844 teachers promoted in Haryana
Haryana education minister Mahipal Dhanda said on Wednesday that the state government has promoted 844 teachers, including four to the position of principal, in what is a step to further improve the standard of education in government schools.
The minister said that the promotions to the rank of block education officers (BEOs) and district education officers (DEOs) will also be done soon and that teacher transfers will be started shortly.
Dhanda said that 35 chemistry teachers and 18 trained graduate teachers (TGTs) have been promoted as post graduate teachers (PGTs), while one PGT each of Sanskrit and English, and two of Hindi have been promoted to the post of principal.
Similarly, four commerce teachers, 207 English teachers, one of Geography, History (203), Political Science (137), Sociology (13), Sanskrit (150), Home Science (37), Hindi (35) have been promoted from TGT to PGT, said the education minister.
Dhanda stated that the government has completed infrastructural development in every government school across the state, and other issues will also be resolved soon. He said that under the National Education Policy, new curricula are being developed to equip students to face challenges effectively.
He said that in different phases, a transfer drive for all categories of teachers will be started soon.
Dhanda said that a new Model Sanskriti School will be opened within every 10 km radius so that students can have access to improved education. The present state government envisions setting up e-libraries for students in government schools. In line with this vision, e-libraries will be established in 197 Government Model Sanskriti Schools and 250 PM SHRI schools, he said.
Hashtags
Try Our AI Features
Explore what Daily8 AI can do for you:
Comments
No comments yet...
Related Articles
Time of India
2 hours ago
- Time of India
KU preferred institution among foreign students
T'puram: The University of Kerala is fast establishing itself as a leading international education destination, experiencing significant growth in foreign student enrolments over four years. For the 2025-26 academic year, the institution received 2,620 applications from 81 nations, marking a substantial increase from 1,100 students in 2021-22. According to Prof Sabu Joseph, director of the Centre for Global Academics (CGA), the university maintains its position as Kerala's foremost institution for international student intake. "The numbers demonstrate consistent growth 1,100 students from 35 countries in 2021-22, increasing to 1,400 in 2022-23, 1,600 in 2023-24 and 2,600 in 2024-25 from 64 countries. The 2025-26 academic year saw 2,620 applications from 81 countries, all submitted to the Indian Council for Cultural Relations (ICCR) portal for selection," he said. The current application distribution includes 1,265 for undergraduate programmes, 1,020 for postgraduate courses, and 335 for PhD studies. African nations constitute the largest applicant group, with sizeable applications from Iran, Iraq, Oman, Saudi Arabia, Sri Lanka, Nepal, Bangladesh, Philippines, Bhutan, Turkmenistan, Tajikistan, Indonesia, Malaysia, Jordan, Thailand, Vietnam, South Africa, Russia, France, and the USA. by Taboola by Taboola Sponsored Links Sponsored Links Promoted Links Promoted Links You May Like Over 40 and Struggling With Belly Fat? Try 1 Teaspoon Daily (See What Happens A Week Later) Health Benefits Undo Popular course selections focus on commerce and management studies, with strong interest in political science, psychology, economics, education, linguistics and English literature. Scientific disciplines, including computer science, biotechnology, chemistry, environmental sciences, mathematics, physics and statistics also attract applicants. The university currently hosts 205 international students from 52 countries, including Colombia, Peru, UK, and the USA, through ICCR scholarships and self-financing options. Support services include orientation programmes, cultural events, and annual graduation ceremonies, creating an inclusive academic environment. "The university's NAAC A++ accreditation, strong NIRF rankings, efficient admission procedures, and advanced research facilities have established its position as a preferred international education hub. This sustained growth reflects its increasing global influence and dedication to academic excellence and multicultural education," said Sabu Joseph, adding that the KU continues to strengthen its position as an educational leader.
Deccan Herald
6 hours ago
- Deccan Herald
'English a global tool of progress': Amit Shah's statement reflection of RSS' mindset, says TN minister
He added that countries like China, Japan, Korea and Israel and Germany teach English not as some colonial hangover, but to lead in science, technology, and trade.
The Hindu
7 hours ago
- The Hindu
A critical look at UGC's recent regulations for Ph.D. guides, in the light of NEP 2020
Academic research in India is once again at a pivotal crossroads. In a recent directive, the University Grants Commission (UGC) has stipulated that research supervisors for Ph.D. candidates must belong to institutions with recognised postgraduate research centres. This move, intended to ensure quality control and institutional accountability, comes at a time when the National Education Policy (NEP) 2020 is advocating the democratisation and decentralisation of research — starting right from undergraduate programmes. The apparent contradiction between these two directions raises fundamental questions about the future of research in India. Quality vs. accessibility On the surface, the UGC's intention seems well-founded. Research is a rigorous activity demanding access to institutional infrastructure, peer support, and ethical oversight. Restricting supervisors to PG research centres ensures that minimum academic standards are upheld. However, this measure inadvertently sidelines a vast cohort of capable researchers and teachers from UG colleges, who may possess strong academic credentials, extensive research experience, and proven track records but are now deemed ineligible solely due to institutional affiliation. The policy runs the risk of converting what should be an intellectually inclusive process into an exclusive club, centred around a few institutions with 'recognised' status. Is research potential a property of an institution or an individual? Individual merit This brings us to a crucial philosophical and pedagogical question: Should research supervision be institution-centric or individual-centric? There are several instances where professors in non-research PG colleges have published in high-impact journals, received fellowships, and mentored scholars informally with great success. By denying these individuals the ability to formally guide Ph.D. students, the system fails to recognise merit and performance outside bureaucratic boundaries. Ironically, NEP 2020 emphasises promoting research from the undergraduate level, allowing students to engage in high-level inquiry and innovation as early as the fourth year. How, then, do we reconcile this vision with a restrictive policy that limits who can guide future researchers? Repercussions The implications of this policy could be far-reaching. First, it may lead to overcrowding of researchers under a few supervisors in PG research centres, reducing the quality of mentorship. Second, it may demoralise qualified teachers in UG institutions who are eager to contribute to national knowledge production. Third, it creates a two-tiered system; those who are 'research-worthy' and those who are not, based not on talent but institutional status. Additionally, the assumption that only PG centres have the necessary infrastructure is increasingly outdated in the digital age. With open-access journals, virtual laboratories, collaborative tools, and global research networks, much of the academic work today transcends physical campuses. Need for balance A more nuanced framework is urgently needed: one that upholds academic quality while actively nurturing individual research talent. To begin with, merit-based accreditation should be introduced, allowing experienced faculty from non-PG research centres to independently apply to be Ph.D. guides based on academic credentials, such as publication records, citation indices, or leadership in funded research projects. In place of blanket bans on entire categories of institutions, regular institutional audits should be conducted to assess and certify research readiness in undergraduate colleges, ensuring that deserving institutions are not unfairly excluded. Additionally, collaborative mentorship models could be adopted, allowing for joint supervision where a researcher has a primary guide from a UG institution and a co-guide from a PG research centre, thereby encouraging mentorship diversity and inter-institutional learning. Policies must also be realigned with the NEP 2020's research-first vision, which calls for building research mentorship capacity across the academic spectrum — including UG colleges — instead of restricting it. Finally, investment in digital infrastructure is essential, enabling equitable access to research databases, tools, and collaborative platforms for all accredited institutions, thereby decentralising research power and making knowledge creation more inclusive. Research is not the privilege of a few but the responsibility of all in the academic ecosystem. UGC's commitment to quality is laudable, but it must not come at the cost of inclusivity and innovation. As India moves towards becoming a global knowledge hub, it is essential to ensure that the structures we build empower every capable mind, not just the ones housed in designated research centres. The strength of a nation's research culture lies not in institutional labels but in the intellectual spirit it chooses to nurture. The writer is a Professor and Head of the Department of English, M. J. College, Jalgaon, Maharashtra.
