Sadhguru participates in 5th episode of Pariksha Pe Charcha 2025

Daily writing prompt
What strategies do you use to cope with negative feelings?

Pariksha Pe Charcha 2025, in its new and more engaging format, has been receiving overwhelming appreciation from students, teachers, and parents across the nation! Breaking away from the traditional Town Hall format, the eighth edition kicked off with an interactive and engaging session with Prime Minister Shri Narendra Modi at the lush green Sunder Nursery, New Delhi, on 10th February 2025.

In the first episode, the Prime Minister connected with 36 students from across the country, exploring a range of thought-provoking topics. He shared valuable lessons on Nutrition and Wellness, Mastering Pressure, Challenging Oneself, The Art of Leadership, Beyond Books – 360º Growth, Finding Positives, and much more. The session provided students with practical insights and effective strategies to tackle academic challenges with confidence, fostering a growth mindset and a well-rounded approach to learning.

To ensure holistic development, eminent personalities from diverse fields—including sports icons, technical experts, toppers of competitive exams, entertainment industry professionals, and spiritual leaders—are sharing their wisdom, enriching students with knowledge that goes beyond textbooks. With three more episodes already aired, each session continues to equip students with valuable lessons and practical strategies to navigate both academic and personal challenges with confidence.

In the fifth episode today, Sadhguru explored the significance of mindfulness, not just in tackling exam stress but in overcoming various life challenges. In an open-air setting among his students, he engaged in a free-flowing conversation, offering deep insights. He also expressed his gratitude to Prime Minister Shri Narendra Modi for initiating this effort to support students in managing exam-related stress.

Sharing his observations, Sadhguru spoke about witnessing many children suffering from stress-related health complications due to exam pressure. He emphasized that education is not merely about examinations but about gaining access to life itself. He advised students to keep their intelligence in ‘dynamic mode,’ explaining that education provides access to fundamental knowledge, which in turn opens doors to life.

Sadhguru underscored the importance of gaining competence, stating that every individual has the potential to sparkle and achieve the unimaginable—but to truly shine, one must strive with dedication.

Highlighting the need to learn playfully, he spoke about nurturing intelligence beyond its practical usefulness and understanding the depth of life experiences. He also shared some practical tips on limiting smartphone usage to maintain focus.

As part of the session, Sadhguru introduced students to Nada Yoga, demonstrating three basic sounds and advising them to practice for seven minutes every morning. The students eagerly participated, asking questions, to which he provided practical, insightful solutions to help them navigate their challenges.

On 12th February 2025 renowned actor Deepika Padukone interacted with around 60 in the second episode of the 8th edition of Pariksha Pe Charcha. Deepika shared how addressing mental health challenges can be empowering and spoke about the valuable lessons she learned from her own struggles.

On 13th February 2025 Gaurav Chaudhary, popularly known as Technical Guruji, and Radhika Gupta, MD & CEO of Edelweiss Mutual Fund, introduced students to the fundamentals of Artificial Intelligence and Machine Learning. They explored the practical applications of ChatGPT and AI image-generation tools.

On 14th February 2025, leading nutrition experts Shonali Sabherwal, Rujuta Diwekar, and Revant Himatsingka—popularly known as the Food Pharmer—interacted with students on the vital role of nutrition in staying healthy and stress-free during exams.

Hindu College’s 126th Founder’s Day

Daily writing prompt
What movies or TV series have you watched more than 5 times?

Union Minister for Education, Shri Dharmendra Pradhan, attended an event celebrating Hindu College’s 126th Founder’s Day in New Delhi today. Academicians, staff members and students also were present at the event. He engaged with the students and faculty of the college during his visit to the exhibition on Skill Development and Entrepreneurship activities. While exploring ideas, prototypes, and business models, he expressed confidence that they will serve as flag-bearers of innovation, entrepreneurship, job creation, and wealth generation in the times ahead.

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While addressing the event, Shri Dharmendra Pradhan highlighted the esteemed legacy of Hindu College, describing it as a temple of learning and a cradle of educational excellence, innovation, diversity, plurality, democratic ethos, nationalistic spirit, and nation-building.

He reflected on the college’s founding by Shri Krishan Dass Ji Gurwale, who sought to counter Macaulay’s efforts to dismantle India’s education system and culture. He emphasized how Hindu College has since carved an unparalleled legacy in shaping India’s intellectual, cultural, and national identity. The path of progress and prosperity on which India stands today, he asserted, has been paved by Hindu College.

Shri Pradhan also remarked that while creating a legacy is easier, sustaining it requires relentless dedication. Congratulating the students, faculty, and staff for their unwavering ‘Sadhna’ in upholding the college’s tradition of excellence, he urged them to continue this commitment, striving to transform the institution into a global hub of solutions.

He also underscored that Viksit Bharat 2047 is a collective goal for all Indians. The next 22-25 years, he noted, mark the Amrit Kaal, a crucial period for the Hindu College community. He emphasized that as India celebrates the centenary of its independence, Hindu College will also mark its 150th Founder’s Day. During this pivotal phase, the college must aspire to establish itself as an epicentre of research, innovation, entrepreneurship, and solutions to 21st-century challenges, he added.

Expressing confidence in Hindu College’s role in shaping India’s future, he envisioned it emerging as a ‘Captain’ of India’s transformation in the coming decades. He expressed hope that its students will evolve into wealth-creators, job-creators, deep-tech innovators, policymakers, and global citizens of tomorrow.

*****

Examination toppers participate in 8th episode of Pariksha Pe Charcha 2025

Daily writing prompt
Are you superstitious?

The insightful discussions initiated by Prime Minister Shri Narendra Modi in the inaugural episode of the 8th edition of Pariksha Pe Charcha culminated with the eighth and final episode, where eight young achievers engaged with students. They were Radhika Singhal (CBSE topper 2022-23); Shuchismita Adhikari (ISC Exam topper 2024); Brahmacharimayum Nistha (PPC anchor & MBBS student, Manipur University); Ashish Kumar Verma (PPC anchor & IIT Delhi student); Vavilala Chidvilas Reddy (IIT JEE Advanced AIR – 1, 2023); Jai Kumar Bohara (CLAT AIR – 1, 2024); Armanpreet Singh (NDA AIR – 1, 2024); and Ishita Kishore (UPSC-CSE AIR – 1 2022).

While interacting with the students, Nistha suggested revising previous years’ questions and learning to prioritize, as advised by Prime Minister Shri Narendra Modi in his book, emphasizing the importance of “becoming wise with revise.” Shuchismita encouraged focusing on preparation and advised writing down answers to help articulate learned concepts.

Jai Kumar highlighted the need for personalized preparation strategies and recommended experimenting with different methods to find the best. He suggested studying for 25 minutes, taking a 5-minute break, and maintaining discipline in this routine. His key advice for students was to be ready to make sacrifices to achieve their goals.

Armanpreet emphasized focusing on strengths, while Ishita stressed the importance of honesty and not being overpowered by fear. She also highlighted the significance of maintaining a balanced schedule—studying for 7-8 hours, pursuing hobbies for 1-2 hours, and ensuring adequate sleep.

Radhika underscored the value of extracurricular activities in building confidence. Chidvilas shared tips for managing exam-related stress, suggesting activities such as indoor and outdoor games, reading, or listening to music between study sessions. He also encouraged students to remain happy but never complacent.

Nistha reminisced about her experience anchoring Pariksha Pe Charcha, highlighting how it enhanced her communication and preparation skills, benefiting her exam readiness. Ashish shared his mantra of the “three wins”—spiritual, mental, and physical.

Additionally, Ishita and Jai guided students through an interview masterclass, while Ashish conducted a session on question paper strategies, helping students prepare for life through structured time management.

Students asked questions about board exam preparation, societal support, and mastering life skills. Participants from Japan and Dubai also asked questions to the guests. After the session, students reflected on their learning from the interaction with the panellists.

To ensure comprehensive development, distinguished personalities from various fields—including sports icons, technical experts, toppers of competitive exams, entertainment industry professionals, and spiritual leaders—are enriching students with insights beyond textbooks. Each session provided students with essential tools and strategies to excel academically and personally.

The eighth edition of Pariksha Pe Charcha (PPC) 2025, in its revamped and interactive format, has been receiving widespread appreciation from students, teachers, and parents across the nation. Breaking away from the traditional Town Hall format, this year’s edition commenced with an engaging session featuring Prime Minister Shri Narendra Modi at the scenic Sunder Nursery, New Delhi, on 10th February 2025.

In the inaugural episode, the Prime Minister interacted with 36 students from across the country, discussing insightful topics such as Nutrition and Wellness, Mastering Pressure, Challenging Oneself, The Art of Leadership, Beyond Books – 360º Growth, Finding Positives, and more. His valuable guidance offered students practical strategies to tackle academic challenges with confidence while fostering a growth mindset and holistic learning.

Pariksha Pe Charcha has been a beacon of inspiration for students, empowering them with confidence and resilience to tackle academic and life challenges with a positive mindset.

Link to watch the 1st episode: https://www.youtube.com/watch?v=G5UhdwmEEls

Link to watch the 2nd episode: https://www.youtube.com/watch?v=DrW4c_ttmew

Link to watch the 3rd episode: https://www.youtube.com/watch?v=wgMzmDYShXw

Link to watch the 4th episode: https://www.youtube.com/watch?v=3CfR4-5v5mk

Link to watch the 5th episode: https://www.youtube.com/watch?v=3GD_SrxsAx8

Link to watch the 6th episode: https://www.youtube.com/watch?v=uhI6UbZJgEQ

Link to watch the 7th episode: https://www.youtube.com/watch?v=y9Zg7B_o8So

Link to watch the 8th episode: https://www.youtube.com/watch?v=hR9BazO6Vfo

*****

2 PhD Candidates for the project “Climate Citizenship

Daily writing prompt
What experiences in life helped you grow the most?

Vacancy

2 PhD Candidates for the project “Climate Citizenship

Vacancy number15477Job typePhD positionsHours (in fte)1,0External/ internalExternalLocationLeidenPlaced on18 February 2025Closing date31 March 2025 38 more days to apply

Apply now

Leiden University’s Institute of Cultural Anthropology and Development Sociology (CADS) is looking for

2 PhD Candidates for the project “Climate Citizenship (4 years, full time)

We welcome applications for two PHD candidates for the research project “Climate Citizenship: Infrastructures, Environments, and Democracy in the Era of Climate Change,” funded by a European Research Council Starting Grant (ERC-StG).

Climate Citizenship explores how adapting environments to climate change through new forms of nature-based infrastructure reshapes people’s relationships with each other and the state. Examples range from green roofs and vertical gardens to urban parks, flood plains and more ambitious efforts to transform landscapes. The project treats these infrastructures as social and political as well as environmental experiments. It asks: when and how do they stimulate behavioural change, create new alliances between stakeholders, or transform the division of rights and responsibilities within a society?

As a PhD candidate, you will conduct ethnographic research on these questions in either the Louisiana Delta (the United States) or the Tokyo Bay area (Japan). You will employ an “ecographic” research design, combining ethnographic methods with those from the ecological sciences in order to track how new forms of climate adaptation alter both environment and society. Your primary supervisor will be the project’s Principal Investigator, Dr. Andrew Littlejohn. The project is hosted by Leiden University’s Institute of Cultural Anthropology & Development Sociology.

What you will do
You will conduct independent ethnographic research in either the Louisiana Delta (the United States) or Tokyo Bay area (Japan) within the frame of this project:

  • You will conduct ethnographic research, entailing at least 10 months of fieldwork in one of the two research sites, using an “ecographic” protocol developed together with the Postdoc;
  • Submit a PhD thesis, publish at least one peer-reviewed journal article, and produce one work of audio-visual media;
  • Co-produce a podcast series designed for a public audience on the results of the project;
  • Participate in the meetings and proceedings of the project (e.g. reading groups, seminars, workshops) and wider activities of the Institute of Cultural Anthropology & Development Sociology, including training requirements of the institute and faculty;
  • Co-organise and participate in academic and public events, such as an international conference organized by the project.


You will be part of a team comprising two PhD candidates, a postdoctoral researcher, and the PI. The entire team is expected to reside in the Netherlands and work from Leiden for the duration of the project, except during fieldwork.

Where you will work
The Faculty of Social and Behavioural Sciences consists of five institutes: Centre for Science and Technology Studies, Cultural Anthropology and Development Sociology, Education and Child Studies, Political Science, and Psychology. The faculty has approximately 7000 students and 1000 staff members. Within the institutes, not only education is provided but also groundbreaking research is conducted that pushes the boundaries of our understanding of human behaviour and societal structures. What makes our faculty unique is the diversity of research topics, the various styles of teaching, and the way professional support is organized; this provides you with the opportunity to explore and develop your interests and expertise. Visit our website for an impression: Welcome to the Leiden Faculty of Social and Behavioural Sciences – Leiden University.

Leiden University’s Institute of Cultural Anthropology and Development Sociology (CADS)
Leiden University’s Institute of Cultural Anthropology and Development Sociology concentrates on ‘global vulnerability and social resilience’. The institute has three main themes: diversity, sustainability, and digitalisation. CADS is dedicated to making a real-world impact, not just studying change, but also working with communities to promote positive change through education and research. We use a unique approach that blends qualitative, quantitative, audiovisual, and digital methods based on ethnographic fieldwork.

With our unique blend of interdisciplinary interests, comparative regional studies, and social science research methods, we emphasize our role in the extensive collaborative network within Leiden University. In both our research and education, we engage in extensive interdisciplinary and international networks.

What you bring

  • (Research) Master’s degree in Cultural Anthropology or another relevant social science;
  • Excellent research skills as demonstrated by an outstanding master’s thesis or research papers;
  • Enthusiasm, passion, and commitment for long-term fieldwork in the United States or Japan;
  • Speaking, reading, and writing skills in Japanese in the case of research in Japan, for example as demonstrated by the Japanese-Language Proficiency Test;
  • Excellent command of English (speaking and writing);
  • Independent work attitude and demonstrable ability to work in a team.

Some interest and/or experience in ecological and acoustic research methods and outputs is an advantage but not a requirement.

What we offer
Our goal is to work together to create a transparent and inclusive work environment in which everyone feels welcome and appreciated. Our organisation is always evolving, and we need your ideas for improvement and innovation to take us further. We want to devote attention to your personal development.

You can expect an enjoyable job within the socially relevant world of education and research. The University’s challenging and international work environment is located just steps away from Leiden’s lively city centre or the bustling city centre of The Hague. We also want to work with you to devote attention to your health and vitality, for example with the fun activities we organise through Healthy University.

We also offer:

  • A temporary employment contract for (38 hours per week) as a PhD candidate, initially for a period of 1 year, with the possibility of extension for 3 years after a positive evaluation. This contract falls under the Collective Labour Agreements (CLA) of Dutch Universities;
  • A salary of a minimum of € 2,901 and a maximum of € 3,707 gross per month, based on a full-time appointment (38 hours) (scale P); with increments based on the CLA.
  • A holiday allowance (8%), an end-of-year bonus (8,3%), and an attractive pension scheme at ABP;
  • Flexible working hours: as a standard, you are entitled to a minimum of 29 leave days on the basis of a full-time working week of 38 hours;
  • If your work allows it, hybrid working is possible within the Netherlands;
  • A home-working allowance (day and internet allowance) and attention for good workplaces. The University will also provide you with a laptop and a mobile telephone (if applicable for the position).


For more information about employment conditions, see:
https://www.universiteitleiden.nl/werken-bij/sollicitatieprocedure-en-arbeidsvoorwaarden

What we find important
Promoting an inclusive community is central to Leiden University’s values and vision. Leiden University aims to be an inclusive community in which all students and staff members feel valued and respected and are able to develop to their full potential. Diversity in experiences and perspectives enriches our teaching and strengthens our research. High-quality education and research mean inclusive education and research.

Want to apply or find out more?
If you want to apply straight away, click the application button.
If you would like more information about what the job entails, please contact: Dr. Andrew Littlejohn, Assistant Professor at a.l.littlejohn@fsw.leidenuniv.nl

You can apply until March 31, 2025; applications will be processed immediately.
Online interviews will be held with shortlisted candidates in April 2025. The intended starting date is August 2025.

To apply, please submit:

  • A motivation letter (maximum 2 pages), explaining your motivation for pursuing a PhD and for working in the climate citizenship project, indicating where you would like to do research (U.S. or Japan) and how your experience and skills make you suitable;
  • A curriculum vitae (CV) (maximum 2 pages);
  • Copies of academic transcripts from prior study at Bachelor’s and Master’s levels;
  • A short research statement, explaining how you imagine addressing the subproject’s questions (maximum 500 words);
  • Names and contact details of two referees.


To help us get to know each other better, we follow a number of steps in the application procedure. For more information, see:
https://www.universiteitleiden.nl/werken-bij/sollicitatieprocedure-en-arbeidsvoorwaarden

  • A pre-employment screening (references, diplomas, certificate of good conduct (VOG) may be part of the selection procedure.
  • Acquisition in response to this vacancy is not appreciated. If you nevertheless choose to send us CVs, no rights can be derived from this. #LI-Hybrid

Postdoc Candidate Required for the project “Climate Citizenship”

Daily writing prompt
Do you believe in fate/destiny?

Vacancy

Postdoc Candidate for the project “Climate Citizenship”

Vacancy number15478Job typeAcademic staffHours (in fte)0,8External/ internalExternalLocationLeidenPlaced on18 February 2025Closing date31 March 2025 38 more days to apply

Apply now

Leiden University’s Institute of Cultural Anthropology and Development Sociology (CADS) is looking for

Postdoc Candidate for the project “Climate Citizenship” (2 years, 0.8 fte)

We welcome applications for a Postdoc position in the project “Climate Citizenship: Infrastructures, Environments, and Democracy in the Era of Climate Change,” funded by a European Research Council Starting Grant (ERC-StG). The project is led by Principal Investigator Dr. Andrew Littlejohn and hosted by Leiden University’s Institute of Cultural Anthropology and Development Sociology.

Climate Citizenship explores how adapting environments to climate change through new forms of nature-based infrastructure reshapes people’s relationships with each other and the state. Examples range from green roofs and vertical gardens to urban parks, flood plains and more ambitious efforts to transform landscapes. The project treats these infrastructures as social and political as well as environmental experiments. It asks: when and how do they stimulate behavioural change, create new alliances between stakeholders, or transform the division of rights and responsibilities within a society?

The case studies will employ an “ecographic” approach combining quantitative data from the ecological and material sciences with qualitative data gathered through ethnographic methods such as participant observation. As a Postdoc, you will help to develop this approach. You will visit scientists researching and/or working on green infrastructure projects in Japan, the Netherlands, and the United States and interview them on their methods. You will then analyse what kinds of data and techniques the PhD researchers will need familiarity with, and where in the process of gathering ecological data ethnographic methods and insights can be interpolated.

What you will do

  • Conduct interviews and observations with scientists in the Tokyo Bay area (Japan), the Rhine-Meuse-Scheldt Delta (the Netherlands), and Louisiana Delta (the United States);
  • Assist the PI in developing an “ecographic” approach and an ecographic protocol for the PhD candidates;
  • Write a peer-reviewed journal article with the PI on ecographic methods and their potential;
  • Contribute to fine-tuning the research agendas of the PhD candidates through evaluating their proposals and participating in regular team meetings (online where necessary).


You will be part of a team also comprising two PhD candidates and the PI. The entire team is expected to reside in the Netherlands and work from Leiden for the duration of the project, except during fieldwork.

What you bring

  • PhD in Science and Technology Studies, Cultural Anthropology, or another relevant social science (if your PhD is not in Science and Technology Studies, you must have demonstrated expertise in the social study of science or interdisciplinary research methods);
  • Demonstrated passion for developing interdisciplinary and transdisciplinary research projects and approaches;
  • Experience with independently coordinating and conducting ethnographic research, and ideally, some experience with quantitative and/or ecological research methods;
  • Excellent research and writing skills as demonstrated by a track record of scholarly publications commensurate with your career stage;
  • Excellent command of English (speaking and writing);
  • Independent work attitude and demonstrable ability to work in a team.


Where you will work
The Faculty of Social and Behavioural Sciences consists of five institutes: Centre for Science and Technology Studies, Cultural Anthropology and Development Sociology, Education and Child Studies, Political Science, and Psychology. The faculty has approximately 7000 students and 1000 staff members. Within the institutes, not only education is provided but also groundbreaking research is conducted that pushes the boundaries of our understanding of human behaviour and societal structures. What makes our faculty unique is the diversity of research topics, the various styles of teaching, and the way professional support is organized; this provides you with the opportunity to explore and develop your interests and expertise. Visit our website for an impression: Welcome to the Leiden Faculty of Social and Behavioural Sciences – Leiden University.

Leiden University’s Institute of Cultural Anthropology and Development Sociology (CADS)
Leiden University’s Institute of Cultural Anthropology and Development Sociology concentrates on ‘global vulnerability and social resilience’. The institute has three main themes: diversity, sustainability, and digitalisation. CADS is dedicated to making a real-world impact, not just studying change, but also working with communities to promote positive change through education and research. We use a unique approach that blends qualitative, quantitative, audiovisual, and digital methods based on ethnographic fieldwork.

With our unique blend of interdisciplinary interests, comparative regional studies, and social science research methods, we emphasize our role in the extensive collaborative network within Leiden University. In both our research and education, we engage in extensive interdisciplinary and international networks.

What we offer
Our goal is to work together to create a transparent and inclusive work environment in which everyone feels welcome and appreciated. Our organisation is always evolving, and we need your ideas for improvement and innovation to take us further. We want to devote attention to your personal development.

You can expect an enjoyable job within the socially relevant world of education and research. The University’s challenging and international work environment is located just steps away from Leiden’s lively city centre or the bustling city centre of The Hague. We also want to work with you to devote attention to your health and vitality, for example with the fun activities we organise through Healthy University.

We also offer:

  • A 0,8 fte employment contract, initially for a period of 1 year, with the possibility of extension for a second year after a positive evaluation. This contract falls under the Collective Labour Agreements (CLA) of Dutch Universities;
  • A salary of a minimum of € 4,060 and a maximum of € 5,331 gross per month, based on a full-time appointment (38 hours) (scale 10.4-10.12); with increments based on the CLA.
  • A holiday allowance (8%), an end-of-year bonus (8,3%), and an attractive pension scheme at ABP;
  • Our individual choices model gives you some freedom to assemble your own set of terms and conditions.
  • Candidates from outside the Netherlands may be eligible for a substantial tax break.

More here: https://www.universiteitleiden.nl/en/working-at/job-application-procedure-and-employment-conditions

What we find important
Promoting an inclusive community is central to Leiden University’s values and vision. Leiden University aims to be an inclusive community in which all students and staff members feel valued and respected and are able to develop to their full potential. Diversity in experiences and perspectives enriches our teaching and strengthens our research. High-quality education and research mean inclusive education and research.

Want to apply or find out more?
If you want to apply straight away, click the application button.
If you would like more information about what the job entails, please contact: Dr. Andrew Littlejohn, Assistant Professor at a.l.littlejohn@fsw.leidenuniv.nl

You can apply until March 31, 2025; applications will be processed immediately.
Online interviews will be held with shortlisted candidates in April-May 2025. The intended starting date is August 2025.

To apply, please submit:

  • A cover letter explaining your motivation for working in the climate citizenship project (maximum 2 pages);
  • Curriculum vitae (CV), including publications (maximum 2 pages);
  • A short research proposal (maximum 500 words) in which you outline your approach to the role described above;
  • A copy of either a representative publication or your PhD thesis;
  • Names and contact details of two referees.

To help us get to know each other better, we follow a number of steps in the application procedure. For more information, see:
https://www.universiteitleiden.nl/werken-bij/sollicitatieprocedure-en-arbeidsvoorwaarden

  • A pre-employment screening (references, diplomas, certificate of good conduct (VOG) may be part of the selection procedure.
  • Acquisition in response to this vacancy is not appreciated. If you nevertheless choose to send us CVs, no rights can be derived from this. #LI-Hybrid

Celebrating a Decade of Soil Health Cards

Daily writing prompt
Describe a phase in life that was difficult to say goodbye to.

The Soil Health Card Scheme was introduced by Prime Minister Shri Narendra Modi on 19th February, 2015 at Suratgarh, Rajasthan. The scheme was launched to assist State Governments to issue soil health cards to all farmers in the country. Soil health card provides information to farmers on nutrient status of their soil along with recommendation on appropriate dosage of nutrients to be applied for improving soil health and its fertility.

The Soil Health Card Portal (www.soilhealth.dac.gov.in) facilitates generation of Soil Health Cards for the benefit of farmers in uniform and standardized format across country in all major languages and 5 dialects.

The Soil Health Card contains status of the soil with respect to 12 parameters, namely N,P,K, S (Macro-nutrients); Zn, Fe, Cu, Mn, Bo (Micro – nutrients) ; and pH (Acidity or Basicity), EC (Electrical Conductivity) and OC (Organic Carbon).

Based on this, the card will also indicate fertilizer recommendations and soil amendment required for the farm. Soil Samples are taken generally two times in a year, after harvesting of Rabi and Kharif Crop respectively or when there is no standing crop in the field.

The Guideline of Village Level Soil Testing Labs (VLSTLs) was issued in June 2023. VLSTLs can be set up by individual entrepreneurs i.e. rural youth and community based entrepreneurs, including Self Help Groups (SHGs), Schools, Agriculture Universities etc. The beneficiary/village level entrepreneur should be a youth whose age should not be below 18 years and should not be more than 27 years. Self Help Groups, Farmers Producers Organisation (FPO) can also be enrolled as VLSTL.

As of February 2025, 665 Village-level Soil Testing Labs have been established in 17 States.

School Soil Health Programme

A pilot project on School Soil Health Programme has been undertaken by Department of Agriculture and Farmers Welfare in (DA&FW) collaboration with Department of School Education & Literacy (DSE&L), Indian Council of Agricultural Research (ICAR) and State Governments in 20 schools (10 Kendriya Vidyalaya & 10 Navodaya Vidyalaya) in rural areas. The aim is to make students aware about soil health for sustainable agriculture practices. 20 soil health labs were set up in these schools. Modules for students from class VI to XII and teachers were developed and disseminated. Under the programme, soil samples were collected by School Students and soil testing were also done by students and SHCs were generated Students also educated farmers about the recommendation of Soil health card for judicious use of fertilizer and crop recommendation.

As of 2024, 1020 schools are implementing the School Soil Health Programme, with 1000 soil testing labs set up and 125,972 students enrolled.

Soil Health Card scheme has been merged in Rashtriya Krishi Vikas Yojana (RKVY) scheme as one of its components under the name ‘Soil Health & Fertility’ from the year 2022-23.

Technological Advancements

SHC Mobile App

To further ease the process of obtaining easy access to the Soil Health Card, the Government of India in 2023 made technological interventions in the New Soil Health Card Scheme. The Soil Health Card portal was revamped and integrated with a Geographic Information System (GIS) system so that all the test results are captured and seen on a map. To make the implementation/monitoring of the scheme smooth and to facilitate farmers an easy access to his soil health card, the mobile application has been made robust with the additional features such as:

  • Restrict the sample collection region for the Village Level Entrepreneur/Operator collecting the soil samples
  • Auto selection of the latitude and longitude of the location
  • Generation of a QR code to link with the sample and test results of all samples directly on the portal from the geo-mapped labs, without any manual intervention.

This application provides the graphical information of all over the India and also shows multiple layers State Boundary, District Boundary, Taluka Boundary, Panchayat Boundary and Cadastral Boundary.

The new system was rolled out in April 2023 and samples are now being collected through the mobile application. Soil Health Cards are now generated on this revamped portal.

For digitizing the Soil Health Cards, Web based work flow application Soil Health Card portal has been designed and developed by National Informatics Centre (NIC).

Conclusion

The Soil Health Card Scheme has transformed agricultural practices in India over the past decade. Since 2015, it has empowered farmers with crucial information on soil nutrient status and optimal fertilizer use, promoting sustainable farming and improved crop productivity. Initiatives like the School Soil Health Programme have expanded soil health awareness among students and local communities. With a robust mobile app, the process of obtaining a Soil Health Card has enhanced accessibility, efficiency, and transparency. As the scheme evolves, it continues to play a vital role in fostering sustainable agricultural development and safeguarding India’s soil health for future generations.

References:

Kindlty find the pdf file 

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Importance of High Impact Research Publications and How to Search Papers

Daily writing prompt
Describe a phase in life that was difficult to say goodbye to.

High impact research publications are pivotal in advancing knowledge and shaping academic and industry landscapes. They serve as the cornerstone for disseminating breakthroughs, influencing policy decisions, and fostering collaborations across disciplines. Here’s a deeper look into their importance and a guide on how to effectively use the research search tool available on Track2Training:


Importance of High Impact Research Publications

  • Dissemination of Innovative Ideas:
    High impact publications are essential for sharing new methodologies, theories, and experimental results. They reach a broad audience, ensuring that innovative ideas are disseminated throughout the scientific community and beyond.
  • Academic and Professional Recognition:
    Publishing in high impact journals not only adds credibility to a researcher’s work but also enhances their academic reputation. It often plays a crucial role in securing funding, tenure, and professional opportunities.
  • Influence on Policy and Practice:
    Research that garners high impact tends to influence policy-making, industry practices, and future research directions. Its findings are frequently cited, guiding further studies and real-world applications.
  • Global Collaboration and Networking:
    High impact research often acts as a bridge for international collaboration. Researchers from various parts of the world can build on each other’s work, leading to collaborative projects that push the boundaries of knowledge.
  • Quality and Rigor:
    The rigorous peer-review process associated with high impact publications ensures that the research meets high standards of quality, reliability, and relevance. This process helps to validate findings and enhances the overall integrity of the research field.

How to Search Using the Track2Training Research Page

The Track2Training research page is a specialized tool designed to help users locate high-quality research publications efficiently. Here’s how to make the most out of it:

  1. Accessing the Search Interface:
    When you visit the research page, you’ll find a clean and intuitive interface. Typically, there is a prominent search bar that serves as the starting point for your inquiry.
  2. Keyword Search:
    • Input Specific Keywords:
      Begin by entering relevant keywords related to your research topic. Whether you’re interested in “machine learning,” “renewable energy,” or “clinical trials,” the search bar allows you to narrow down the vast repository of research papers.
    • Use Boolean Operators:
      For more precise results, you might combine keywords using Boolean operators (AND, OR, NOT). This helps in filtering out unrelated results and focusing on the core aspects of your research interest.
  3. Advanced Search Filters:
    • Publication Date:
      Narrow your search by specifying a range of publication years to access the most current research or historical perspectives.
    • Journal or Conference Name:
      If you are looking for publications from a particular journal or conference, use the filter options provided.
    • Research Area or Discipline:
      Many research search tools, including this one, allow filtering by specific research domains, which can help in locating niche or interdisciplinary studies.
  4. Reviewing Search Results:
    • Title and Abstract Review:
      Once the search results are displayed, scan through the titles and abstracts. This quick review can help you determine the relevance of each paper before diving into the full text.
    • Citation Information:
      High impact research is often indicated by a high number of citations. Look for citation counts or related metrics if available, as they can provide insights into the influence of the research.
  5. Accessing Full-Text and Additional Resources:
    • Link to Full Papers:
      Many search tools provide direct links to the full-text versions of the papers or to their respective publisher pages.
    • Reference Management:
      Some platforms also offer options to download citations in various formats (like BibTeX or EndNote), which can be very helpful when managing references for your own research.
  6. Staying Updated:
    Regularly revisiting the research page or setting up alerts (if the functionality is available) ensures that you remain updated on the latest high impact research publications in your field.

Final Thoughts

High impact research publications not only validate the credibility and relevance of academic work but also drive progress across multiple sectors. By leveraging specialized search tools like the one offered by Track2Training, researchers can efficiently navigate through vast databases, pinpoint the most influential studies, and build upon existing knowledge to foster further innovation.

This approach not only streamlines the research process but also ensures that the most pertinent and high-quality information is at your fingertips.

Discipline in the Indian Education System

By Shashikant N Sharma

In education, discipline refers to the rules and practices that help students learn and grow in a safe environment. It helps students stay organized and focused, and can help them develop good study habits. 

Daily writing prompt
Describe the most ambitious DIY project you’ve ever taken on.

Discipline is a crucial component of the Indian education system, shaping the moral, ethical, and academic foundation of students. It is not just about maintaining order but also about instilling values such as responsibility, respect, and self-regulation. The Indian education system, rooted in ancient traditions and evolving through modern reforms, has always emphasized discipline in various forms.

1. Historical Perspective on Discipline in Indian Education

a. Ancient Gurukul System

  • The Gurukul system was the earliest form of education in India, where students (shishyas) lived with their teachers (gurus) in an ashram.
  • Discipline was strictly maintained through rules that emphasized obedience, humility, and rigorous academic and physical training.
  • Punishments were minimal as self-discipline was encouraged through spiritual learning and practical wisdom.

b. Colonial Influence on Discipline

  • The British education system introduced structured discipline in schools through strict rules, uniforms, and punishments.
  • Corporal punishment was common, and the system focused more on rote learning and obedience rather than creativity and critical thinking.

c. Post-Independence Reforms

  • After independence, India adopted a more balanced approach, incorporating discipline with democratic values.
  • Policies promoted student-friendly environments while maintaining classroom order and respect for authority.

2. Forms of Discipline in Indian Schools and Colleges

a. Self-Discipline

  • Encouraged from an early age, students are taught to take responsibility for their actions.
  • Morning assemblies, yoga, meditation, and moral education help in self-discipline.

b. Institutional Discipline

  • Schools and colleges follow strict codes of conduct regarding attendance, uniforms, behavior, and academic performance.
  • Rules are set to ensure order, such as punctuality, respect for teachers, and adherence to dress codes.

c. Teacher-Imposed Discipline

  • Teachers play a major role in enforcing discipline through classroom management and behavioral guidance.
  • Positive reinforcement, mentorship, and counseling are increasingly replacing traditional punitive methods.

d. Parental and Societal Influence

  • Indian parents place significant emphasis on discipline, ensuring that children follow rules at school and home.
  • Society also plays a role in shaping student behavior through cultural expectations and moral upbringing.

3. Role of Discipline in the Indian Education System

a. Academic Excellence

  • A disciplined environment ensures that students focus on studies, complete assignments on time, and respect deadlines.
  • Punctuality and time management are key aspects of academic discipline.

b. Character Development

  • Discipline instills values like honesty, responsibility, and perseverance.
  • It prepares students to face real-world challenges with resilience and determination.

c. Social Harmony

  • Schools promote discipline to foster mutual respect, teamwork, and cooperation among students from diverse backgrounds.
  • It helps in reducing conflicts and promoting a peaceful learning atmosphere.

d. Preparation for Professional Life

  • The disciplined environment of educational institutions prepares students for the workforce, where punctuality, work ethics, and responsibility are essential.

4. Challenges in Maintaining Discipline

a. Changing Societal Norms

  • The influence of social media and digital platforms has impacted traditional discipline methods.
  • Students are more independent but also more prone to distractions and indiscipline.

b. Issues of Corporal Punishment

  • Though banned, corporal punishment still exists in some schools, leading to psychological stress among students.
  • The focus is now shifting toward counseling and positive discipline strategies.

c. Parental Overindulgence

  • Some parents are overprotective, interfering in school disciplinary actions and making it difficult for institutions to enforce rules.

d. Teacher Shortages and Workload

  • Overburdened teachers struggle to maintain discipline effectively while handling large class sizes.

5. Modern Approaches to Discipline in Education

a. Positive Discipline Strategies

  • Encouraging students through rewards and appreciation rather than punishments.
  • Engaging students in decision-making to develop accountability.

b. Digital Monitoring and AI-Based Discipline

  • Schools use digital attendance, CCTV cameras, and AI-driven behavior monitoring to track and enforce discipline.

c. Student Counseling and Emotional Support

  • Schools and colleges now focus on mental health and counseling to address behavioral issues rather than harsh disciplinary measures.

d. Legal Framework for Student Discipline

  • The Right to Education (RTE) Act, 2009, and guidelines from CBSE, ICSE, and UGC ensure that discipline policies align with child rights and ethical standards.

6. Conclusion

Discipline in the Indian education system has evolved from rigid control to a more balanced, student-friendly approach. While maintaining order and respect remains essential, modern education policies emphasize holistic development, self-regulation, and psychological well-being. Moving forward, India must continue to balance traditional discipline with progressive, positive reinforcement strategies to create responsible, well-rounded individuals.

References

Amare, G. (1967). Aims and Purposes of Church Educaiton in Ethiopia. The Ethiopian Journal of Education1(1), 1-11.

Adaobi, E. M., & Abigail, O. M. (2021). Effect of problem-based learning on achievement of secondary school computer studies sudents in nnewi educaiton zone. International Journal of Innovative Research and Advanced Studies (IJIRAS)8(6), 93-97.

Harman, G. (2000). Institutional Mergers in Australian Higher education since 1960. Higher Education Quarterly54(4), 343-366.

Cavanagh, D. M. (1985). Teacher Curriculum: A Failed Paradigm of Practise and Proceedure. Australian Journal of Teacher Education10(2), 5.

Ping, H., & Liu, Y. (2010, March). Notice of Retraction: Demonstrative Analysis of Undergraduate Hospitality Management Education in Research-oriented Universities of China and of America. In 2010 Second International Workshop on Education Technology and Computer Science (Vol. 1, pp. 735-738). IEEE.

Yorke, M. (2000). Developing a Quality Culture in Higher Educaiton. Tertiary Education and Management6(1), 19-36.

Why You Should Visit Eduindex.org Daily for Educational News

Daily writing prompt
Describe the most ambitious DIY project you’ve ever taken on.

In today’s fast-paced digital world, staying updated with the latest educational trends, research developments, and academic opportunities is crucial for students, educators, and researchers. Eduindex.org is your one-stop destination for all things education, offering timely and relevant news across various domains. Here’s why you should make it a habit to visit Eduindex News daily and follow our WhatsApp channel for instant updates.

1. Comprehensive Coverage of Educational News

Eduindex News provides a wide range of educational updates, including:

  • Latest research findings and academic papers.
  • University admissions, scholarships, and funding opportunities.
  • Government policies related to education.
  • Online learning resources and technology trends in education.
  • Interviews with top educators and scholars.

2. Timely and Reliable Information

We ensure that the news published on Eduindex.org is well-researched and verified from credible sources. Whether you are looking for information on faculty development programs, peer-reviewed journals, or eBook publications, you can trust our platform to provide accurate and up-to-date information.

3. Opportunities for Researchers and Scholars

For academicians and researchers, Eduindex News offers exclusive insights into research publication opportunities, edited book proposals, and call for papers from reputed journals like the International Journal of Research (IJR). Our platform also highlights discounted publication offers for scholars from developing countries and NGOs.

4. Daily Updates via WhatsApp Channel

To ensure you never miss an important update, Eduindex News has launched an exclusive WhatsApp channel. By subscribing, you will:

  • Receive daily educational news directly on your phone.
  • Get notified about upcoming academic conferences and workshops.
  • Access publication discounts and research funding alerts.
  • Stay ahead with the latest trends in online education and eBook publishing.

5. User-Friendly and Ad-Free Experience

Unlike many news portals cluttered with ads, Eduindex.org ensures a clean and user-friendly reading experience. Our website is optimized for easy navigation, making it convenient for readers to access educational content anytime, anywhere.

How to Join Our WhatsApp Channel?

Following our WhatsApp channel is simple and free! Click the link below and subscribe to get educational news delivered instantly to your device.

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Final Thoughts

If you are passionate about education and want to stay informed about academic opportunities, Eduindex.org is the ultimate platform for you. Make it a habit to visit our website daily and subscribe to our WhatsApp channel to stay updated with the latest in the world of education.

🚀 Stay informed, stay ahead – with Eduindex News!

Eduindex News – An Educational News Agency

Bhopal, 20 February 2025

Eduindex can boost educational news by leveraging its platform to enhance visibility, credibility, and engagement. Here’s how:

  1. Content Aggregation & Curation
    Eduindex can compile the latest educational news from verified sources, ensuring that educators, students, and policymakers get a one-stop destination for updates.
  2. SEO & Digital Reach
    Optimizing articles for search engines can improve rankings, making educational news more accessible to a wider audience.
    Using targeted keywords and meta descriptions can ensure that the right people find relevant content.
  3. Multi-Platform Distribution
    Sharing content across social media platforms, newsletters, and mobile apps can increase readership.
    Collaborations with influencers in education can further amplify reach.
  4. User-Generated Content & Expert Contributions
    Encouraging educators, researchers, and students to contribute articles can bring diverse perspectives.
    Featuring interviews with education experts can add authority and credibility.
  5. Engaging Multimedia Content
    Adding infographics, videos, and podcasts can make educational news more engaging and easier to consume.
    Live discussions or webinars on trending education topics can attract interactive audiences.
  6. Community Engagement & Discussion Forums
    Hosting discussion forums for teachers, students, and education professionals can enhance interaction and exchange of ideas.
    Polls and surveys can gather feedback and insights on key educational topics.
  7. Timely Updates & Alerts
    Push notifications and email alerts for breaking educational news can keep the audience informed instantly.
  8. Integration with Research & Academia
    Linking educational news with academic journals, research papers, and policy analysis can provide deeper insights.
    Partnering with universities and institutions can help disseminate valuable knowledge.
Daily writing prompt
Describe the most ambitious DIY project you’ve ever taken on.

UGC Discontinues CARE List, Proposes Guidelines for Journal Selection

Daily writing prompt
Share one of the best gifts you’ve ever received.

New Delhi, Feb. 18 – The University Grants Commission (UGC) has officially dissolved the UGC-CARE (Consortium for Research and Academic Ethics) list, which previously served as a benchmark for faculty publications. In its place, the commission has introduced a set of suggestive parameters to assist faculty members in selecting peer-reviewed journals for research publication.

The newly formulated parameters, developed by a panel of academicians and subject experts, have been made available for public feedback. The UGC has invited suggestions via email at journal@ugc.gov.in, with the deadline set for February 25.

Introduced in 2018, the UGC-CARE list was intended to recognize credible journals for research publication, faculty promotions, and funding applications. However, it faced criticism over concerns of over-centralization, procedural delays, and the inadvertent inclusion of predatory journals. The exclusion of research journals in Indian languages also remained a key point of contention.

The newly proposed parameters have been categorized under eight broad criteria, including Journal Preliminary Criteria, Journal Visibility, and Research Ethics. The UGC has advised Higher Education Institutions (HEIs) to adopt and refine these parameters according to their academic and research priorities. Institutions may also set up internal committees to periodically assess and enhance the framework to ensure adherence to quality standards.

Explaining the rationale behind this decision, UGC Chairman M. Jagadesh Kumar pointed to the National Education Policy (NEP) 2020, which criticized excessive regulation in academia and called for greater institutional autonomy. “By discontinuing the UGC-CARE list, we are shifting the responsibility to HEIs, allowing them to develop their own credible evaluation mechanisms for research publications,” he said.

He further cautioned that without a robust institutional framework, HEIs run the risk of recognizing faculty publications in dubious journals, which could harm their academic reputation. Emphasizing the role of mentorship, he noted that senior faculty members must guide young researchers in distinguishing credible journals from predatory ones.

With this shift, the UGC aims to strike a balance between academic freedom and quality assurance, encouraging institutions to take a proactive role in upholding research integrity while reducing bureaucratic constraints.

Kashi Tamil Sangamam 3.0 to be inaugurated on 15th February

Daily writing prompt
What advice would you give to your teenage self?

The Governor of Tamil Nadu, Thiru R.N. Ravi, flagged off the train carrying the first batch of Kashi Tamil Sangamam 3.0 delegates—including students, teachers, and writers—today at Dr. MGR Central Railway Station, Chennai. This 10-day-long event is scheduled to take place from 15th to 24th February 2025. Director of the Indian Institute of Technology Madras, Prof. V. Kamakoti and other dignitaries were also present at the event.

The Union Minister for Education, Shri Dharmendra Pradhan, in a social media message, welcomed everyone to embrace the spirit of ‘Ek Bharat, Shreshtha Bharat’ at Kashi Tamil Sangamam 3.0. He emphasized that the event serves to cherish, celebrate, and strengthen the deep-rooted bonds between Kashi and Tamil Nadu—two enduring centers of culture, civilization, and knowledge.

The central theme of this edition of KTS will be Maharishi Agasthyar and Mahakumbh and Shri Ayodhya Dham will be the backdrop. The event will offer a divine experience and bring Tamil Nadu and Kashi—the two timeless centres of our civilisation and culture, more closer.

An exhibition on the different facets of Sage Agasthyar and his contributions to world of Health, Philosophy, Science, Linguistics, Literature, Polity, Culture, Art, particularly to Tamil and Tamil Nadu, etc. and seminars, workshops, book release, etc. will be organised at Kashi during KTS 3.0.

This year, the government has decided to bring around 1000 delegates from Tamil Nadu under five categories/groups: (i) Students, Teachers, and Writers; (ii) Farmers and Artisans (Vishwakarma Categories); (iii) Professionals and Small Entrepreneurs; (iv) Women (SHG, Mudra Loan beneficiaries, DBHPS Pracharaks); and (v) Start-up, Innovation, Edu-Tech, Research. This year, an additional group of around 200 students of Tamil origin studying in various CUs will be a part of this event to enliven the bond between Kashi and Tamil Nadu. Participation of youth in all categories has been encouraged this year. The duration of the tour for the delegates will be 8 days (4 for travel, 4 at site). The first group left Tamil Nadu today and the last group will return to Tamil Nadu on 26th February 2025.

The objective of the Kashi Tamil Sangamam is to rediscover, reaffirm, and celebrate the age-old links between Tamil Nadu and Kashi—two of the country’s most important and ancient seats of learning.

Kashi Tamil Sangamam is being organized by the Ministry of Education, Govt. of India in collaboration with other ministries including Culture, Textiles, Railways, Tourism, Food Processing, I&B etc. and the Govt. of UP. The programme aims to provide an opportunity for scholars, students, philosophers, traders, artisans, artists and people from other walks of life from the two regions to come together, share their knowledge, culture and best practices and learn from each other’s experience. It also aims to make the youth aware and experience cultural oneness. The endeavour is in sync with NEP 2020’s emphasis on integrating the wealth of Indian Knowledge Systems with modern systems of knowledge. IIT Madras and BHU are the two implementing agencies for the programme.

The Government has so far celebrated the Kashi Tamil Sangamam on two occasions earlier; i.e., for one month in 2022 and for a fortnight in 2023 and around 4000 delegates from Tamil Nadu have been a part of this event. In both the editions of KTS, there were overwhelming responses from people of Tamil Nadu and Uttar Pradesh. IIT Madras will be the sender institution and BHU the receiving institution, as in the earlier editions.

Union Minister for Education, Shri Dharmendra Pradhan, launched the registration portal for KTS 3.0 on 15th January 2025. The portal for registration was open till 1st February 2025.

KTS 2.0 was inaugurated by Prime Minister Shri Narendra Modi at Varanasi on 17th December, 2023, with the first-ever real-time, app-based translation of a part of the Prime Minister’s speech in Tamil for the benefit of visiting Tamil delegates.

MANIT Bhopal to Host 11th International Conference on Transportation Systems Engineering & Management (CTSEM 2025)

Daily writing prompt
What bores you?

Bhopal, India – Maulana Azad National Institute of Technology (MANIT) Bhopal, in collaboration with CSIR-Central Road Research Institute (CRRI), New Delhi, is set to host the 11th International Conference on Transportation Systems Engineering & Management (CTSEM 2025) on July 4-5, 2025. The conference aims to bring together researchers, academicians, scientists, and transportation professionals to discuss emerging challenges and advancements in transportation engineering and management.

Conference Leadership

  • Chief Patron: Dr. Manoranjan Parida, Director, CSIR-CRRI, New Delhi
  • Conference Chairperson: Dr. P.K. Agarwal, MANIT Bhopal
  • Conference Secretaries:
    • Dr. Siddhartha Rokade, MANIT Bhopal
    • Dr. Pritikana Das, MANIT Bhopal
    • Dr. Bivina G.R., MANIT Bhopal

Conference Highlights

CTSEM 2025 will provide a platform for experts to discuss key issues related to transportation systems, including:

  • Sustainable and Intelligent Transportation Solutions
  • Traffic Management and Congestion Mitigation
  • Road Safety and Infrastructure Development
  • AI, Big Data, and IoT in Transportation
  • Public Transport Planning & Management
  • Urban Mobility and Non-Motorized Transport (NMT)
  • Freight Transport and Logistics

The event will feature pre-conference workshops, networking sessions, technical visits, and best paper awards, making it a valuable gathering for professionals in the field.

Paper Submission and Publication Opportunities

Authors are invited to submit their full papers via the MSCMT platform by April 15, 2025, with final acceptance notifications to be sent by June 1, 2025. Selected high-quality papers will be published in SCOPUS-indexed conference proceedings by Springer, and some outstanding papers will be considered for publication in the Journal of Traffic and Transportation Engineering (JTTE) by Elsevier.

Sponsorship Opportunities

CTSEM 2025 welcomes industry sponsors to participate, with sponsorship categories ranging from Platinum (INR 3 lakhs) to Bronze (INR 0.5 lakh). Sponsors will receive branding and promotional benefits, exhibition space, and recognition during the conference.

About MANIT Bhopal and CSIR-CRRI

MANIT Bhopal, one of India’s premier technical institutions, has been at the forefront of engineering education and research. The Civil Engineering Department is a key center for academic excellence, fostering innovative solutions for urban and rural transportation challenges. CSIR-CRRI, a leading research institute, is known for its contributions to road and transportation planning, playing a crucial role in shaping India’s infrastructure.

Venue and Connectivity

The conference will be held at MANIT Bhopal, located in the heart of Bhopal City, known as the City of Lakes. Bhopal is well-connected by air, rail, and road, with the campus just 20 km from the airport and 8 km from the railway station.

Contact Information

CTSEM 2025 Organizing Committee
Transportation Engineering Division, Civil Engineering Department
Maulana Azad National Institute of Technology (MANIT), Bhopal, India
Email: ctsem2025manit@gmail.com
Website: CTSEM 2025

With a rich history of successful editions hosted by reputed institutions across India, CTSEM 2025 at MANIT Bhopal promises to be an enriching event for professionals in the transportation sector. Don’t miss the opportunity to be part of this significant international conference!

Interaction of MANIT Director and Experts with PhD Scholars

Daily writing prompt
What bores you?

Date: 12th February 2025
Venue: Vivekanand Conference Hall, MANIT Bhopal

Bhopal, 12th February 2025 – An interactive session between the Director, esteemed experts, and PhD scholars of MANIT was conducted at the Vivekanand Conference Hall. The session focused on providing guidance on crucial aspects of research, including research metrics, journal selection, societal and industrial relevance of research, and the importance of timely completion of PhD programs.

Fig. Research Publication Trends of MANIT indexed in Scopus

The session began with a discussion on the basics of research metrics, where the significance of impact factor, h-index, citation index, and other evaluation parameters was highlighted. Scholars were advised to focus on the quality and novelty of their research rather than solely on numerical metrics. Following this, scholars presented their research progress and received constructive feedback from the experts. The importance of structured research planning and setting regular milestones was emphasized to ensure timely completion.

Experts then provided guidance on selecting reputable journals based on indexing, peer-review standards, and relevance to the research domain. Scholars were encouraged to avoid predatory journals and aim for Scopus, Web of Science, and UGC-CARE-listed journals. The discussion also underscored the need to align research with real-world problems and societal needs. Opportunities for collaboration with industries and governmental bodies were explored to enhance practical applications, and scholars were encouraged to explore patents, technology transfers, and start-up ideas arising from their research.

One of the key concerns addressed was the timely completion of PhD programs and avoiding the ‘slow poison’ of prolonged stipend dependency. The adverse effects of extended PhD durations and over-reliance on stipends were highlighted, and scholars were motivated to complete their research within the stipulated timeframe to contribute effectively to academia, industry, or policy-making. The importance of skill development and networking for post-PhD career opportunities was also stressed.

The session was highly interactive and insightful, offering scholars valuable perspectives from the Director and experts. The discussion reinforced the importance of quality research, timely completion, and the broader impact of scholarly work on society and industry. Scholars were encouraged to remain dedicated, innovative, and socially responsible in their research endeavors.

Leap in Rural School Enrollment

Daily writing prompt
Who are your favorite people to be around?

The Annual Status of Education Report (ASER) 2024 is a nationwide rural household survey that reached 649,491 children in 17,997 villages across 605 rural districts in India. Further, ASER surveyors visited 15,728 government schools with primary sections. 8,504 were primary schools and 7,224 were schools which also had upper primary or higher grades.

Photo by Fox on Pexels.com

Key Findings for Pre-primary (age group 3-5 years)

  1. Enrollment in pre-primary institutions
  • Among children aged 3-5 years, enrollment in some type of pre-primary institution (Anganwadi centre, government pre-primary class, or private LKG/UKG) has improved steadily between 2018 and 2024.
  • Among 3-year-olds, enrollment in pre-primary institutions increased from 68.1% in 2018 to 77.4% in 2024GujaratMaharashtraOdisha, and Telangana have achieved near-universal enrollment for this age group.
  • Among 4-year-olds, the all-India figure for enrollment in pre-primary institutions increased from 76% in 2018 to 83.3% in 2024. In 2024, enrollment rates in pre-primary for this age exceed 95% in states like Gujarat, Maharashtra, Karnataka, Tamil Nadu, and Odisha.
  • Among 5-year-olds, this figure also showed big increases, rising from 58.5% in 2018 to 71.4% in 2024. The states with enrollment exceeding 90% in pre-primary institutions for this age include Karnataka, Gujarat, Maharashtra, Kerala, and Nagaland.
  1. Type of pre-primary institution
  • Anganwadi centres continue to be the biggest provider of services in pre-primary age group in India.
  • Approximately one-third of all 5-year-olds attend a private school or pre-school in 2024. This figure was 37.3% in 2018, fell to 30.8% in 2022, and returned to 37.5% in 2024.
  1. Age of entry to Standard (Std) I
  • The proportion of children who are “underage” (age 5 or below) is decreasing over time. In 2018, this figure was 25.6%, in 2022 it stood at 22.7%, and in 2024, nationally the percentage of underage children in Std I was at its lowest ever at 16.7%. On average, this proportion has either declined or remained stable across all states in India.

Key Findings for Elementary (age group 6-14 years)

  1. Enrollment
  • Overall school enrollment rates among the 6-14 age group have exceeded 95% for close to 20 years. This proportion has stayed almost the same, from 98.4% in 2022 to 98.1% in 2024. Across all states, enrollment in this age group is above 95% in 2024.
  • In 2018, 65.5% of children in the 6-14 age group in India were enrolled in government schools. By 2024, the all-India figure increased to 66.8%.
  1. Reading
  • Std III: The percentage of Std III children able to read Std II level text was 20.9% in 2018. This figure increased to 23.4% in 2024. The improvement in government schools is higher than the corresponding recovery for private schools. Following a decline in Std III reading levels in government schools in most states in 2022, all states have shown a recovery in 2024. States with more than a 10-percentage point increase in this proportion between 2022 and 2024 in government schools include Himachal Pradesh, Uttarakhand, Kerala, Uttar Pradesh, Haryana, Odisha, and Maharashtra.
  • Std V: Reading levels improved substantially among Std V children, especially for those who are enrolled in government schools. The proportion of Std V children in government schools who can read a Std II level text fell from 44.2% in 2018 to 38.5% in 2022 and then recovered to 44.8% in 2024. In 2024, Mizoram (64.9%) and Himachal Pradesh (64.8%) had the highest proportions of Std V children in government schools able to read Std II level text. States with over a 10-percentage point increase in this proportion in government schools include Uttarakhand, Uttar Pradesh, Gujarat, and Tamil Nadu.
  • Std VIII: Reading levels increased among children enrolled in Std VIII in government schools, which fell from 69% in 2018 to 66.2% in 2022 but then rose to 67.5% in 2024. Government schools in states such as Gujarat, Uttar Pradesh, and Sikkim show notable improvements.
  1. Arithmetic
  • Std III: The all-India figure for children in Std III who are able to do a numerical subtraction problem was 28.2%. This figure has increased to 33.7% in 2024. Among government school students, this figure went from 20.9% in 2018 to 27.6% in 2024. For private school students, this number showed a smaller improvement since 2022. Government schools across most states have shown gains since 2022, with over 15-percentage point increases recorded in states like Tamil Nadu and Himachal Pradesh.
  • Std V: At the all-India level, the proportion of children in Std V who can do a numerical division problem has also improved. This figure was 27.9% in 2018 and then rose to 30.7% in 2024. This change is also driven mainly by government schools. States with the showing most improvement (more than 10-percentage points) in government schools include Punjab and Uttarakhand.
  • Std VIII: The performance of Std VIII students in basic arithmetic remains similar to earlier levels, going from 44.1% in 2018 to 45.8% in 2024.

Key Findings for Older children (age group 15-16 years)

  1. Enrollment
  • The proportion of 15-16-year-old children who are not enrolled in school dropped sharply from 13.1% in 2018 to 7.9% in 2024 at the all-India level.
  1. Digital literacy
  • Access to smartphones is close to universal among the 14-16 age group. Almost 90% of both girls and boys report having a smartphone at home. More than 80% report knowing how to use a smartphone.
  • Of the children who could use a smartphone, 27% of 14-year-olds and 37.8% of 16-year-olds reported having their own phone.
  • 82.2% of all children in the 14-16 age group reported knowing how to use a smartphone. Of these, 57% reported using it for an educational activity in the preceding week while 76% said that they had used it for social media during the same period. While the use of a smartphone for educational activities was similar among girls and boys, girls were less likely than boys to report using social media (78.8% of boys as compared to 73.4% of girls). Kerala stands out in this respect, with over 80% children who reported that they used the smartphone for educational activity and over 90% using it for social media.
  • Among children who used social media, knowledge of basic ways to protect themselves online was relatively high62% knew how to block or report a profile, 55.2% knew how to make a profile private, and 57.7% knew how to change a password.

Key Findings of School Observations

  1. Foundational Literacy and Numeracy (FLN) activities
  • Over 80% of schools had received a directive from the government to implement Foundational Literacy and Numeracy (FLN) activities with Std I-II/III, both in the previous as well as in the current academic year. A similar proportion had at least one teacher who had received in-person training on FLN.
  • More than 75% schools had received Teaching Learning Material (TLM) and/or funds to make or purchase TLM for FLN activities.
  • More than 75% schools reported implementing a school readiness program for students prior to entering Std I, in both the previous and the current academic year.
  • More than 95% schools reported having distributed textbooks to all grades in the school, a substantial increase over 2022 levels.
  1. Student and teacher attendance
  • Student and teacher attendance in government primary schools show small but consistent improvements since 2018. Average student attendance increased from 72.4% in 2018 to 75.9% in 2024.
  • Average teacher attendance increased from 85.1% in 2018 to 87.5% in 2024. This trend is largely driven by changes in teacher and student attendance in Uttar Pradesh.
  1. Small schools and multigrade classrooms
  • The proportion of government primary schools with less than 60 students enrolled shows a sharp increase, rising from 44% in 2022 to 52.1% in 2024More than 80% primary schools in these states are small schools: Jammu and Kashmir, Himachal Pradesh, Uttarakhand, Nagaland, and Karnataka. Himachal Pradesh has the highest proportion of small Upper primary schools at 75%.
  • Two-thirds of Std I and Std II classrooms in primary schools were multigrade, with students from more than one grade sitting together.
  1. School facilities
  • Nationally, all Right to Education-related indicators included in ASER have shown small improvements between 2018 and 2024 levels. For example, the fraction of schools with useable girls’ toilets increased from 66.4% in 2018 to 72% in 2024.
  • The proportion of schools with drinking water available increased from 74.8% to 77.7%, and the proportion of schools with books other than textbooks being used by students increased from 36.9% to 51.3% over the same period.
  • Sports-related indicators remain at close to the levels observed in 2018. For example, in 2024, 66.2% schools have a playground, similar to 66.5% in 2018.

References

Leap in Rural School Enrollment

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