Tag Archives: education

Young people must be ‘truly involved’ in transforming education

Posted on by
Reply

Yet stark inequalities remain — in the poorest countries, 36 per cent of children and youth are out of school compared to just 3 per cent in the richest — underscoring the urgent need for inclusive, youth-driven approaches to education policy and transformation.

Marco Pasqualini (2nd left) works for UNESCO in Paris.

Ahead of the International Day of Education, the theme for which this year is “The power of youth in co-creating education,” UN News’s Charlotte Frantz spoke with Marco Pasqualini from UNESCO and Jacques Kwibuka, a UN young leader from Rwanda, about the importance of young people’s voices in shaping education systems around the world.

Marco Pasqualini: When it comes to education, young people have a particular stake, because they’re the primary beneficiaries of education, and because educational priorities and reforms have a direct impact on them.

Co-creating education means giving them a voice to define their priorities and acknowledge young people’s willingness to make meaningful change.

Jacques Kwibuka: In the past, those designing policies in the education sector would think about what they were going to implement, assuming that because they were once young, they already understood what young people are facing.

But with co-creation, we don’t only think about young people, we engage them and give them the space and freedom to contribute to the programme or policy being developed.

© Informed Future Generations

Jacques Kwibuka participates in a UNICEF networking event.

It’s not just about consulting young people, but about truly involving them in the decision-making process of the policy, model, or system being built.

Marco Pasqualini: Despite a lot of progress being made, inequalities in access to education are still very strong. There still are 272 million children and youth out of school, and the regional disparities remain stark.

In the poorest countries, out-of-school children and youth represent 36 per cent of the age school population compared to 3 per cent only in the richest countries.

These inequalities are even higher for youth with disabilities, ethnic and linguistic minorities, refugees and migrants as well as LGBTQ youth.

Jacques Kwibuka: Two categories of challenges stand out to me.

The first one is about mindset — the mindset on the side of elders or institutions, especially those working in education.

They often undervalue the voices of young people. They want to hear what young people think, but without giving them a real opportunity to contribute meaningfully.

A young child attends school in Burera District, Rwanda.

Another mindset-related challenge is on the side of young people. Many young people, especially in rural areas, tend to undermine themselves because of low self-esteem or because they think such opportunities are meant only for highly educated individuals. Even when they are given the opportunity to contribute to a policy being designed or created, they hold themselves back and do not speak up.

For organisations like UNESCO, they should create more open spaces, including online platforms, to show that when young people — especially children — are meaningfully involved in co-creating education systems, the results improve.

When young people are not fully involved in shaping education systems or school environments, it often leads to gaps in learning and misinformation.

Marco Pasqualini: Indeed, the lack of platforms is also one of the main barriers.

So, what we created a few years ago is a network of young, I like to call them leaders and

experts, because young people really have an expertise in education. It’s called the SDG4 Youth and Student Network. Today, we have 110 members from 80 countries, which were selected out of 5000 applicants. 

The opportunity that they have through this SDG4 Youth and Student Network to sit with leaders is really bringing a lot of visibility and interest. 

SDG4 is the sustainable development goal number four of the agenda for sustainable development, which focuses on quality education. It’s a global commitment to achieve a certain level of quality education by 2030.

Jacques Kwibuka: I have hope for the future. As technology improves, young people are becoming more informed and meaningfully engaged.

In Rwanda, many young people are leading initiatives that support education. With platforms — such as those supported by UNICEF — we are empowering each other and strengthening our collective voice.

If this continues, I believe the future will include meaningful engagement of young people and children in co-creating health and education models and systems, in Rwanda and beyond.

Marco Pasqualini: Despite the world being in turmoil and multilateralism unfortunately at stake, I see a strong interest in education and everybody wanting to be part of the conversation.

UNESCO is the UN agency leading on education. Our commitment is very strong. And in my case, I’m very happy to be here. I think it’s the right place to be at the heart of this process to change education.

Source link

From crisis to classroom: How the UN supports education in conflict zones

Posted on by
Reply

Of the 234 million school-age children affected by conflict globally, 85 million children are completely out of school.  

The figures are “unprecedented,” Helena Murseli, who leads the UN Children’s Fund’s (UNICEF) Global Education in Emergencies team, told UN News. 

© UNICEF/Jospin Benekire

UNICEF’s Helena Murseli.

“These are not isolated incidents. They are part of a global pattern of escalating conflict that affects children’s right to learn,” she said.  

Childhood without education

In the short and long-term, the consequences of missing out on education during violent crises are severe.

“Education is not just lifesaving, it’s also life-sustaining and life-changing,” Ms. Murseli emphasised.

“When schools close, families also lose their anchor. Children miss the structure, the safety, the normalcy that education provides,” she said. “The day-to-day reality becomes about immediate survival, rather than building a future for them.”

Ms. Murseli stressed that the long-term impacts are just as or even more significant. “Education breaks cycles of conflict and poverty. When entire generations miss school, countries lose the human capital needed for recovery and development. We risk creating what we call a ‘lost generation’—children who grow up knowing only crisis, without the skills or hope to rebuild their society.”

Sudan: The world’s largest education crisis

In terms of numbers, Sudan is the world’s largest education emergency. An estimated 19 million children are out of school, and 90 per cent of schools are closed nationwide due to ongoing violent conflict.

To help address this crisis, Ms. Murseli highlighted that over 2.4 million children have returned to school through more than 850 UNICEF-run Makanna centres – meaning “our space” in Arabic.  

UNICEF has also supported over 250,000 children with holistic education services, providing students with water, sanitation, nutrition and protection so they’re able to successfully continue their studies.  

The also organization utilises solar-powered tablets for education, “perfect for a country with more than 10 hours of daily sunshine,” said Ms. Murseli.

© UNICEF/Ahmed Mohamdeen Elfatih

Children in Kassala, Sudan, study with the help of digital tablets.

Additionally, a $400 million Transitional Educational Plan led by the UN’s education organization (UNESCO) aims to restore access to education and vocational training.

Looking ahead, UNICEF’s education support project in Sudan plans to support relatively stable states with printed materials and remote learning tools. 

Systematic destruction of schools in Gaza

The war in Gaza and the destruction of 95 per cent of educational infrastructure has left over 660,000 children out of school – nearly all of Gaza’s school-aged population.

Many former UN-run schools are now being used as shelters for displaced people.

A report to the UN Human Rights Council found that Israeli forces systematically destroyed education infrastructure in Gaza and described these actions as possible war crimes. 

Learning with what’s available

According to Ms. Murseli and the UN Palestinian refugee agency (UNRWA) more than 68,000 children in Gaza have been reached through temporary learning spaces offering education and psychosocial support.

UNICEF is also recycling pallets into school furniture and converting supplied boxes into tables and chairs.  

© UNICEF/Mohammed Nateel

In addition, digital tools to study literacy and numeracy lessons have been provided to nearly 300,000 Palestinian refugee children. 

Ukraine: education under fire

Within Ukraine, 5.3 million children face barriers to education, and around 115,000 are completely out of school due to the ongoing war.

With many schools on the front lines either closed or operating remotely, over 420,000 children attend school fully online, while 1 million use a hybrid model. 

However, ongoing energy shortages have reduced access to online learning to as little as two and a half hours each day, and in-person school is often disrupted by indiscriminate attacks.

In Russian-controlled areas of Ukraine, the UN Human Rights Office said that authorities are enforcing a militarised, patriotic curriculum and banning the Ukrainian language – actions that violate international law, which requires occupying powers to respect children’s national identity and education.

Catch-up classes and safe spaces

UNICEF has established 150 student learning centres in frontline areas and offers twice-weekly catch-up classes in maths and Ukrainian language.  

To adapt to the situation on the front lines, Ms. Murseli also highlighted UNICEF’s running of schools in underground metro systems and bomb shelters.

© UNICEF/Kristina Pashkina

Children study in a shelter in Kharkiv metro in Ukraine.

In 2025, the organization aims to help over 500,000 children across the country access formal education and recreational activities.  

To increase safety, UN Ukraine has also launched an initiative to create protected shelters for students and staff during air raids. 

The costs of inaction

As crises deepen and humanitarian funding continues to decline, education programmes have faced dramatic cuts.  

Ms. Murseli underscored that as humanitarian funding could drop up to 45 per cent by the end of this year, “despite being families’ top priority in emergencies, education receives only 3 per cent of humanitarian aid.”

“I think we are at the critical turning point where we need urgent prioritisation of education and not further cuts,” she said.  

Amid rhetoric of a “humanitarian reset” – saving funds by making the humanitarian system more effective – Ms. Murseli emphasised that holistic education programmes that provide students with the humanitarian resources to thrive are the key to withstanding crises and development in the aftermath.

“We’re talking about 234 million children’s future and ultimately, global stability and development. The cost of inaction far exceeds the investment needed to get every crisis-affected child learning,” she concluded.  

Source link

$1 towards a girl’s education = $3 for the global economy: That’s how development works

Posted on by
Reply

Every dollar invested in girls’ education yields an average return of $2.80 – translating into billions in additional GDP. Similarly, each dollar spent on water and sanitation saves $4.30 in healthcare costs.

Simple math, not miracles

These aren’t miracles – they’re measurable outcomes. Maths doesn’t recognize gender or infrastructure; it simply reflects the truth in numbers. And those numbers make a compelling case: helping countries with the least resources benefits everyone, including those with the most.

Even a single dollar, strategically invested, can make a profound difference.

For example, allocating just $1 per person annually to combat non-communicable diseases could prevent nearly seven million deaths by 2030. Likewise, every dollar spent on disaster risk reduction can save up to $15 in recovery costs.

Yet despite such compelling evidence, development aid is often misunderstood – seen by some as mere charity, and by others as a vehicle for profiteering.

Equity, not charity

The latest UN Development Programme report on Afghan women entrepreneurs challenges the skeptics.

It highlights that these women are not seeking charity – they’re asking for a fair chance to succeed. Earning their own income gives them a measure of independence, which in turn strengthens the communities they live in.

Against all odds, they are generating income, creating jobs, and building fuller, more enriching lives.

Expanding access to public and private financing, guaranteeing loans, offering preferential terms in international markets, and reinforcing support networks can fuel business growth and foster a more prosperous future – whether in Afghanistan or Ecuador, or anywhere in between.

FFD4 faces strong headwinds

These examples – from education and health to entrepreneurship and disaster resilience – paint a clear, data-driven narrative: smart investments in development pay dividends for everyone.

That message should be front and center at the upcoming Fourth UN Conference on Financing for Development which will be held in the Spanish city of Sevilla, from 30 June to 3 July. But the summit, known by its clunky acronym FFD4, faces stiff headwinds.

Even as countries negotiating at UN Headquarters in New York agreed a week ago on a sweeping outcome document – set to be adopted at the close of the conference and intended to guide the future of global development aid – some nations are pulling back.

Notably, the United States has announced it will not send a delegation to Sevilla at all.

And even though there are some notable exceptions, including Spain, which has increased its development financing budget allocations by 12 per cent, the uncertain landscape ahead has led UN Secretary-General Antono Guterres to lament that “global collaboration is being actively questioned.”

This questioning is reflected in the $4 trillion annual deficit in development financing, as well as the abandonment of earlier commitments and delivery of aid by donors at what the Secretary-General has called “a historic speed and scale.”

Moreover, the Sustainable Development Goals, signed by all world leaders just 10 years ago, are a long way off track.

What is at stake in Seville?

Success in Sevilla “will require other countries to fill the global leadership vacuum and demonstrate credible commitment to multilateral cooperation, which is essential for our survival,” states Jayati Ghosh, professor of economics at the University of Massachusetts, Amherst.

Meaningful steps forward must include deep reforms of the international financial system. As it stands, it fails to meet the needs of developing countries while steadfastly protecting the interests of wealthier nations.

Consider this: developing countries face interest rates at least twice as high as those paid by developed nations. And today, the average rates charged by private creditors to these countries have reached their highest levels in 15 years.

What aid gives, debt takes away

Developing countries spent a record $1.4 trillion on external debt service in 2023, the highest in 20 years.

Meanwhile, in 2024, more than 1.1 billion people live in developing countries where external debt servicing accounts for more than 20 per cent of government revenue, and nearly 2.2 billion live in developing countries where the percentage is higher than 10 per cent.

Interest payment on this debt hinders development by preventing investment in health infrastructure and education services, to cite just two examples.

Debt restructuring is therefore essential, because much of the hope for development is lost in the give and take of aid and debt.

Promoting investment in what works

Eradicating hunger, advancing gender equality, protecting the environment, confronting climate change, and saving our oceans are not radical ideas.

Despite claims from some highly ideological viewpoints that the Sustainable Development Goals represent an extremist agenda, they are, in fact, a shared baseline – an urgent set of priorities that humanity demands and that the leaders of 193 countries committed to in 2015.

Despite the noise made by those who oppose development aid and multilateralism, they are a minority, says Spain’s Secretary of State for International Cooperation.

Ana Granados Galindo sees Seville as “a beacon of global solidarity.”

Meanwhile, as the world gears up for FFD4, mathematics, statistics, and Afghan women continue to work their common sense ‘development magic’.

Source link

World News in Brief: Education suffers amid DR Congo violence, WHO greenlights RSV vaccines, more hurricanes ahead for Haiti

Posted on by
Reply

According to UN Children’s Fund, UNICEF, more than 290 schools have been damaged or destroyed in Ituri this year alone, bringing the total number of out-of-school children in the province to over 1.3 million.

Protection crisis

Between January and April 2025, a surge in violence displaced more than 100,000 people – half of them children. During this period, reported cases of abduction, maiming, sexual violence, and the recruitment and use of children by armed groups rose by 32 per cent compared to the same timeframe last year.

John Adbor, UNICEF’s representative in the DRC, referred to the situation as a “protection crisis”, stating: “Violence and conflict are shattering children’s right to learn – putting them at far greater risk of being recruited by armed groups, exploited, and abused.”

“The needs are immense, and our resources are not enough,” Mr. Adbor added, referring to UNICEF’s emergency response in the region.

With more than 1.8 million conflict-affected children now out of school across the DRC, UNICEF is prioritising mental health and psychosocial support through child-friendly spaces, reintegration of children formerly associated with armed groups, and treatment for acute malnutrition.

WHO approves two new vaccines to protect infants from RSV

Respiratory syncytial virus (RSV) is the leading cause of severe lung infections in young children globally, resulting in approximately 100,000 deaths each year among children under the age of five.

Alarmingly, 97 per cent of these deaths occur in low and middle-income countries.

Although RSV can infect people of all ages, “it is especially harmful to infants, particularly those born prematurely,” said Kate O’Brien from the World Health Organization (WHO).

Around half of all RSV-related deaths occur in babies younger than six months.

New immunisation products

On Friday, WHO issued recommendations for two new immunisation tools: a maternal vaccine, administered to pregnant women in their third trimester to protect their newborns; and a long-acting antibody injection for infants, which begins to protect within a week of administration and lasts for at least five months.

Considering the global burden of severe RSV illness in infants, WHO recommends  that all countries adopt either the maternal vaccine or the antibody injection as part of their national immunisation strategies.

“These RSV immunisation products can transform the fight against severe RSV disease, dramatically reduce hospitalisations and deaths, and ultimately save many infant lives worldwide,” said Ms O’Brien.

Dire hurricane forecasts compound Haiti woes

UN humanitarians have raised alarm over Haiti’s heightened vulnerability to natural disasters, warning that the country’s limited capacity to respond could be severely tested during the 2025 hurricane season – forecast to be significantly more intense than average across Latin America and the Caribbean.

Rubbish burns on the coast of Haiti.

Running from June to November, the upcoming season poses a serious threat to the impoverished island nation, where economic crisis, ongoing gang-related violence and rampant insecurity have already displaced over one million people.

Displacement sites at risk

More than 200,000 people are currently living in displacement sites across the country, many of which are situated in flood-prone areas.

Lacking proper shelter, drainage and sanitation, these camps “leave families acutely vulnerable to storms,” said UN Spokesperson Stéphane Dujarric.

The UN Office for the Coordination of Humanitarian Affairs (OCHA) is working with national authorities and humanitarian partners to prepare for the hurricane season. Ongoing efforts include contingency planning, mapping of high-risk areas – particularly displacement sites – and strengthening early warning systems.

However, humanitarian access remains limited, and preparedness is severely hindered by the lack of pre-positioned supplies throughout the country.

This is a “direct consequence of underfunding,” said Mr. Dujarric, adding that “funding remains a major obstacle” to the UN’s emergency response in Haiti.

Source link

Health, education, opportunity at stake, amid stubborn digital gender divide

Posted on by
Reply

Closing this gap is not optional. There were189 million fewer women than men online in 2024.  

The disparity is about more than access, it reflects deeper systemic barriers, according to ​Doreen Bogdan-Martin who heads the UN telecommunications agency, ITU.

“That’s too many missed opportunities to learn, to earn and to shape our shared digital future,” she said in a message for Thursday’s International Girls in ICT Day.

She underscored that connectivity alone is not enough to ensure true digital transformation.

“It must be meaningful – being able to afford digital devices and services, having the skills to use technology and feeling safe in online spaces. Everyone deserves the chance to thrive in an increasingly digital world.”

ITU Secretary-General Doreen Bogdan-Martin’s video message.

2025 Theme

Celebrated annually on the fourth Thursday of April, Girls in ICT Day encourages girls to pursue careers in science, technology, engineering and mathematics (STEM).

Since its launch in 2011, more than 417,000 girls and young women have participated in over 11,500 celebrations across 175 countries.

This year’s theme is Girls in ICT for inclusive digital transformation. The ITU is calling for more investment in girls’ digital education and expansion of access to technology.  

More young women need to become creators – not just consumers in the digital world, the agency argues.

“Whether you are an entrepreneur, launching an AI startup, a teacher incorporating digital skills into your classroom or a policymaker shaping our shared digital future, you can help ensure every woman and girl has the chance to connect, create and lead in digital spaces,” Ms. Bogdan-Martin emphasised.

A participant at a UN-supported training on STEM for girls and young women.

Global observance

The 2025 global observance will be co-hosted this year by the Commonwealth of Independent States (CIS) in Eurasia together with States from the Arab region, featuring a live-streamed hybrid event linking Bishkek, Kyrgyzstan and Nouakchott, Mauritania.

The programme includes an intergenerational dialogue bringing together girls, women leaders, and ICT experts to discuss practical strategies for closing the gender gap.

Events are also being organized worldwide, including Girls in ICT in Solomon Islands in the Pacific, the Melon Girls Club in North Macedonia and STEM Supergirls in Croatia.

Source link

Update on MBBS & PG seats in Indian Medical Colleges

Posted on by
Reply

The update shows that there is 67% increase in Medical Colleges from 387 to 648 or 87% increase in MBBS seats from 51,348 to 96,077 and 105% increase in PG seats from 31,185 to 64,059. Currently, there are 22 AIIMS approved with 19 AIIMS of them having undergraduate courses.

A total of 96,077 MBBS seats are available in the country out of which 51,712 in Government Medical Colleges and 44365 in Private Medical Colleges. There are 49,790 PG seats of National Medical Commission (NMC) available in the country, out of which 30,384 in Government Medical Colleges and 19,406 in Private Medical Colleges.

There are also 12,648 Diplomate of National Board (DNB) / Fellowship of National Board (FNB) PG seats out of which 4185 in Government institutions and 8463 in Private institutions. In addition, 1621 PG seats are in College of Physicians and Surgeons (CPS), said a statement.

There is an increase of 67% in Medical Colleges from 387 before 2014 to 648 as of now. Further, there is an increase of 87% in MBBS seats from 51,348 before 2014 to 96,077 as of now and increase of 105% in PG seats from 31,185 before 2014 to 64,059 as of now. The measures/steps taken by the Government to increase the opportunities for medical studies and expansion of medical education in the Country include: –

  1. Central Sector Scheme for establishment of new medical college by upgrading district/ referral hospital under which 94 new medical colleges are already functional out of 157 approved.
  2. Central Sector Scheme for strengthening/ upgradation of existing State Government/Central Government Medical Colleges to increase MBBS and PG seats.
  3. Central Sector Scheme for “Upgradation of Government Medical Colleges by construction of Super Specialty Blocks”. A total of 60 projects are complete out of 75 approved.
  4. Under the Central Sector Scheme for setting up of new AIIMS, 22 AIIMS have been approved. Undergraduate courses have started in 19 of these.
  5. Relaxation in the norms for setting up of Medical College in terms of requirement for faculty, staff, bed strength and other infrastructure.
  6. DNB qualification has been recognized for appointment as faculty to take care of shortage of faculty.
  7. Enhancement of age limit for appointment/ extension/ re-employment against posts of teachers/Dean/Principal/ Director in medical colleges upto 70 years.

As per information received from the State Government of Madhya Pradesh, the State in order to promote education in regional languages has taken a decision to impart medical education in Hindi as a pilot project.

The Union Minister of State for Health and Family Welfare, Dr. Bharati Pravin Pawar stated this in a written reply in the Rajya Sabha today.

Also Read:

Indian, US, Spain surgeons win global robotic surgery innovation awards

Life Style Diseases

Government enhances superannuation age of doctors to 65 years

Nominations for Padma Awards-2023 open till 15th Sept

Posted on by
Reply

New Delhi, (IANS): The Padma awards, namely Padma Vibhushan, Padma Bhushan and Padma Shri, are among the highest civilian awards of the country.

Instituted in 1954, these awards are announced on the occasion of Republic Day every year.

The award is given for distinguished and exceptional achievements or service in all fields or disciplines such as Art, Literature and Education, Sports, Medicine, Social Work, Science and Engineering, Public Affairs, Civil Service, Trade and Industry etc.

All persons without distinction of race, occupation, position or sex are eligible for these awards. Government servants, including those working with PSUs, except doctors and scientists, are not eligible for the Padma awards.

 

Padma awards

 

Online nominations/recommendations for the Padma Awards 2023 to be announced on the occasion of Republic Day, 2023 have opened on 1st May, 2022. The last date for nominations for Padma Awards is 15th September, 2022. The nominations/recommendations for Padma Awards will be received online only on the Rashtriya Puruskar Portal (https://awards.gov.in).

Details in this regard are also available under the heading ‘Awards and Medals’ on the website of the Ministry of Home Affairs (https://mha.gov.in) and on the Padma Awards Portal (https://padmaawards.gov.in). The statutes and rules relating to these awards are available on the website with the link https://padmaawards.gov.in/AboutAwards.aspx .

COMEDK 2018 Applications Last Date is April 19, Test on May 13

Posted on by
Reply

For the current academic year 2018-19, COMEDK will hold an online examination all over India on Sunday, the 13th May 2018, across 300 centres for the Engineering programs and about 20,000 seats are being offered by around 190 colleges in the state of Karnataka. The test will be followed by offline counseling.

Following the National Eligibility -cum- Entrance Test (NEET) being mandated as the only acceptable entrance exam for admission to Medical and Dental courses in the country, Karnataka private colleges consortium COMEDK will continue the entrance only for engineering and allied subjects.

The COMEDK UGET 2018 may perhaps be the last time in its history of over two decades and the cutoff rank is likely to be higher this year.

Eligibility:

The qualifying examinations prescribed for admission for B.E. is second PUC or 10+2 Higher Secondary or equivalent examination recognized by State / Central Government, and the students should have studied Physics, Chemistry and Mathematics with English as a compulsory subject.

The General Merit candidates should have passed with a minimum aggregate of 45% marks (40% in respect of SC, ST and OBC candidates of Karnataka State) in Physics, Chemistry and Mathematics and should have passed these subjects individually.

Physics and Mathematics are compulsory subjects along with Chemistry or Bio Technology or Biology or Computer Science or Electronics as one of the optional subjects. However, changes, if any, in the eligibility criteria by the AICTE will be adopted.

An attempt in the COMEDK Entrance Test seeking admission to Engineering courses is considered adequate for figuring in the rank list. Diploma candidates are not eligible to take the Entrance Test as there are no lateral entry admissions for COMEDK.

Note: The candidates shall submit the original marks card of the examination during counseling for proving their eligibility vis-a-vis marks scored as evidenced by the original marks card. Candidates seeking admission to B. Arch course shall submit separate application form for counseling as per the notification on COMEDK website.

Rank Card will be generated only for those candidates who become eligible for admission to under Graduate Courses as per the regulations of AICTE / VTU, said COMEDK 2018 notification.

19th April 2018 THURSDAY Last date for online payments and Last date for Submission of completed application online
4th May 2018 FRIDAY Start date for download of Test Admission Ticket on the website
12th May 2018 SATURDAY Last date for downloading of Online Test Admission Ticket(TAT)
13 TH MAY 2018 SUNDAY COMEDK UGET & Uni-GAUGE E 2018 Engineering Entrance Exam 2018
17th May 2018 THURSDAY Publishing of Provisional Answer Keys and start date for online submission of objections/challenge of Provisional Answer keys
21st May 2018 MONDAY Last date for receiving challenges/objections pertaining to Provisional Answer Keys
25th May 2018 FRIDAY Publishing of Final Answer keys
28th May 2018 MONDAY Test Score cards made available online 

Test Pattern:

COMEDK said there will be no provision for making correction in the application form which was to be made online.The admit card will be available from May 5 onwards for download. The printout of admit card should be produced at the time of exam along with other documents required by the candidates. The invigilator’s signature is a must on the card and candidates have to ensure that, said COMEDK under its instructions.

Here is a list of entries which are necessary:
Test Admission Ticket Number (TAT number)
Candidate’s name
Candidate’s address and contact details
Candidate’s photo
Test Center details
Test timings
ID Proof details
Pasted passport size photograph

The admission test will have 180 questions given in English under multiple choices carrying one mark each, with no negative marking. Each of the three subjects – Physics, Chemistry, and Mathematics – will have 60 questions each. In case of a tie, the person who has made maximum wrong answers stands to loose in the determination of merit/ rank.

 

Here are the indicative cutoff points for COMEDK 2018:

For R.V.College of Engineering, the No.1 college in Bangalore, the cutoff rank for CSE or Computer Science Engineering in the last two years was in the range of top 373, for ECE or Electronics & Communication Engineering, it was 856, for ISE or Information Systems it was 597 and for EEE or Electrical & Electronics Engineering, it was 2480 rank.

 

 

Meet India’s Manushi Chillar – Graceful Medico who Went on to Win Miss World 2017

Posted on by
Reply

 

India’s Manushi Chillar has finally brought India the much-required international glory that was achieved by Aishwarya Rai way back in 1994 and Priyanka Chopra in 2000.

Manushi, who represented India emerged the winner after a total of 118 contestants vied for the coveted title. Miss Puerto Rico, Stephanie Del Valle, who won the crown last year, crowned Ms chillar with 2017 crown. incidentally, Stephanie had crowned Manushi Miss India 2017 in June at Femina Miss India World pageant.

When nearer to winning the title after making it to the final 5, Manushi was asked which profession deserved the biggest salary and why. To this, the daughter of doctor parents in Haryana aptly replied:”A mother deserves the highest respect. It’s not always about cash but also the love and respect that we give to someone. My mother has been a huge inspiration to me. I think it is the job of a mother that deserves the biggest salary.”

Meet Manushi Chillar?

Daughter of doctor parents, Manushi Chillar studied at St. Thomas School in Delhi and joined the Bhagat Phool Singh Government Medical College for Women in Sonepat, Haryana before becoming Miss India 2017 in June this year. Since India did not get any crown in the last 17 years, nobody expected her to make it but the Haryana girl has finally won the crown.

Manushi Chillar went on to become Miss India in June 2017 and successfully represented India at the Miss World 2017 pageant held in China on Saturday, November 18, just one day before the nation was all set to celebrate the 100th birth anniversay of Indira Gandhi, the first woman prime Minister of India.

In an interview during the rehearsals for Miss India pageant, she had said: “The only thing I believe is certain in life is uncertainty and this is what is amazing about the pageant.” True to her spirit, she bagged the global honor.

Thank you, everyone, for your constant love, support at prayers! @feminamissindia @MissWorldLtd #MissWorld2017 This one’s for #India pic.twitter.com/kcnLV4C22P

— Manushi Chhillar (@ManushiChhillar) November 18, 2017

PM addresses Young Entrepreneurs at the “Champions of Change” initiative organised by NITI Aayog

Posted on by
Reply

The Prime Minister today interacted with Young Entrepreneurs at the “Champions of Change” initiative organised by NITI Aayog at Pravasi Bharatiya Kendra.

Six groups of Young Entrepreneurs made presentations before the PM on themes such as – Soft Power: Incredible India 2.0; Education and Skill Development; Health and Nutrition; Energizing a sustainable tomorrow; and Digital India; New India by 2022.

Appreciating the new ideas and innovations envisaged in the presentations made by the entrepreneurs, the Prime Minister said, that in times past, social initiatives had catered to the requirements of people at large, and these movements were spearheaded by eminent people in society.

The Prime Minister described the “Champions of Change” initiative as one effort to bring together diverse strengths for the benefit of the nation and society.

The Prime Minister said this initiative would be taken forward and institutionalised in the best possible way. One possibility could be to associate the groups that made presentations today, with the respective departments and Ministries in the Union Government.

He gave the example of Padma Awards to say how processes can be transformed to recognise hitherto unknown heroes of society.

The Prime Minister said the team of senior officers in Union Government are keen to explore new avenues and ways for the betterment of people. He encouraged the entrepreneurs to continue their ideation in their respective groups. He said that if they did so, they could go a long way in furthering the cause of governance.

The Prime Minister said a lot of small changes have been brought in by the Union Government, which have brought significant results. He said trusting the common man, through self attestation of documents is one such initiative. He also mentioned the abolition of interviews for Group C and D positions in the Union Government.

Shri Narendra Modi said that today there is an “app” for filling every gap. He said technology and innovation should be harnessed to transform governance. He said decentralised structures are important to nurture the rural economy. In this context, he mentioned the role of startups in catalysing transformation.

The Prime Minister emphasized the importance of good teachers in society. He said technology can provide a big boost to the quality of education.

The Prime Minister encouraged the entrepreneurs to work towards promoting the social welfare schemes of the Government among their employees.

He emphasized that New India could only be built through the efforts of crores of ordinary citizens. He invited the entrepreneurs to join in this effort.

Several Union Ministers, Vice Chairman NITI Aayog Shri Arvind Panagariya, and senior Union Government officers were present on the occasion. The event was coordinated by CEO NITI Aayog, Shri Amitabh Kant.

Cabinet approves creation of one post of Director and three non-teaching posts for NIT, Andhra Pradesh

Posted on by
Reply

The Union Cabinet chaired by the Prime Minister Shri Narendra Modi has given its approval to the creation of one post of Director with basic pay of Rs. 75,000/- + a special allowance of Rs,5000/- and three non-teaching posts (Registrar, Librarian and Principal Students Activity & Sports (SAS) Officer) with Grade Pay of Rs.10,000/- for National institute of Technology (NIT), Andhra Pradesh.

Background:

NITs are Institutions of National Importance known to be among the best teaching Institutions in the field of engineering and technology which have made a remarkable presence with their high quality technical education. The job opportunities will be for the post of Director and three Non Faculty posts i.e. Registrar, Librarian and Principal Students Activity & Sports (SAS) Officer. They will be responsible for running of NIT Andhra Pradesh which will produce high quality, technical manpower which will fuel entrepreneurship and generation of job opportunities throughout the country.

Consequent upon the assent of the President of India on 1st March, 2014 to the bifurcation of the State of Andhra Pradesh, the Ministry of Human Resource Development (HRD) has established NIT at the successor State of Andhra Pradesh as per Schedule 13 (Education) of the Andhra Pradesh Reorganization Act, 2014.

Aajeevika Grameen Express Yojana (AGEY) to be Launched

Posted on by
Reply

The Government of India has decided to launch a new sub-scheme named “Aajeevika Grameen Express Yojana (AGEY)” as part of the Deendayal Antyodaya Yojana – National Rural Livelihoods Mission (DAY-NRLM). The Self Help Groups under DAY-NRLM will operate road transport service in backward areas. This will help to provide safe, affordable and community monitored rural transport services to connect remote villages with key services and amenities (such as access to markets, education and health) for the overall economic development of backward rural areas. This will also provide an additional avenue of livelihood for SHGs. The basic outline of AGEY was discussed in a meeting of State Transport Ministers of 13 States held in June 2016 at Dharamshala, Himachal Pradesh and all the Transport Ministers had expressed their appreciation of this initiative.

The Community Investment Fund (CIF) provided to Community Based Organization (CBOs) under DAY-NRLM will be utilized to support the SHG members in this new livelihoods initiative. The beneficiary SHG member will be provided an interest free loan by the CBO from its Community Investment Fund upto Rs.6.50 lakh for purchase of the vehicle. Alternative, CBO will own the vehicle and lease it to an SHG member to operate the vehicle and pay lease rental to the CBO

AGEY will be initially implemented in 250 Blocks in the country on pilot basis with each Block provided upto 6 vehicles to operate the transport services. During the current year implementation of the scheme has been so far approved for 52 Blocks in 8 States namely Andhra Pradesh, Jharkhand, Maharashtra, Tamil Nadu, Telangana, Uttarakhand and West Bengal with a total provision of Rs.16.06 Crore of which the Government of India share would be Rs.10.16 Crore. The balance funding would be provided by the respective States.

The Blocks will be selected by States from among the Blocks where NRLM is being implemented intensively and where mature CBOs are already functioning. Backwardness, lack of transportation links and sustainability of service would be the guiding factors in the selection of Blocks and routes.

The State Rural Livelihood Missions (SRLMs) will do a feasibility study and traffic survey in the selected blocks to identity the routes and the number and capacity of vehicles which can be operated on sustainable basis. The study will be conducted by technically sound organizations with expertise in transport network planning. The choice of vehicle could be either e-riksha, 3 wheeler or 4 wheeler within a cost ceiling of Rs.6.50 lakh.

The SRLMs will be co-ordinating with State Transport Department for issue of permit for the vehicle. The SHG member operating the vehicle shall ensure that all necessary legal and statutory requirement such as valid permit, road tax permit, valid insurance policy etc. are met.

The SHG member shall run the vehicle on approved routes at pre-determined frequency as jointly agreed between the CBO and the SHG operator based on financial viability and the need for transport link.

All vehicles under the scheme shall have a defined colour code and carry AGEY branding to ensure their identity and avoid diversion to other routes.

The State Rural Livelihood Mission will arrange capacity building for their staff at State, District and Block levels for operating the Scheme. The members of the CBO and the beneficiary SHG member shall also be provided adequate training in the Rural Self Employment Training Institutes (RSETIs) and other partner organizations.

Vacancies in OBC category

Posted on by
Reply

A statement showing the status of details of backlog OBC vacancies, vacancies filled up and yet to be filled in 10 major Departments/Ministries is as follows:

 

 

Ministry/Department

 

 Other Backward Classes
Vacancies Filled up Yet to be filled
Posts 718 234 484
Defence Production 164 149 15
Financial Services 14455 13030 1425
Atomic Energy 1444 802 642
Defence 2707 1439 1268
Railways 2204 2194 10
Revenue 5064 2076 2988
Urban Development 692 95 597
Human Resources Development 1557 571 986
Home Affairs 11557 6437 5120
Total 40562 27027 13535

Based on the recommendations of a Committee headed by the then Secretary, Department of Social Justice and Empowerment, Department of Personnel and Training issued instructions in November/December, 2014 to all Ministries/Departments to constitute in-house Committee to identify backlog reserved vacancies, study of the root cause of backlog reserved vacancies, initiation of measures to remove such factors and to fill up such vacancies through Special Recruitment Drive.

As per information updated as on 31.12.2016, 10 Ministries/Departments having majority of the employees in Central Government including their Public Sector Banks/Financial Institutions, Central Public Sector Undertakings etc., reported 40,562 backlog vacancies for Other Backward Classes.  Out of these, 27,027 vacancies have been filled up during the period 01.04.2012 to 31.12.2016 and 13,535 vacancies of Other Backward Classes (OBCs) remained unfilled.

Seven meetings have already been held with these 10 Ministries/Departments who have been requested to take expeditious action for filling up the remaining backlog vacancies.

This was stated by the Union Minister of State (Independent Charge) for Development of North Eastern Region (DoNER), MoS PMO, Personnel, Public Grievances, Pensions, Atomic Energy and Space Dr. Jitendra Singh in a written reply to a question by Shri N.Gokulakrishnan  in the Rajya Sabha today.

Early puberty may mean less time in education for girls

Posted on by
Reply

The age at which girls have their first period may influence how long they stay in education.

The findings come from a study in which researchers have tried to untangle the effect of the age at first period from other complex factors that might affect time spent in education, revealing that young women who start their periods earlier may spend less time in the education system.

Previous research has indicated girls who reach sexual maturity earlier may be more prone to developing depression and, in low and middle income countries, more vulnerable to early pregnancy and negative sexual health outcomes, but whether it affects how long they spend in education was unclear.

Studies trying to pick apart the link between the age at which a girl has her first period — called menarche — and how long they spend in education can be muddied by numerous factors, including obesity, socio-economic status, and parental education level.

Now, a team led by researchers at Imperial College London has tried to untangle this complex relationship by turning to genetic markers as a proxy for the age of first period. Using a statistical method called Mendelian randomization, they attempted to remove the influence of external factors such as diet and lifestyle — which are known to be associated with both early menarche and less time in education.

By using genetic markers known to be associated with menarche, the researchers have revealed an impact of the age of first menstruation on the amount of time spent in education.

“It’s well established that the length of time that someone spends in education can have repercussions later on in life,” said Dr Dipender Gill, a Wellcome Trust Clinical Research Fellow at Imperial and lead author of the study. “It is associated with socio-economic status, rates of depression, risk-taking behaviour and a range of health outcomes, so clearly time spent in education is important. This study identifies that the age of puberty may have an effect on the length of time that women spend in education.”

In the study, published in the journal Behaviour Genetics, researchers looked at data from more than 180,000 European women, where 122 points in the genome where a single ‘letter’ difference in the DNA — called a single nucleotide polymorphism (SNP) — were associated with the onset of menstruation in girls.

The effects of these markers on time spent in education were then estimated using a separate dataset including more than 118,000 women over the age of 30 and of European descent, where participants had provided the number of years spent in education.

Analysis revealed a small but statistically significant causal link between markers for age at menarche and the length of time women spent in education. The findings showed that on average, starting menstruation one year later was associated with approximately an additional 53 days spent in education.

According to the researchers, one possible explanation for the observed effect could be due to young women being treated as more mature due to physical changes, while their emotional development takes time to catch up. Such a delay between physical and mental maturation may give rise to factors which lead to less time spent in education, such as increased risk-taking behaviour, or a failure to adapt psychologically to changes in how they are treated.

The group reports that the data could be skewed by women self-reporting the age they had their first period. In addition, the extended age ranges of women in the study group — born over nine decades (1901 to 1989) — overlaps with societal changes and the establishment of educational programmes. They add that the findings cannot be used to predict how long a young woman might stay in education, based on her age at her first period.

According to the researchers, now that a link has been established, the next step is to work out why age of menarche is having such an effect.

“Once we understand the mechanism, it might give us the opportunity address the discrepancies that we’re seeing,” explained Dr Gill.

“Going through puberty is associated with various physiological and psychological changes,” he adds. “It might be that girls who go through puberty earlier are less well-equipped to deal with the pressures. They may be suffering as a result and this might be manifest in the length of time that they spend in school.”

‘Age at menarche and time spent in education: a Mendelian Randomization study’ by Gill, D. et al, is published in the journal Behavior Genetics.

Action plan for new generation of youths

Posted on by
Reply

The Minister of State (I/C) for Youth Affairs and Sports Shri Vijay Goel said in the Rajya Sabha today that for unleashing the creative power and commitment of the new generation of youth, the Government has introduced the National Youth Policy, 2014 (NYP-2014). The vision of the Policy is “To empower youth of the country to achieve their full potential, and through them enable India to find its rightful place in the community of nations”. The policy lays down five well thought out objectives and 11 priority areas, namely, Education, Employment and Skill Development, Entrepreneurship, Health and Healthy Lifestyle, Sports, Promotion of Social Values, Community Engagement, Participation in politics and governance, Youth engagement, Inclusion and Social Justice.

In a written reply he said, the implementation of the Policy is the collective responsibility of all concerned Central Ministries/Departments, State Governments as well as other stakeholders. A number of Central Ministries/Departments, including the Ministry of Youth Affairs and Sports, are implementing schemes/programmes having bearing on development and empowerment of youth in the 11 specified priority areas. The Department of Youth Affairs is playing the coordinating/ facilitating role, for implementation of the Policy, besides directly implementing some Schemes/ Programmes for development and empowerment of youth.

Quota of OBCs in higher education

Posted on by
Reply

The University Grants Commission(UGC) has circulated the Central Educational Institutions (Reservation in Admission) Act, 2006 and Amendment Act, 2012 to all Central Educational Institutions directing them to implement reservation provisions for Other Backward Classes (OBCs) including admission of OBC students to these Institutions. UGC has issued instruction to all the grant-in-aid institutions funded by the Central Government, except minority Institutions under Article 30(1) of the Constitution of India to implement 27% reservation for OBCs.

As per the information available with the Ministry, during 2015-16, 22 out of 40 Central Universities have successfully achieved the prescribed percentage of student intake from OBC Community. Some of the universities like Aligarh Muslim University, Jamia Milia University and some like Mizoram University, Nagaland University, North Eastern Hill University could not achieve the prescribed percentage as these were either minority institutions or were situated in Tribal dominated areas where less OBC students apply for admissions. All Indian Institutes of Technology/National Institutes of Technology/Indian Institutes of Information Technology achieved the stipulated 27 % intake of OBC students. Further, 13 Indian Institutes of Management out of 19 and 22 out of 31 National Institutes of Technology recorded more than the stipulated 27% student intake.

The Government of India and UGC has been continuously monitoring the progress of implementation of Reservation policy for OBCs in admission to courses at all level in Universities/Institutions.

The Ministry of Human Resource Development through UGC instructs Universities/Institutions to furnish periodic reports on the implementation of reservation guidelines for OBCs for admissions to courses at all level and Hostel accommodation for students.

UGC has a dedicated SC/ST/OBC section which monitors effective implementation of the Reservation Policy for all communities including OBCs in admission and recruitment to various posts in universities and colleges.

This information was given by the Minister of State (HRD), Dr. Mahendra Nath Pandey today in a written reply to a Rajya Sabha question.

Scheme for Poor Students

Posted on by
Reply

The Central Government is sensitive to the needs of students belonging to the economically weaker sections of the society and is committed towards ensuring equity in access to higher education.

Under the Central Sector Scheme of Scholarship scheme for College and University Students, financial assistance is provided to meritorious students having family income of less than Rs. 6 lakh per annum to meet a part of their day-to-day expenses while pursuing higher studies. Students who are above 80th percentile of successful candidates in the relevant streams from a particular Board of Examination in class XII of 10+2 pattern or equivalent and pursuing regular course and not availing of any other scholarship, are eligible for consideration under this scheme.

Further, under the Central Sector Scheme of Interest Subsidy on Education Loan interest subsidy is provided to all students belonging to Economically Weaker Section (EWS), with an annual parental income up to Rs.4.5 lakhs. The Scheme provides for full interest subsidy during the period of moratorium (i.e. duration of recognised professional course plus 1 year) on educational loans availed of by all students belonging to EWS from Scheduled Banks, including Co-operative & Regional Rural banks, as per the Model Educational Loan Scheme of Indian Banks’ Association.

Also, the National Mission on Education through Information and Communication Technology (ICT) has been launched with the objective of making best use of ICT with the purpose of identification and nurturing of talent and life-long learning as well as extending the education facility to a larger section of people.

This information was given by the Minister of State (HRD), Dr. Mahendra Nath Pandey today in a written reply to a Lok Sabha question.