of the Loan-
Based Model
Despite enabling physical expansion,
HEFA’s approach has led to serious structural and equity concerns:
• Rising Student Fees: To service the HEFA loans, institutions—particularly IITs and Central
Universities—have resorted to steep fee hikes. This undermines affordability,
disproportionately impacting students from marginalized and low-income backgrounds.
• Risk of Commercialization and Exclusion: The shift towards self-financing models
pushes public institutions towards a quasi-private framework, potentially eroding their
public character and inclusive mission.
• Diversion from Core Functions: Institutions are compelled to divert funds for debt
servicing, which can compromise investment in academic quality, teaching resources,
and research.
• Neglect of State Public Universities: While HEFA has focused on centrally funded
institutions, 81% of India’s higher education students are in state public universities,
which remain underfunded and excluded from HEFA support, relying on unpredictable
state grants and limited fee-based income.
Way Forward
To ensure that infrastructure development does not come at the cost of affordability and
access, India must adopt a more nuanced and equity-driven approach:
• Increase Public Education Spending: The government should progressively raise
education funding to 6% of GDP, reducing the burden on institutions to rely on fee income
or loans.
• Expand Grants and Scholarships: Scale up need-based scholarships and targeted
grants to cushion vulnerable groups from rising educational costs.
• Transparent Fee Regulation: Introduce strong oversight mechanisms to regulate tuition
and prevent arbitrary fee hikes, ensuring financial predictability for students.
• State-Level Financing Innovations: Establish state-specific education finance agencies,
as recommended by NITI Aayog, and explore alumni engagement models, corporate
partnerships, and philanthropy to diversify funding sources for state universities.
• Balance Growth with Equity: While HEFA can continue to support capital-intensive
expansion, it should be complemented by direct public grants, particularly for essential
teaching infrastructure and student support services.

2.2. Miscellaneous Topics for Education

2.2.1. Internationalization of Higher Education: Foreign Universities in India
The entry of foreign universities into India’s higher education sector is poised to transform the
academic landscape well beyond just adding prestigious names.
• These institutions bring internationally benchmarked curricula, globally recognized
degrees, and experienced faculty, allowing Indian students access to world-class
education without incurring high overseas costs or facing visa hurdles.

AHMEDABAD | BENGALURU | BHOPAL | CHANDIGARH | DELHI | GUWAHATI | HYDERABAD | JAIPUR | JODHPUR | LUCKNOW | PRAYAGRAJ | PUNE | RANCHI

75 [Link] # 8468022022 ©Vision IAS

• This not only makes quality education more affordable and inclusive but also helps retain Student Notes:
talent and reduce the outflow of foreign exchange.
• Foreign campuses foster research collaboration, faculty exchange, and governance
reforms, raising academic standards and research output
in Indian institutions.
• Their industry-aligned programs focus on practical skills,
internships, and entrepreneurship, directly enhancing the
employability of Indian graduates in both domestic and
global markets.
• Additionally, India’s strategic location and youthful, English-
speaking population position it as a potential global
education hub, attracting students from South Asia, Africa,
and the Middle East.
Challenges
• High Tuition Costs: Risk of catering only to affluent
students, excluding marginalized sections.
• Limited Reach: Only a few campuses are operational in the
short term, limiting system-wide impact.
• Cultural Disconnects: Differences in pedagogy, governance styles, and student support
systems may affect assimilation.
• Regulatory Uncertainty: Approval processes, taxation, and autonomy concerns could
deter full-scale participation.
• Commercialization Risk: Risk of profit-driven models overtaking quality and public interest
goals.
Way Forward
• Robust Regulatory Framework: Ensure clear, transparent rules with academic safeguards
and grievance redressal mechanisms.
• Equitable Access: Offer scholarships, cross-subsidies, and inclusion mandates to prevent
elitism.
• Domestic Collaboration: Encourage partnerships with Indian universities for joint degrees,
research, and faculty development.
• Local Integration: Promote community engagement, Indian context-based courses, and
bilingual pedagogy where needed.
• Gradual Expansion with Quality Focus: Prioritize quality over quantity in approving new
foreign institutions.
Foreign universities can raise India’s academic standards, improve employability, and
internationalize education. However, their success depends on inclusive policies, regulatory
clarity, and integration with local priorities to ensure that excellence goes hand-in-hand with
equity.

Expanding India's Academic Footprint: Indian Universities Going Global

The international expansion of Indian higher
education institutions—such as IITs, IIMs,
and leading private universities—into
countries like the UAE, Tanzania, and
Malaysia is reshaping India’s global
academic presence. These overseas
campuses offer Indian curricula, degrees,
and pedagogical models, delivering
affordable and quality education to both
the Indian diaspora and local students.

AHMEDABAD | BENGALURU | BHOPAL | CHANDIGARH | DELHI | GUWAHATI | HYDERABAD | JAIPUR | JODHPUR | LUCKNOW | PRAYAGRAJ | PUNE | RANCHI

76 [Link] # 8468022022 ©Vision IAS

 Student Notes:
This move enhances India’s soft power, fosters cross-cultural collaboration, promotes
joint research, and strengthens global academic networks, thereby raising the
international profile of Indian institutions and contributing to the global talent pool.

Challenges Way Forward

• Navigating diverse regulatory • Establish robust quality assurance
frameworks across countries. mechanisms to ensure academic integrity
• Ensuring consistent academic overseas.
standards and infrastructure • Invest in faculty development and global
abroad. exposure to prepare teams for international
• Facing stiff competition from well- roles.
established Western • Forge strategic partnerships with local
institutions. universities and industries for contextual
• Faculty shortages and the relevance.
complexity of managing cross- • Ensure government support through
border operations. streamlined approvals, diplomatic
• Adapting Indian curricula to local facilitation, and incentive structures.
socio-cultural and economic • Maintain a balance between global
contexts without compromising ambition and academic excellence,
quality. ensuring relevance in diverse educational
ecosystems.

As Indian institutions expand internationally, success will depend on maintaining quality,

building local relevance, and leveraging this opportunity to position India as a global leader in
affordable, high-impact education.

AHMEDABAD | BENGALURU | BHOPAL | CHANDIGARH | DELHI | GUWAHATI | HYDERABAD | JAIPUR | JODHPUR | LUCKNOW | PRAYAGRAJ | PUNE | RANCHI

77 [Link] # 8468022022 ©Vision IAS

2.2.2. AI in Education: Personalized Learning and Ethical Challenges Student Notes:
Artificial Intelligence (AI) is revolutionizing Indian
education through personalized learning, where AI
platforms customize content, pace, and
assessments based on each student’s needs and
strengths.
Key Highlights:
• Market Growth: Valued at $4.74 billion in 2024,
reflecting rapid expansion.
• Adoption: Over 75% of higher education
institutions use hybrid or AI-enabled models.
• Government Push: e-Adhigam and 2025: Year of
AI initiative target 40 million students.
• Learning Outcomes: AI boosts academic
performance by 17% and retention by 15%.
Challenges:
• Digital Divide: Limited access in rural areas due
to poor connectivity and devices.
• Teacher Readiness: Many educators lack
training to integrate AI in classrooms.
• Ethical Concerns: Issues of data privacy,
algorithmic bias, and tech over-dependence.
• Affordability: AI tools may be too costly for
underfunded institutions.
Way Forward:
• Invest in digital infrastructure and affordable AI
solutions.
• Ensure teacher training in tech integration.
• Strengthen data protection laws and ethical AI
frameworks to ensure equity and inclusion

Case Study: AI Maker Labs – Learning by Doing in Indian Education

AI-enabled maker labs represent a transformative shift in education, moving from passive
textbook learning to hands-on experimentation. These labs allow students to interact
directly with AI tools and applications, bridging the gap between abstract theory and real-
world practice. Such experiential learning fosters deeper understanding, creativity, and
problem-solving—skills essential for the AI-driven future.
Key Features and Implementation:
• Real-World Application: Students train AI models (e.g., object classification in
environmental science), learning core AI functions and ethical considerations like bias.
• AI Made Tangible: Labs help students grasp AI mechanics and limitations through direct
interaction.
• Atal Tinkering Labs (ATLs): Over 10,000 labs under the Atal Innovation Mission provide
foundational infrastructure for AI integration.
• Challenges: Common issues include undertrained facilitators, underutilized tools, and
lack of a creative experimentation culture.
• Targeted Outreach: With 60% of labs in government schools, inclusive implementation
needs state and community collaboration.

AHMEDABAD | BENGALURU | BHOPAL | CHANDIGARH | DELHI | GUWAHATI | HYDERABAD | JAIPUR | JODHPUR | LUCKNOW | PRAYAGRAJ | PUNE | RANCHI

78 [Link] # 8468022022 ©Vision IAS

 Student Notes:
• Strategic Needs: Success depends on teacher training, strong leadership, mentorship,
and curriculum support.
AI maker labs hold great promise in democratizing AI education. With the right support
systems, they can prepare India’s students to innovate, adapt, and lead in an AI-powered
world.

2.2.3. Private Sector in Education

There may be two types of providers of education in the Indian system: public and private.
Private institutions are further classified as:
• Partly funded by the government (aided) or
• Entirely self-funded (unaided).
Public institutions are established, funded and managed by the government. Private providers
of education often step in when the government has limited resources to provide universal
access to education.
Over the past two
decades, India has
witnessed a rapid
increase in privatization
within its education
sector.
• In 2021-22, private
unaided schools
accounted for over
32 percent of total
schools imparting
education in India.
• In higher education, 67% of universities and 37% colleges in India are private.
Challenges and Issues in Private Sector Participation
• Inequality and Affordability: A study by the National Sample Survey Office (NSSO) found a
significant correlation between household income and the likelihood of children attending
private schools.
o The rising costs of private professional colleges, such as medical and engineering
institutions, have made them financially out of reach for many students.
• Quality Concerns: Studies by organizations like the Centre for Policy Research have
highlighted inconsistencies in teaching quality, infrastructure, and learning outcomes
across private schools.
o Studies by the National Institutional Ranking Framework (NIRF) have shown a wide
range in quality parameters among private universities and colleges.
• Commercialization and Profit Motive:
o The profit-oriented nature of some private institutions can lead to a compromise on
academic integrity, focus on employability over holistic development, and unethical
practices like capitation fees.
o The case of private universities offering degrees in dubious disciplines or with
questionable academic rigor highlights the commercialization concerns.
2.2.4. Vocational Education and Skill Development
India's youth population presents an opportunity for a demographic dividend, but vocational
education faces several challenges:
• Low Penetration: Only 3% of the workforce receives formal vocational training.

AHMEDABAD | BENGALURU | BHOPAL | CHANDIGARH | DELHI | GUWAHATI | HYDERABAD | JAIPUR | JODHPUR | LUCKNOW | PRAYAGRAJ | PUNE | RANCHI

79 [Link] # 8468022022 ©Vision IAS

 Student Notes:

• Government Initiatives: The Indian government has launched several initiatives to promote
skill development and vocational training. Some of the key schemes include:
o Pradhan Mantri Kaushal Vikas Yojana (PMKVY): This flagship scheme provides skill
training to the youth to enhance their employability.
o National Skill Development Mission (NSDM): NSDM acts as the overarching
framework for coordinating skill development efforts across the country.
o National Apprenticeship Promotion Scheme (NAPS): This scheme promotes
apprenticeships as a means of skill development and employment.
o Deen Dayal Upadhyaya Grameen Kaushalya Yojana (DDU-GKY): This scheme
focuses on skill development for rural youth.
o Skill India Mission: This is a broader campaign encompassing various initiatives to
create a skilled workforce.
o Jan Shikshan Sansthan (JSS): These institutes provide vocational training to adults and
out-of-school youth.
2.2.5. NTA and Exam Paper Leak
The National Testing Agency (NTA), established in 2017 under the Ministry of Education, is
India’s premier autonomous body for conducting standardized and transparent entrance exams
for higher education. It aims to ensure equity,
quality, and reliability in assessments using
scientific and fair testing systems. Key exams
conducted by NTA include:
• NEET (UG)
• JEE Main
• CUET (UG & PG)
• UGC-NET
Paper Leak Controversy
In recent months, NTA has come under scrutiny due
to serious paper leak allegations, especially in
NEET-UG and CUET. These have highlighted major
systemic issues:
• Lapses in test security and confidentiality
• Outdated exam conduct practices (offline
pen-paper mode)
• Insufficient vetting of exam center staff and IT
systems
These failures have eroded public trust, triggered widespread protests, and raised concerns
about fairness and transparency in national-level exams.

AHMEDABAD | BENGALURU | BHOPAL | CHANDIGARH | DELHI | GUWAHATI | HYDERABAD | JAIPUR | JODHPUR | LUCKNOW | PRAYAGRAJ | PUNE | RANCHI

80 [Link] # 8468022022 ©Vision IAS

Government Response & Student Notes:
Public Examinations (Prevention of Unfair Means) Act, 2024
Legislative Action
Enacted in February 2024, effective June 21, 2024, to curb exam
To address these concerns, the paper leaks in tests like NEET and [Link] national law
Central Government specifically addressing unfair means in public exams.
announced major NTA reforms
Objective: To restore public trust by ensuring exam integrity,
in December 2024:
accountability, and severe deterrence against malpractice.
• NTA to exit recruitment Key Provisions:
exams and focus solely on
Strict Punishments:
higher education entrance
exams from 2025. Paper leak offenders: 3–5 years’ jail + ₹10 lakh fine.
• Restructuring of NTA: Organized crime: 5–10 years’ jail + ₹1 crore minimum fine.
o Creation of an Cognisable & Non-bailable: Police can arrest without a warrant;
empowered governing offences are non-compoundable.
council with domain
Institutional Accountability:
experts.
o Addition of 10 verticals Exam service providers failing to report offences: fined up to ₹1
including test security, crore.
research, and Institutions involved may face property seizure and cost
infrastructure. recovery.
o Launch of computer- Targets Organised Crime: Covers leaks, impersonation, hacking,
adaptive testing and related offences.
systems and AI- Student Protection: Genuine candidates are shielded from
enabled monitoring punishment.
tools.
• A shift towards online
testing for major exams like NEET is under active discussion.
Way Forward
• Strengthen digital infrastructure and adopt adaptive computer-based testing.
• Enhance exam security through biometric verification, AI-based proctoring, and real-
time surveillance.
• Ensure transparency and accountability through audits, public disclosures, and strict
penalties.
• Legislative measures to criminalize organized exam fraud and plug legal gaps in
enforcement.
The NTA is pivotal to India’s higher education admission system, but recent paper leaks have
exposed critical weaknesses. With the government's reform push, there is an opportunity to
rebuild credibility, modernize exam conduct, and ensure that merit, not malpractice,
determines opportunity.
2.2.6. National Education Policy

Stage of Policy Recommendation Potential Impact

Education/
Dimension

Early • Incorporate Early • This recommendation will ensure that

Childhood Childhood Care and children receive a strong foundation in
Education (3-6 Education (ECCE) their early years, promoting brain
years) into the school development.
curriculum through a • It could lead to better learning
5+3+3+4 design. outcomes in later stages of education,
as early childhood education is critical

AHMEDABAD | BENGALURU | BHOPAL | CHANDIGARH | DELHI | GUWAHATI | HYDERABAD | JAIPUR | JODHPUR | LUCKNOW | PRAYAGRAJ | PUNE | RANCHI

81 [Link] # 8468022022 ©Vision IAS

 Student Notes:
• It should be play- for cognitive and emotional
based and activity- development.
based learning.

Foundational Establish foundational • Ensuring that every child achieves

Stage (3-8 literacy and numeracy foundational literacy and numeracy by
years) by grade 3 through the grade 3 will enhance long-term
National Mission on academic success and reduce dropout
Foundational Literacy and rates.
Numeracy. • It will also improve student
performance in higher grades,
contributing to a more competent
workforce in the future.

Preparatory Reducing curriculum • By reducing the content load and

Stage (8-11 load to focus on core focusing on critical thinking, students
years) subjects and enhancing will be better prepared for complex
critical thinking and subjects in the later stages of education.
analytical skills. • This could make learning more engaging
and help students retain knowledge
better, moving away from rote
memorization.

Middle Stage Introduce flexibility in • Allowing students to choose subjects

(11-14 years) subject selection, will lead to more personalized learning
offering a broader range of experiences, encouraging exploration of
choices to students in different areas of interest.
secondary school. • This could reduce stress related to rigid
subject structures and promote a more
well-rounded skill set in students.

Secondary • Reform board exams • These reforms will reduce the pressure
Stage (14-18 to assess core associated with high-stakes exams,
years) concepts and allow allowing students to focus on conceptual
multiple attempts. understanding.
• Promote the use of • The shift towards using local languages
local languages as a will enhance comprehension and
medium of inclusivity, enabling students from
instruction. diverse linguistic backgrounds to better
grasp subjects.

Higher • Increase Gross • Improving GER will promote greater

Education Enrolment Ratio access to higher education, especially
(GER) to 50% by 2035 for marginalized communities.
through online and • The restructuring of institutions into
open distance multidisciplinary entities will foster
learning options. cross-disciplinary learning, preparing
• Restructure students for the complexities of the
institutions into global workforce.
multidisciplinary
universities.

Vocational Integrate vocational • This policy will address the skills gap in
Education education into all levels India, as many students currently
of school and higher graduate without job-ready skills.

AHMEDABAD | BENGALURU | BHOPAL | CHANDIGARH | DELHI | GUWAHATI | HYDERABAD | JAIPUR | JODHPUR | LUCKNOW | PRAYAGRAJ | PUNE | RANCHI

82 [Link] # 8468022022 ©Vision IAS

 Student Notes:
education, aiming for 50% • Expanding vocational education will
exposure by 2025. enable more students to acquire
practical skills that can enhance
employability and economic
productivity, particularly in industries
requiring specialized knowledge.

Teacher Replace [Link]. with a 4- • This reform will improve the quality of
Training and year integrated program teacher education, ensuring teachers
Management and ensure continuous are well-prepared and updated with the
professional latest teaching methods.
development for • Continuous development will
teachers. contribute to better classroom
practices, leading to improved student
outcomes.

Governance Establish school • This will create more efficient school

and Regulation complexes and management systems, pooling
independent state resources and teachers to improve the
school standards quality of education in rural and
authorities for better underserved areas.
governance and quality. • It will also decentralize power, ensuring
that local governments have more
autonomy to cater to regional needs.

Research and Establish a National • Increased funding and support for

Innovation in Research Foundation to research will boost innovation,
Higher fund and promote quality contributing to scientific, technological,
Education research. and social progress.
• It could also enhance India's global
academic standing, leading to more
collaboration with international
institutions and attracting global talent.

AHMEDABAD | BENGALURU | BHOPAL | CHANDIGARH | DELHI | GUWAHATI | HYDERABAD | JAIPUR | JODHPUR | LUCKNOW | PRAYAGRAJ | PUNE | RANCHI

83 [Link] # 8468022022 ©Vision IAS