QUALITY ENRICHMENT
PROGRAM (QEP)
MAINS 2023/24
TARGET 600+ IN GS & ESSAY
Batch Starts
th
12 June
THEME
EDUCATION &
SKILL DEVELOPMENT
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QUALITY ENRICHMENT PROGRAMME (QEP): TARGET 2023/24
Under the Guidance of M K YADAV
S.# WHAT UPSC COVERED QEP COVERAGE Pg #
DEMANDS? IN QEP?
1 Understanding UPSC PREVIOUS YEAR QUESTIONS (2013-2022) 2
Trends - Repeated Themes from PYQs
- Expected Questions For 2023/24
2 Facts to Support KEY FACTS 4
Arguments
3 Relevant Keywords for THEME WISE KEYWORDS 5
Mature Answers - As per Usage in Body of Answer & Way forward
4 Case Studies / Good CASE STUDIES & BEST PRACTICES: LOCAL, NATIONAL & 7
Examples INTERNATIONAL
5 Alignment with Govt. SPEECHES OF PM, VP & PRESIDENT 8
Broad Policies
6 EDUCATION SYSTEM IN INDIA 10
• TOPIC-LIST OF COVERAGE: Comprehensive Coverage
Quality Core Content Based on Previous Trends & Expected Questions
with Micro Diagrams • CHALLENGES IN EXISTING EDUCATION SYSTEM
7 for Multidimensional USING ACRONYMS: AS WAY FORWARD 11
8 Answers REFORMING INDIA’S EDUCATION ASSESSMENT SYSTEM 12
9 Express MORE in TOPPERS’ HANDWRITTEN ANSWERS 14
LIMITED TIME & Space
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QUALITY ENRICHMENT PROGRAMME (QEP): TARGET 2023/24
Under the Guidance of M K YADAV
1 PREVIOUS YEAR QUESTIONS (2013-2022)
2014
GS2
• Should the premier institutes like IITs/IIMs be allowed to retain premier status, allowed more academic
independence in designing courses and also decide mode/criteria of selection of students. Discuss in light
of the growing challenges.
GS3
• Scientific research in Indian universities is declining, because a career in science is not as attractive as our
business operations, engineering or administration, and the universities are becoming consumer oriented.
Critically comment.
Essay
• Are the standardized tests good measure of academic ability or progress? (2014)
2015
GS2
• The quality of higher education in India requires major improvement to make it internationally
competitive. Do you think that the entry of foreign educational institutions would help improve the quality
of technical and higher education in the country? Discuss.
Essay
• Education without values, as useful as it is, seems rather to make a man more clever devil.
2016
GS2
• Professor Amartya Sen has advocated important reforms in the realms of primary education and primary
health care. What are your suggestions to improve their status and performance? (200 Words)
• “Demographic Dividend in India will remain only theoretical unless our manpower becomes more
educated, aware, skilled and creative.” What measures have been taken by the government to enhance
the capacity of our population to be more productive and employable?
2017
Essay
1. Destiny of a nation is shaped in its classrooms.
2019
Essay
2. Neglect of primary healthcare and education in India are reasons for its backwardness.
2020
GS1
• How have digital initiatives in India contributed to the functioning of the education system in the country?
Elaborate your answer.
GS2
• "National Education Policy 2020 is in conformity with the Sustainable Development Goal-4 (2030). It
intends to restructure and reorient education system in India. Critically examine the statement."
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QUALITY ENRICHMENT PROGRAMME (QEP): TARGET 2023/24
Under the Guidance of M K YADAV
2021
GS2
• “‘Earn while you learn’ scheme needs to be strengthened to make vocational education and skill training
meaningful.” Comment.
2022
GS2
• The Right of Children to Free and Compulsory Education Act, 2009 remains inadequate in promoting
incentive-based system for children’s education without generating awareness about the importance of
schooling. Analyse
REPEATED THEMES FROM PREVIOUS YEAR QUESTIONS (PYQs)
• THEME 1: SCHOOL EDUCATION
- Primary Education: Status; Performance.
• THEME 2: HIGHER EDUCATION
- Quality of higher education in India; Academic Independence of Universities; Internationalisation of
Higher Education; Scientific Research and R & D in Universities.
• THEME 3: TECHNOLOGY IN EDUCATION
- Contribution of digital initiatives to the functioning of the Indian education system
• THEME 4: POLICY & ACTS
- National Education Policy (NEP), 2020; RTE Act, 2009;
• THEME 5: SKILL DEVELOPMENT
- Harnessing demographic dividend through Vocational Education & Skill Training.
OTHER EXPECTED TOPICS FOR 2023/24
• EDUCATION ASSESSMENT REFORMS:
- ‘The current assessment systems do not live up to the potential they have in ensuring quality education
in India’. Highlighting the challenges of present assessment system in India, suggest measures to
overcome them.
• REINVENTING TEACHER EDUCATION:
- ‘Teachers are the linchpin of an Education System. What measures must be undertaken to ensure holistic
empowerment of teachers to become torchbearers of quality education in India.
• INNOVATION ECOSYSTEM IN EDUCATIONAL INSTITUTIONS – need, opportunities & challenges.
• NEW AGE SKILLS FOR 21ST CENTURY: Need & Nature
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QUALITY ENRICHMENT PROGRAMME (QEP): TARGET 2023/24
Under the Guidance of M K YADAV
2 EDUCATION & SKILL DEVELOPMENT: KEY FACTS
GENERAL FACTS: EDUCATION IN INDIA
Literacy rate • All India – 74%, Males – 82%, Females – 65%
(Census 2011) • Rural – 74%, Urban - 88%
Adult Illiteracy in India
• Adult Non Literates – >20 crore (largest population of illiterate adults in the world)
(15 years & above)
Gross Enrolment Ratio Level (2021-22)
(MoE, UDISE 2021-22) Primary (I-V) 103% • GER Declines at higher
education level.
Upper Primary (VI - VIII) 95%
• GER of girls across all
Secondary (IX - X) 80% levels of education is
Senior Secondary (XI - XII) 58% now higher than boys.
Higher Education (AISHE, 2020-21) 27%
Drop-Out Rates (UDISE, • Primary Level: 1.5%; Secondary level: 13% (High dropouts at higher education level)
2021-22) • Out-of-school Children (6-17 yrs): More than 3 crore (NSSO)
• Drop in Learning levels of students in almost all subjects, including Maths &
Language, as they progressed to higher classes (National achievement Survey, 2021)
Poor Learning Levels
• Foundational Literacy & Numeracy (FLN): 11% of Grade 3 students did not have
even basic level skills. (Foundational Learning Survey (FLS) by MoE & NCERT)
• Increase in Paid Tuitions: among students in govt & private schools. (ASER, 2022)
Pupil: Teacher ratio
(MoE, UDISE 2021-22 & Level Pupil Teacher Ratio
AISHE, 2020-21) Primary (I-V) 26
Secondary (IX - X) 18
Senior Secondary (XI - XII) 27
Higher Education (AISHE, 2020-21) 24
• Single Teacher School: About 8% of India's schools have only one teacher
Schools amenities & • Girl Toilets in >95% schools, Drinking water within school premise in >95% schools
Infrastructure • Computers available in <50% schools, & Internet in < 35% schools.
Higher Education • Total Enrolment: Female - 49%, Male – 51%
• Colleges in Private Sector – 80%, but it caters to only 65% of the total enrolment.
• QS Global Ranking: Only 3 Indian Institutes in Top 200.
Expenditure on • Expenditure on Education: 3% of GDP (Target – 6%)
Education and R&D • Expenditure on R&D: 0.7% of GDP (China: >2%, USA: >3%)
Vocational Education • Indian Workforce (15-59 yrs) receiving formal Vocational Training – 3%
• Other Countries – USA (>50%), Germany (75%), S. Korea (95%)
Placement under Skill • Only 20% placed, out of total people trained.
India Mission
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QUALITY ENRICHMENT PROGRAMME (QEP): TARGET 2023/24
Under the Guidance of M K YADAV
3 EDUCATION & SKILL DEVELOPMENT: KEYWORDS
Sr.# KEYWORDS FOR USE IN BODY OF THE ANSWER
• 4As – Access, Affordability, Availability, Accountability
• 4Ss – Skill, Scale, Speed with Standards
1
• 4 Ds – Demand, Demography, Deregulation and Democracy
2
Knowledge society, Knowledge Hub, Knowledge superpower
3
Skill Capital of the World
4
Quantity without Quality Syndrome
Commodification of education; Massification of higher education; Smallification of schools; Hollowing
5
out of the public schools
KEYWORDS FOR USE IN WAY FORWARD
6 From ‘Right to Education’ to ‘Right to Learning’
7 From ‘Crisis of Credibility’ to ‘Nexus of Ability & Faith’
8 From ‘Degree shops’ to ‘Knowledge Temples’/’Skill Marts’
9 From ‘Ocean of Mediocrity’ to ‘Centres of Excellence’
10 From ‘Over Regulated & under governed’ to ‘Light but Tight’ Regulation
11 From ‘Learning crises’ to ‘Lifelong learning opportunities’ for all
• From ‘Culture of rote learning’ to ‘Culture of Creative Thinkers/Disruptive Innovation’
12 • From mindset of ‘utilising the known’ to the approach of ‘exploring the unknown’
13 From Conventional “Chalk & Talk” model to “Digital Learning”
14 Transforming teachers from ‘Ring Masters’ to ‘Zen Masters’
15 From Pre Packaged Courses to Flexible Interdisciplinary/Transdisciplinary courses
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QUALITY ENRICHMENT PROGRAMME (QEP): TARGET 2023/24
Under the Guidance of M K YADAV
by MK YADAV SIR & PEEYUSH SIR
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QUALITY ENRICHMENT PROGRAMME (QEP): TARGET 2023/24
Under the Guidance of M K YADAV
4 CASE STUDIES & BEST PRACTICES
NATIONAL & LOCAL
• Pota Cabins: Residential schools for children in LWE-affected areas of Chhattisgarh
- Building schools with impermanent materials like bamboo and plywood.
- Impact: Reduced number of out-of-school children & improved enrolment since its introduction
• Education reforms in Dantewada, Sukma, Chhattisgarh (IAS OP Chaudhary)
- Developed an education city & hubs close to district headquarters in LWE affected areas.
- Back to school - Gyanodaya - bridge courses for making children school ready
- Residential schools - focus on multi-lingual and contextual pedagogy
- Aarohan - coaching facility for engineering and medical exams
• Baste Ka Bojh Kam project, Rajasthan – Integrated book for different subjects, thus, reduced
psychological pressure. New books more colourful and interactive as well.
• e-Talim, Kishangarh district, Bihar – Mobile app to provide access to pre-recorded lectures by best
teachers in the district, available to students free of cost.
• Tribal languages to be medium of education in pre-school, Chhattisgarh –
- Linguistic map created - 10 languages shortlisted including - Sadri, Gondi, Halbi etc
- Impact: Not let the local kids feel left out at schools + increase their interest in studies
• Training children on civic sense included in school curriculum, Goa - Topics included –
- Sanitation (including personal hygiene & menstruation); Traffic sense; Waste management etc.
• Education Leadership Program for Teachers, Piramal Foundation: Western states
- Principal and teacher leadership development by working on motivation, technology usage, skills
and capacity building etc.
• Adopt a government primary school by primary individuals in Uttar Pradesh - to improve performance,
Mid Day Meal scheme etc.
• Saakshar Bharat: Sustaining and enhancing efforts in ‘Adult Education’ in Andhra Pradesh
- Emphasis on basic literacy, post-literacy and continuous education, the initiative forms a continuum
as opposed to segmenting adult education
• Ammachi Labs: Mobile Vocational Education (MoVE) in rural India: Solar powered classroom on wheels
equipped with emerging vocational tools like 3D printers, laser cutters etc.
INTERNATIONAL
• Inculcating Civic Values: Japan - The cleaning service staff in Japanese schools does not exist. The
children (as young as 6 years) spend 15 minutes cleaning classrooms, corridors & toilet as a collective
responsibility for clean surroundings.
• Rigorous ‘Teachers Education’ systems, Singapore - Each teacher has the right to spend 100 paid hours
per year on improving their skills. This ensures very high quality of education and professionalism of the
teaching staff.
• Learning outside of the classroom, Finland: The student spends relatively little time in school, and is
involved in more extracurricular activities ➔ better holistic development of child.
- Focus on vocational education: Children in Classes 1-9 are exposed to art, music, cooking,
carpentry, metalwork, to develop their collaborative skills & respect for people in these vocations.
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QUALITY ENRICHMENT PROGRAMME (QEP): TARGET 2023/24
Under the Guidance of M K YADAV
5 SPEECHES OF PM, VP & PRESIDENT
5.1 FROM THE SPEECHES OF HON’BLE PRIME MINISTER
• On Education & Youth: Skill and Education are the two principal tools during India’s Amrit Kaal and it is
the youth who are leading the nation’s Amrit Yatra with the vision of a developed India (by 2047).
• On India’s Contribution: India showed the way to the world by carrying out research in the fields ranging
from 'atma tattva' to 'paramatma tattva', from spirituality to ayurveda, from social science to solar
science, from maths to metallurgy, and from zero to infinity.
5.2 SOME QUOTES FROM NATIONAL EDUCATION POLICY & OTHER SOURCES (FOR ESSAY)
Significance of Education for Individual/Society/Nation
• The pursuit of knowledge (Jnan), wisdom (Pragyaa), and truth (Satya) was always considered in Indian thought
and philosophy as the highest human goal.
• Education is fundamental for achieving full human potential, developing an equitable and just society, and
promoting national development.
• Providing universal access to quality education is the key to India’s continued ascent, and leadership on the
global stage in terms of economic growth, social justice and equality, scientific advancement, national
integration, and cultural preservation.
• Collectively, educated masses are think thanks, growth drivers as well as conscience keepers of any nation.
• Education is a great leveller and is the single greatest tool for achieving economic and social mobility, inclusion,
social justice and equality.
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QUALITY ENRICHMENT PROGRAMME (QEP): TARGET 2023/24
Under the Guidance of M K YADAV
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QUALITY ENRICHMENT PROGRAMME (QEP): TARGET 2023/24
Under the Guidance of M K YADAV
6 EDUCATION SYSTEM IN INDIA
Comprehensive Coverage Based on Previous Trends & Expected Questions
SNO. TOPICS COVERAGE
1 INDIA’S CURRENT EDUCATION SYSTEM: Structure, Challenges, & Way Forward
2 PRIVATIZATION OF SCHOOL EDUCATION
3 HIGHER EDUCATION SYSTEM: Structure, Challenges, & Way Forward
4 R & D AND INNOVATION ECOSYSTEM IN EDUCATIONAL INSTITUTIONS
5 NATIONAL EDUCATION POLICY (NEP): A Critical Analysis & Way Forward
6 VOCATIONAL EDUCATION IN INDIA: Significance, Current status & Way Forward
7 ROLE OF DIGITAL TECHNOLOGY IN EDUCATION
8 TEACHER EMPOWERMENT: A Key Education Reform
9 REFORMING INDIA’S EDUCATION ASSESSMENT SYSTEM
10 SKILL DEVELOPMENT IN INDIA: Institutional Set up, Need for Skill Development, Harnessing Youth
Power through Education & Skilling, Challenges & Way forward
11 NEW AGE SKILLS FOR 21ST CENTURY: Need & Nature
6.1 CHALLENGES IN EXISTING EDUCATION SYSTEM
• Access and Participation: Low participation in pre-school education (Early Childhood Care and
Education) and high out of school children (> 3 crore).
- Low GER in higher education – 27% (despite having second largest higher education system).
- Largest no. of youth and adult illiterates in the world.
• Equity issues among Disadvantaged section: Higher proportion of out of school children (Girls, children
with special needs, migrant children, urban poor, SC/ST, minorities) etc.
• Quality of education
- At Pre-school level: Inappropriate curriculum, ineffective pedagogy, untrained educators, poor
infrastructure, inadequate funding ➔ lack of school readiness at primary level.
- At School level: Dismal learning outcomes, as observed by ASER survey and National Achievement
Survey (NCERT)➔ spills over to higher education in college and universities level.
- At Higher education level: 70% universities & 90% colleges are average/below average on quality
parameters set by National Assessment & Accreditation Council (NAAC).
• Curriculum & Current Assessment system: Serious disconnect between existing curricula and skills
needed for employability. For eg. Only 50% of Graduates are employable (India Skills report 2022).
- Assessment system promotes rote learning instead of work skills, critical thinking, life skills etc.
• Teacher development & Management: Poor recruitment process; dismal teacher quality & shortage of
teachers; issues relating to motivation (salary, promotion) and accountability of teachers.
• Governance and Management:
- Ineffective implementation of RTE: Overemphasis on physical inputs and not learning outcomes.
- Insufficient Financing and delayed fund flows – Currently at 3% (Vs. ideal Target of 6%).
• Unutilised Potential of ICT: For eg. Computers available in <50% schools, & Internet in < 35% schools.
• Lack of R&D in universities; low investment (0.7% of GDP); limited international exposure/alliances,
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QUALITY ENRICHMENT PROGRAMME (QEP): TARGET 2023/24
Under the Guidance of M K YADAV
7 ACRONYM: WAY FORWARD (FOR SCHOOL EDUCATION)
ACRONYM AS WAY FORWARD ‘UNIVERSAL’
WAY FORWARD: INDIA NEEDS UNIVERSAL EDUCATION
• U - Understand and implement RTE in letter & spirit.
• N - Need for multi stakeholder participation to build social accountability - local self government,
parent-teacher associations, school management committees, civil society networks
• I - Interventions using ICT tools to improve access, quality, equity
• V - Vocational education – streamlined with NSQF, flexible, standardised
• E - Enhance teacher quality, motivation, accountability, training capacity
• R - Revamp the governance mechanism
• S - Skill oriented education - job skills, entrepreneurship, life skills, digital skills, self awareness etc
• A - Access to funds (6% of GDP), infrastructure, digital facilities
• L - Learning outcomes, and robust pedagogy, curriculum, and assessment focus
GOVERNMENT MEASURES FOR EMPOWERING TEACHERS
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QUALITY ENRICHMENT PROGRAMME (QEP): TARGET 2023/24
Under the Guidance of M K YADAV
8 REFORMING INDIA’S EDUCATION ASSESSMENT SYSTEM
Q) ‘The current assessment systems do not live up to the potential they have in ensuring quality
education in India’. Highlighting the challenges of present assessment system in India, suggest
measures to overcome them.
PART & SUB PARTS OF QUESTION
• Meaning of Quality education
• Potential of Assessment Systems in achieving Quality education (can draw a diagram)
• Challenges of present assessment system
• Way forward & Conclusion
Quality education, a crucial component of SDG goals (SDG-4), focuses on the whole child—the social, emotional,
mental, physical, and cognitive development. It prepares the child for life and not just for testing.
Challenges of present assessment system
• Lack of standardisation – different boards, different grading systems
• Content heavy examination: focuses on rote learning rather than clarity of concepts ➔ prioritises
‘content over competency’.
• Promotes Narrow range of learning: Textbook centred, limited syllabus focussed ➔ Ignores assessment
of critical thinking, creativity, and socio emotional skills needed for active participation in the society.
• ‘Student focussed’ exams – Exam as a yardstick of student’s performance ➔ fails to take into account
efficiency of teacher, teaching method, learning resources, curriculum etc.
• ‘Marks focussed’ outcomes ➔ Increased pressure of performance ➔ increase in academic stress &
massification of ‘coaching culture’.
• Poor follow-up mechanism: absence of remedial courses to bridge learning/teaching gaps of students/
teachers.
• Lack of Training: of Education institutions on assessment techniques, technology and methods.
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QUALITY ENRICHMENT PROGRAMME (QEP): TARGET 2023/24
Under the Guidance of M K YADAV
Way forward
• Standardisation of assessment system – PARAKH, CUET etc are steps in right direction.
• Reorienting the ‘culture of assessment’ – more learning focussed ➔ codification of learning outcomes,
e-tracking of individual’s learning outcomes, & remedial coaching.
• From ‘Syllabus completion’ to ‘acquiring competencies’ – assessments must take into account higher
order thinking skills, 21st century skills, and socio emotional skills.
• Holistic progress cards - For eg. NEP, 2020 proposes a 360 degree, multidimensional report that reflects
the progress as well as uniqueness of each child ➔ help decide on career choices earlier in life.
• Building consensus among stakeholders – NCERT, SCERT and Boards should together work towards
reforming the curriculum, the syllabus & associated assessments.
• Generating awareness among key stakeholders – ie. teachers, parents, school principals, block officers
about the rationale & motivation of the education & assessment policy.
• Capacity building on various aspect of assessments – Teacher’s ability to analyse, report & use results
for child’s development.
• 3rd Party assessment: for eg. Haryana, Saksham Ghoshna initiative.
21st Century Education must move from ‘Pressure of Performance’ culture to ‘Coexistence of Pleasure &
Performance’, followed up with holistic educational reforms, that prepares the child for life and not just for
examinations.
OR
In keeping with the spirit of reforms in education, we need to now move from Pariskha pe Charcha to Bhavishya
pe Charcha.
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QUALITY ENRICHMENT PROGRAMME (QEP): TARGET 2023/24
Under the Guidance of M K YADAV
9 EDUCATION & SKILL DEVELOPMENT: TOPPERS’ ANSWER
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QUALITY ENRICHMENT PROGRAMME (QEP): TARGET 2023/24
Under the Guidance of M K YADAV
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QUALITY ENRICHMENT PROGRAMME (QEP): TARGET 2023/24
Under the Guidance of M K YADAV
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CSE’22 Toppers
Under the Guidance of
MK YADAV Sir
3 STUDENTS IN TOP 10
2
AIR
3
AIR
4
AIR
GARIMA LOHIA UMA HARATHI N SMRITI MISHRA
30+ in TOP 100
22 26 27 30 31 49 52
AIR AIR AIR AIR AIR AIR AIR
GANGAVARAPU VENKATA YADAV SURYABHAN
SAI PAVANDATTA GUNJITA AGRAWAL ACHCHHELAL PREKSHA AGRAWAL PRIYANSHA GARG SANSKRITI SOMANI PRATIKSHA SINGH
54 53 55 61 64 70
AIR
AIR AIR AIR AIR AIR
MANY
RICHA KULKARNI MUDRA GAIROLA H S BHAVANA TANMAI KHANNA ANIRUDHA PANDEY AADITYA SHARMA
& MORE...
200+ Total Selections
9560082909
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