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A high-level committee for social sciences last year recommended that "India" should be replaced with "Bharat" in the textbooks for all classes.

'Bharat', 'India' to be used interchangeably in textbooks, debate over it useless: NCERT chief

A high-level committee for social sciences last year recommended that "India" should be replaced with "Bharat" in the textbooks for all classes.

"Bharat" and "India" will be used interchangeably in NCERT textbooks as is the case in the country's Constitution, National Council of Educational Research and Training Director Dinesh Prasad Saklani has said.
The comments assume significance in the wake of a high-level panel working on the social science curriculum recommending that "India" should be replaced with "Bharat" in school textbooks for all classes.
In an interaction with PTI editors at the agency's headquarters here, the NCERT chief said both the words will be used in the books and the council has no aversion to either "Bharat" or "India".
"It is interchangeable....our position is what our Constitution says and we uphold that. We can use Bharat, we can use India, what is the problem? We are not in that debate. Wherever it suits we will use India, wherever it suits we will use Bharat. We have no aversion to either India or Bharat," he said.
"You can see both being used in our textbooks already and that will continue in new textbooks. This is a useless debate," Saklani said.
A high-level committee for social sciences, constituted by the NCERT to revise the school curriculum, had last year recommended that "India" should be replaced with "Bharat" in the textbooks for all classes.
Committee chairperson C I Isaac, who was heading the panel, had said they have suggested replacing the name "India" with "Bharat" in the textbooks, introducing "classical history", instead of "ancient history" in the curriculum, and including the Indian Knowledge System (IKS) in the syllabus for all subjects.
"The committee has unanimously recommended that the name Bharat should be used in the textbooks for students across classes. Bharat is an age-old name. The name Bharat has been used in ancient texts, such as Vishnu Purana, which is 7,000 years old," Isaac had told PTI.
The NCERT had then said that no decision has been taken on panel's recommendations.
The name Bharat first appeared officially last year when the government sent out G20 invites in the name of "President of Bharat", instead of "President of India".
Later, the nameplate of Prime Minister Narendra Modi during the summit in New Delhi also read "Bharat", instead of India.
The NCERT is once again at the centre of a controversy with the revised Class 12 political science textbook not mentioning the Babri masjid but referring to it as a "three-domed structure".
The latest deletions in the textbooks include: BJP's 'rath yatra' from Somnath in Gujarat to Ayodhya; the role of kar sevaks; communal violence in the wake of the demolition of the Babri masjid; President's rule in BJP-ruled states; and the BJP's expression of "regret over the happenings at Ayodhya".
The new political science textbook of Class 11, now says that political parties "give priority to the interests of a minority group" with an eye on "vote bank politics", which leads to "minority appeasement".
This marks a complete shift from what was taught until the 2023-24 academic session -- that if students "think hard", they will find there is "little evidence" to suggest that vote bank politics favours the minorities in the country.

The revised version describes Babri Masjid as a “three-domed structure,” and has removed references to Babri Masjid demolition.

NCERT drops references to Babri demolition in textbooks, official defends revision 

The revised version describes Babri Masjid as a &ldquo;three-domed structure,&rdquo; and has removed references to Babri Masjid demolition.

Rejecting accusations of saffronisation of school curriculum, NCERT's director has said that references to Gujarat riots and Babri masjid demolition were modified in school textbooks because teaching about riots "can create violent and depressed citizens."
In an interaction with PTI editors at the agency's headquarters here on Saturday, National Council of Educational Research and Training (NCERT) director Dinesh Prasad Saklani said the tweaks in textbooks are part of annual revision and should not be a subject of hue and cry.
Asked about references to Gujarat riots or Babri masjid demolition being tweaked in NCERT textbooks, Saklani said, "Why should we teach about riots in school textbooks? We want to create positive citizens not violent and depressed individuals".
"Should we teach our students in a manner that they become offensive, create hatred in society or become victim of hatred? Is that education's purpose? Should we teach about riots to such young children ... when they grow up, they can learn about it but why school textbooks. Let them understand what happened and why it happened when they grow up. The hue and cry about the changes is irrelevant," he said.
The comments by Saklani come at a time when new textbooks have hit the market with several deletions and changes. The revised Class 12 political science textbook, does not mention the Babri masjid, but refers to it as a "three-domed structure". It has pruned the Ayodhya section from four to two pages and deleted details from the earlier version.
It instead focuses on the Supreme Court judgement that paved the way for the construction of a Ram temple at the site where the disputed structure once stood before it was torn down by Hindu activists in December 1992. The Supreme Court verdict was widely accepted in the country. The consecration of the Ram idol in the temple was performed on January 22 this year by the prime minister.
"We want to create positive citizens and that's what is the purpose of our textbooks. We cannot have everything in them. The purpose of our education is not to create violent citizens ... depressed citizens. Hatred and violence are not subjects of teaching, they should not be focus of our textbooks," added Saklani.
He hinted that the same hue and cry is not made about 1984 riots not being in textbooks.
The latest deletions in the textbooks include: BJP's 'rath yatra' from Somnath in Gujarat to Ayodhya; the role of kar sevaks; communal violence in the wake of the demolition of the Babri masjid; President's rule in BJP-ruled states; and the BJP's expression of "regret over the happenings at Ayodhya".
"If Supreme Court has given a verdict in favour of Ram temple, Babri masjid or Ram janmabhoomi, should it not be included in our textbooks, what is the problem in that? We have included the new updates. If we have constructed new Parliament, should our students not know about it. It is our duty to include the ancient developments and recent developments," he said.
Asked about allegations of saffronisation of curriculum and ultimately textbooks, Saklani said, "If something has become irrelevant ... it will have to be changed. Why shouldn't it be changed. I don't see any saffronisation here. We teach history so students know about facts, not for making it a battleground".
"If we are telling about Indian Knowledge System, how can it be saffronisation? If we are telling about iron pillar in Mehrauli and saying Indians were way ahead of any metallurigical scientist, are we saying wrong? How can it be saffronisation?" Saklani, 61, who was head of the ancient history department at the HNB Garhwal University before taking charge as NCERT director in 2022, has faced criticism over the changes in textbooks, especially pertaining to historical facts.
"What is wrong about changes in textbooks? Updating textbooks is a global practice, it is in interest of education. Revising textbooks is an annual exercise. Whatever is changed is decided by subject and pedagogy experts. I do not dictate or interfere in the process ... there is no imposition from top.
"There are no attempts to saffronise curriculum, everything is based on facts and evidence," he said.
The NCERT is revising the curriculum of the school textbooks in line with the National Education Policy (NEP) 2020. From the assertion that recent studies of ancient DNA obtained from archaeological sources at Rakhigarhi, an Indus Valley site in Haryana, rule out Aryan immigration to a call for more research into whether the Harappans and the Vedic people were the same, several crucial topics have either been dropped or tweaked in textbooks.
A two-page table detailing achievements of Mughal emperors such as Humayun, Shah Jahan, Akbar, Jahangir and Aurangzeb have also been removed.
This is the fourth round of revision and updating of NCERT textbooks since 2014.
Referring to the changes to the section on Ayodhya, the NCERT had said in April -- "Content is updated as per latest development in politics. Text on Ayodhya issue has been thoroughly revised because of the latest changes brought by the Supreme Court&rsquo;s Constitutional bench verdict and its widespread welcoming reception".
Saklani said, some changes have happened because the subjects were irrelevant, some to update new information while several topics were removed earlier to minimise burden on students cause by the COVID-19 pandemic and reduce duplication of content.&nbsp;
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NCERT panel recommends Ramayana, Mahabharata in social sciences curriculum 

The panel chief CI Issac said he every year thousands of students leave the country and seek citizenship in other countries because of a lack of patriotism among them and the inclusion of Hindu epics will help to build patriotism in children at an early stage.

Epics such as the Ramayana and the Mahabharata should be included in social sciences textbooks and the Preamble of the Constitution written on classroom walls, a high-level NCERT panel has recommended, according to its chairperson C I Issac.
The seven-member committee, which was constituted last year, has made several recommendations for its final position paper on social sciences, which is a key prescriptive document for laying down the foundation for the development of new NCERT textbooks.
The National Council for Educational Research and Training (NCERT) has not taken a call on the recommendations yet.
"The panel has stressed on teaching epics like Ramayana and Mahabharata in the social sciences syllabus to students. We think that students in their teenage years build their self esteem, patriotism and pride for their nation," Issac said.
He noted that every year thousands of students leave the country and seek citizenship in other countries because of a lack of patriotism among them.
"Therefore, it is important for them to understand their roots and develop love for their country and their culture. Some boards already teach Ramayana and Mahabharata but it should be done in a more elaborate way,&rdquo; he said.
Issac earlier said that the same panel had also recommended replacing the country name 'India' with 'Bharat' in textbooks, introducing &lsquo;classical History&rsquo; instead of ancient History in the curriculum, and highlighting &ldquo;Hindu victories&rdquo; in the textbooks for classes 3 to 12.
"Our Preamble gives importance to social values including democracy and secularism. It is noble. Therefore, we have recommended writing it on the walls of the classrooms so that everyone can understand and learn from it,&rdquo; Issac added. &nbsp;The NCERT is revising the school curriculum in line with the National Education Policy (NEP) 2020. The new NCERT textbooks are likely to be ready by the next academic session.
The panel's recommendations may now be taken into consideration by the 19-member National Syllabus and Teaching Learning Material Committee (NSTC) notified in July to finalise the curriculum, textbooks and learning material for these classes.&nbsp;

A panel of India’s educational body NCERT has voted to recommend changing ‘India’ to ‘Bharat’ in school textbooks.

NCERT panel proposes replacing 'India' with 'Bharat' in all textbooks

A panel of India&rsquo;s educational body NCERT has voted to recommend changing &lsquo;India&rsquo; to &lsquo;Bharat&rsquo; in school textbooks.

A panel of India&rsquo;s educational body NCERT has voted to recommend changing &lsquo;India&rsquo; to &lsquo;Bharat&rsquo; in school textbooks. Seven members voted unanimously for the recommendation.
Committee chairman CI Issac said &lsquo;Bharat is an age-old name,&rsquo; and invoked the Indian constitution&rsquo;s article 1. Apart from this, the body also decided to introduce the Indian Knowledge System in the curriculum for all subjects.
Issac said the name &lsquo;Bharat&rsquo; has been mentioned in ancient Hindu texts and scriptures like Vishnu Purana, which is believed to be 7,000 years old.
&ldquo;The term India started being used commonly only after the establishment of the East India Company and the battle of Plassey in 1757,&rdquo; he said, as per Hindustan Times.
Other changes suggested by the NCERT committee included the introduction of &lsquo;classical history&rsquo; and replacing it with &lsquo;ancient history&rsquo; in the textbook. Students will also be taught about &lsquo;Hindu victories.&rsquo;
&ldquo;Our failures are presently mentioned in the textbooks. But our victories over the Mughals and Sultans are not,&rdquo; Issac said, as per Hindustan Times.
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Textbook chapter promotes 'toxic masculinity'
Panel asks NCERT to modify or remove chapter
NCERT yet to respond to panel's recommendation


Panel asks NCERT to remove 'deeply problematic' chapter

A panel for protection of Child Rights has asked NCERT to replace a chapter claiming that it depicts women in "stereotypical ways and teaches children to accept violence at home"

A panel for protection of Child Rights has asked NCERT to replace a chapter claiming that it depicts women in "stereotypical ways and teaches children to accept violence at home"

The Delhi Commission for Protection of Child Rights has asked NCERT to modify or replace a chapter in Class IX English textbook, claiming that it normalises "violent masculinity, depicts women in "stereotypical ways and teaches children to accept violence at home".
The panel's chief Anurag Kundu said the chapter titled 'The Little Girl' narrates the story of a girl Kezia, who is scared of her father and is constantly threatened by him to a point that it starts impacting her speech.
Later in a tweet, Kundu wrote, "I have written to @ncert Director advising removal of the chapter 3 titled "The Little Girl" of class IX English textbook as it normalises violent masculinity, perpetuates patriarchy and promotes toxic behaviour in the family." No immediate reaction was available from the NCERT.
According to the story, Kezia's grandmother asks her to prepare a gift for her father as his birthday is around the corner. She prepares a pin cushion, but stuffs it with papers which contain a speech her father is supposed to deliver at an event.
On finding this out, the father beats her up, but the grandmother asks her to forget the incident.
In the night, while sleeping beside her father, Kezia "realises" that the father works too hard to be playing with her, and that explains him getting angry frequently. She forgets about the incident and forgives him, the DCPCR said.
The panel said it consulted gender experts over the chapter and concluded that "it is deeply problematic".
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It said Kezia's grandmother and mother are shown in stereotypical ways.
"Both women are docile, unable to stand up to the father when he beats or screams at Kezia. The mother is shown as an enabler of the abuse and patriarchy in the house.... The grandmother is kind and compassionate, lovingly soothes her granddaughter, but never defends her... Her grandmother, being an elder, is shown as powerless in front of her son," the letter to NCERT director read.
Noting that this "portrayal of women is at odds with the kind of gender equal society we all aspire to build", the panel stressed that children ought to be exposed to more progressive portrayal, making them question and critically examine her own surroundings.

NCERT has removed portions about the 2002 Gujarat riots, Emergency, Cold War, Naxalite movement and Mughal courts from its class 12 textbooks as part of its "syllabus rationalisation" exercise.
The National Council of Educational Research and Training (NCERT) has cited "overlapping" and "irrelevant" as reasons for dropping those portions from the syllabus.
Many of these changes were announced earlier this year when the Central Board of Secondary Education (CBSE) rationalised its syllabi in April.
Besides schools under CBSE, some state boards also use NCERT textbooks.
Listing the changes, the NCERT, in a note, said, "The content of the textbooks has been rationalised for various reasons, including overlapping with similar content in other subject areas in the same class, similar content included in the lower or higher classes on the same subject.
It also stated that difficulty level, content which is easily accessible to students without much intervention from teachers and can be learned by self-learning or peer-learning and content which is irrelevant in the present context have been removed.
In class 12 political science textbook, pages on the topic 'Gujarat Riots' will be excluded from the chapter titled 'Recent Developments in Indian Politics'. The mention of the National Human Rights Commission report on the 2002 violence and the "raj dharma" remark by then Prime Minister Atal Bihar Vajpayee has been dropped from the textbook.
Also, chapters on Mughal courts in a history textbook, a poem on the Dalit movement and a chapter on the Cold War, are among the exclusions from the political science textbook.
In Class 10, the excluded chapters included verses of poet Faiz Ahmed Faiz in the 'Religion, Communalism and Politics — Communalism, Secular State' section of the textbook 'Democratic Politics II'.
Also, chapters titled 'Democracy and Diversity', 'Popular Struggle and movements' and 'Challenges to Democracy' have been dropped.
In the social science textbook of classes seven and eight, references to Dalit writer Omprakash Valmiki were removed. In the class seven textbook titled 'Our Pasts-2', the topic 'Emperors: major campaigns and events', has been removed.This is the third textbook review since 2014. The first one took place in 2017, in which the NCERT made 1,334 changes, including additions, corrections and data updates, in 182 textbooks. The second review was initiated in 2019 at the then Education Minister Prakash Javadekar’s behest to reduce the burden on students. - With Inputs from PTI

NCERT revises and 'rationalises': Gujarat riots, Mughals, Emergency scrapped from textbooks

NCERT has removed portions about the 2002 Gujarat riots, Emergency, Cold War, Naxalite movement and Mughal courts from its class 12 textbooks as part of its "syllabus rationalisation" exercise.

Gujarat riots to Mughal history disappear from text books

Deletion comes ahead of the proposed revamp of the national school curriculum (National Curriculum Framework or NCF),

NCERT has removed portions about the 2002 Gujarat riots, Emergency, Cold War, Naxalite movement and Mughal courts from its class 12 textbooks as part of its "syllabus rationalisation" exercise.
The National Council of Educational Research and Training (NCERT) has cited "overlapping" and "irrelevant" as reasons for dropping those portions from the syllabus.
Many of these changes were announced earlier this year when the Central Board of Secondary Education (CBSE) rationalised its syllabi in April.
Besides schools under CBSE, some state boards also use NCERT textbooks.
Listing the changes, the NCERT, in a note, said, "The content of the textbooks has been rationalised for various reasons, including overlapping with similar content in other subject areas in the same class, similar content included in the lower or higher classes on the same subject.
It also stated that difficulty level, content which is easily accessible to students without much intervention from teachers and can be learned by self-learning or peer-learning and content which is irrelevant in the present context have been removed.
In class 12 political science textbook, pages on the topic 'Gujarat Riots' will be excluded from the chapter titled 'Recent Developments in Indian Politics'. The mention of the National Human Rights Commission report on the 2002 violence and the "raj dharma" remark by then Prime Minister Atal Bihar Vajpayee has been dropped from the textbook.
Also, chapters on Mughal courts in a history textbook, a poem on the Dalit movement and a chapter on the Cold War, are among the exclusions from the political science textbook.
In Class 10, the excluded chapters included verses of poet Faiz Ahmed Faiz in the 'Religion, Communalism and Politics &mdash; Communalism, Secular State' section of the textbook 'Democratic Politics II'.
Also, chapters titled 'Democracy and Diversity', 'Popular Struggle and movements' and 'Challenges to Democracy' have been dropped.
In the social science textbook of classes seven and eight, references to Dalit writer Omprakash Valmiki were removed. In the class seven textbook titled 'Our Pasts-2', the topic 'Emperors: major campaigns and events', has been removed. This is the third textbook review since 2014. The first one took place in 2017, in which the NCERT made 1,334 changes, including additions, corrections and data updates, in 182 textbooks. The second review was initiated in 2019 at the then Education Minister Prakash Javadekar&rsquo;s behest to reduce the burden on students. - With Inputs from PTI

PM Modi addressed policymakers in the domain of education and skill development on the completion of one year of the new National Education Policy (NEP).
The Prime Minister said NEP can provide proper atmosphere, infrastructure to talented Indian youths as he launched the National Digital Education Architecture (NDEAR) and National Education Technology Forum (NETF). 
Elaborating on the initiatives launched PM Modi said engineering education will be imparted in 11 regional languages of India in its first year to plug the language divide in the country.
The list of initiatives launched on Thursday also includes Vidya Pravesh, a three-month play-based school preparation module for Grade 1 students, Indian sign language as a subject at secondary level and NISHTHA 2.0, an integrated programme of teacher training designed by the NCERT.
He also stressed that the Academic Bank of credit system based on modern technology is going to bring a revolutionary change in this direction for the students.

As NEP turns 1 PM Modi says policy will help in creation of new India

PM Modi addressed policymakers in the domain of education and skill development on the completion of one year of the new National Education Policy (NEP).

Bite:&nbsp;How far we will go in the future, how much height we will achieve, it will depend on that what kind of education we are giving to our youth at present i.e. today, what direction we are giving. I believe that the new national education policy of India is one of the big factors in the great sacrifice of nation building.
&nbsp;

Prime Minister Modi said National Education Policy (NEP) can provide proper atmosphere, infrastructure to talented Indian youths as he launched NDEAR&nbsp;and NETF.

PM Modi addressed policymakers in the domain of education and skill development on the completion of one year of the new National Education Policy (NEP).
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The Prime Minister said NEP can provide proper atmosphere, infrastructure to talented Indian youths as he launched the National Digital Education Architecture (NDEAR) and National Education Technology Forum (NETF).
Elaborating on the initiatives launched PM Modi said engineering education will be imparted in 11 regional languages of India in its first year to plug the language divide in the country.
The list of initiatives launched on Thursday also includes Vidya Pravesh, a three-month play-based school preparation module for Grade 1 students, Indian sign language as a subject at secondary level and NISHTHA 2.0, an integrated programme of teacher training designed by the NCERT.
He also stressed that the Academic Bank of credit system based on modern technology is going to bring a revolutionary change in this direction for the students.

Reforming India: Introducing Education Vouchers

Education vouchers.
What is it?
An education voucher is a [Direct Benefit Transfer scheme].&nbsp;
In other words, a voucher is a document promising the user to avail a service and pay for it using the voucher instead of money from their own pockets. In this case, a student will receive a voucher from the government which can then be used to pay the fee of the school. The school can then use the voucher and receive the amount it promises from the government. Say the fee is 800 rupees a month and the voucher is worth 500 rupees. The parents can then use this voucher, add three hundred more, and can send the child to the better school.
Why an education voucher?
Article 26 of the UN Declaration, states that parents have the primary rights over a child&rsquo;s education, and so, they should be given more control and choice over how and where the child receives her education. A [voucher] can play a really effective role here.
It provides the parent more [choice] of where they want to send their child to study. They can choose a school that is either near or far from them, a school with a different language of instruction, or simply any school they think will benefit their child.
A voucher will also motivate the school to perform better on how well they can retain its students. Public schools will have to up their level. We&rsquo;re talking about an overhaul of the current system. Since the income of the school depends on the number of vouchers they receive, they will have to provide better service and infrastructure to make sure they can attract and retain students.
It will lead to a healthy competition between schools to be better service providers because their income is not dependent on government grant or subsidy bo compete with the private schools and this will in turn, ideally raise the overall standard of education.
Private education has largely been a monopoly of the financially strong, which stops the weaker sections of the society from accessing it. Despite provisions of reservations, there is only so much of the population that can actually avail this opportunity. As such, this circle goes on and the marginalised communities are not able to get out of the rut. A voucher system will ensure that quality education is not restricted to one part of society.
Education vouchers are largely a tried and tested means of bettering the education system. Countries like Bangladesh, Philippines, Sweden have already experimented this method and to good results.
Even in our own country, it has been adopted; although at a minute level. Orissa, Andhra Pradesh, Delhi, Rajasthan and Uttarakhand, with the support of various organizations and the respective state governments, have already witnessed the benefits of applying this scheme.
It led to an increase in attendance, (10% to 20% shown in figures) since more students were motivated to go to school because they had the economic means and could choose where they wanted to study.
Further, a clear decrease was seen in child labour as more children could fund their education.
Obviously, since its inception, there have been several question marks around its effectiveness. But that does not mean that it is not a good and implementable plan. For all the questions and drawbacks that have been pointed out, there are possible solutions and answers.
1. &nbsp; &nbsp; Can parents actually judge the schools or the suitability of the school for their children?
This stems from a rather biased understanding that parents from the weaker sections of the society who are not educated themselves can judge a school properly.
What has been seen is that, whenever the parents say that the school is good; it generally is.
All the earlier mentioned examples of where vouchers have worked, support this argument.&nbsp;
2. &nbsp; &nbsp; Schools can &ldquo;skim-select&rdquo; the students who will work against social inclusion and won&rsquo;t be an equal opportunity medium for all? It might lead to selecting students from a particular social group or only picking up the ones who are more likely to perform better.
To solve this conundrum, special provisions can be made. Actions against the school for indulging in such an activity is a start. Also, differentiated funding for the EWS (economically weaker sections), Scheduled C, ST, etc where they get a higher value voucher can be done to attract schools to admit students from all strata of the society.
3. &nbsp; &nbsp; Another objection to this scheme is that the learning outcome is not significantly higher.
There are two arguments against this. One that the learning is higher: no matter how small. Any growth, however small, is a sign of progress. Also, in certain aspects such as female education, there has been significant growth.
Secondly, there is no negative impact on outcomes. The system is slightly better but definitely not worse for adopting this plan of action.
4.&nbsp; Some people also confuse this scheme as the privatization of education and propose that this will affect the public education system.
To answer that, we must remember that the aim of the scheme is to improve the quality of education, whatever the source is. Also, it has been observed that private schools have come up and continue to do so even in areas which don&rsquo;t have public schools. This scheme does not promote building new schools but bettering the existing ones and make them more accountable, regardless of whether they are public or private.
Education, as a system, needs to evolve with the times. A voucher system is the need of the hour where the conventional subsidy system has failed to impress. With solid data backing the proposal of such a scheme, it is undoubtedly a step the government must take to ensure a [better, educated India].&nbsp;

ncert

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