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Yoga workshops to be held in colleges by PM Modi’s Guru

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yoga day

Prime Minister Narendra Modi has brought back the influx of yoga to the country.
International yoga day is back in all campuses.

All AICTE approved institutes will celebrate this day by participating in work shops specially designed by Vivekananda Yoga Anusandhana Samsthana (Vyasa), which is headed by PM’s yoga guru, Dr HR Nagendra.

The central government is expecting 100 % attendance on yoga day from institutes that fall under AICTE, UGN and IITs, IIITs etc too.

According to a circular issued by the Council, “AICTE has drawn the action plan and decided to organise a one-day yoga workshop” for students of institutes approved by it in Bengaluru, Bhubaneswar, Chandigarh, Hyderabad, Pune and Delhi.”

At each of the venues, a maximum of 300 students would be accommodated. Hence, we request you to nominate five to 10 motivated students, who would, in turn, take up yoga in their respective colleges. The contents of the workshop have been designed by Swami Vivekananda Yoga Anusandhana Samsthana (S-Vyasa), Bengaluru, in which the key speaker and experts will also be from S-Vyasa, who will provide theoretical or practical training, in line with the IDY common yoga protocol,” states the circular signed by AICTE chairman, Prof Anil D Sahasrabudhe

International yoga day will be celebrated on June 21.

The circular emphasised on the need of yoga especially in a young person’s life, who faces pressure from all directions , yoga helps you achieve peace and clear headedness.

“Practising yoga shall (help) overcome stress and contribute to memory development. As a result, they can focus and concentrate properly,” it says.

The circular has also asked educational institutes to make yoga a necessary activity in campuses.

It has asked universities as well to organise 2-3 days workshops on yoga, during april and may , where the students will be made aware of the benefits of yoga. about the strengths and health benefits of yoga.

“They may also be trained in the common yoga protocol to be performed on IDY on June 21. Some of the other activities suggested for this fest could be musical and cultural programmes based on yoga and sensitisation of youth about career prospects in yoga,” it says.

Yoga Experts Committee
A 15 member yoga experts committee has been formed headed by Dr Nagendra so as to plan the activities to be held on this day.

It was decided that the event will be an hour long.

The committee has also prepared a three day conference on the topic “yoga for body and beyond”from june 21 to 23.

The draft plan finalised by the committee says, “The IDY celebration programme is proposed to be organised in all the states and union territories. Leading yoga institutes would provide technical support to one or more states of their choice in organising the event. Aone-hour common yoga protocol was finalised by the committee.”

(Inputs from agencies)

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To Catch Up With China, India Needs To Focus on Improving Its Educational Outcomes

China reached a 100 percent gross enrollment rate (GER) in its primary education in 1985, whereas, India attained that level only in 2000.

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Children learning in a classroom, pixabay

By Amit Kapoor

Both China and India started building their national education systems under comparable conditions in the late 1940s. Different policies and historical circumstances have, however, led them to different educational outcomes, with China outperforming India not just in terms of its percentage of literate population and enrollment rates at all levels of education, but also in terms of number of world-class institutions in higher education, and greater research output.

The roots of China’s successful education system date back to the Cultural Revolution (1966-1976), which unintentionally expanded access to the primary education through democratising the schooling system, which was previously elitist in character, thus addressing the problem of mass illiteracy.

In contrast, India continued to focus on its higher education system since independence and only realised the importance of basic education in 1986, keeping it behind China and many other countries in Asia in educational development. In terms of enrollment, China reached a 100 percent gross enrollment rate (GER) in its primary education in 1985, whereas, India attained that level only in 2000.

In terms of secondary school enrollment, India and China both started at the similar rates in 1985, with about 40 percent of their population enrolled in secondary schools. However, due to a wider base of primary school students, the rate of increase in China has been much faster than in India, with 99 percent secondary enrollment rate in China and 79 percent in India in 2017.

Happy kids in School Uniform
China reached a 100 percent gross enrollment rate (GER) in its primary education in 1985, whereas, India attained that level only in 2000.

India is closing in on the Chinese rate in terms of access to education, but on the literacy level front, there is a huge gap in the percentage of literate populations in the two countries. In the age group of 15-24 years, India scores 104th rank on literacy and numeracy indicator, compared to China’s 40th rank.

The OECD Programme for International Student Assessment (PISA), which assesses after every three years the domain knowledge of 15-year-old students in reading, mathematics, science and finance, revealed that students in China performed above the OECD average in 2015. Moreover, one in four students in China are top performers in mathematics, having an ability to formulate complex situations mathematically. Further, China outperforms all the other participating countries in financial literacy, by having a high ability to analyse complex finance products. For India, the comparable data is not available as it was not a participating country in PISA 2015.

However, in India, the Annual Status of Education Report (ASER) 2017 provides data for rural youth, aged 14-18, with respect to their abilities to lead productive lives as adults. According to this survey, only about half of the 14-year-old children in the sample could read English sentences, and more than half of the students surveyed could not do basic arithmetic operations, like division. For basic financial calculations, such as managing a budget or making a purchase decision, less than two-thirds could do the correct calculations.

India
Schools in India

With regard to the higher education system, both India and China dominate the number of tertiary degree holders because of their large population size, but when it comes to the percentage of the population holding tertiary degrees, only about 10 per cent and 8 per cent of the population possess university degrees in China and India, respectively. By contrast, in Japan, almost 50 per cent of the population holds a tertiary degree, and in the United States, 31 per cent of the population hold a tertiary degree.

In terms of the international recognition of universities, the Times Higher Education (THE) World University Ranking for 2019 places seven of the China’s universities in the top 200, compared to none for India. The global university rankings, which are based on various performance metrices, pertaining to teaching, research, citations, international outlook and industrial income, shows progress for several of China’s low-ranked universities, largely driven by improvements in its citations.

In fact, the Tsinghua University has overtaken the National University of Singapore (NUS) to become the best university in Asia due to improvements in its citations, institutional income and increased share of international staff, students and co-authored publications.

While India has progressed in terms of massification of education, there is still a lot which needs to be done when it comes to catching up with the China’s educational outcomes. China’s early start in strengthening its primary and secondary education systems has given it an edge over India in terms of higher education. Moreover, Chinese government strategies are designed in line with the criterion used in major world university rankings, especially emphasis is on the two factors which weigh heavily in the rankings — publications and international students.

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The relentless publications drive, which is very evident in China, is weak in India and has led to a growing gap in the number of publications contributed by the two countries. Further, China enrolled about 292,611 foreign students in 2011 from 194 countries, while India currently only has 46,144 foreign students enrolled in its higher education institutions, coming from 166 countries. The large number of international enrollments in China is a reflection of its state policies granting high scholarships to foreign students.

To catch up with China, India needs to lay emphasis on improving its educational outcomes. Massification drive for education has helped India raise its student enrollments, but a lot needs to be done when it comes to global recognition for its universities. Further, it needs to focus on building the foundation skills which are acquired by students at the school age, poor fundamental skills flow through the student life, affecting adversely the quality of education system. (IANS)