Highlights of New Education Policy (NEP) 2020UfraShahidkhan
These are the Highlights of New Education Policy 2020. This presentation is useful for teachers and students to understand the NEP 2020. It consists of recommendations for school education and higher education and many more things.
Highlights of New Education Policy (NEP) 2020UfraShahidkhan
These are the Highlights of New Education Policy 2020. This presentation is useful for teachers and students to understand the NEP 2020. It consists of recommendations for school education and higher education and many more things.
The education policy in India has changed after 34 years.
This presentation contains major changes made in the National Education policy of 2020 and what will be its future impact.
Do share your reviews about the New Eduction policies.
SADLER COMMISSION OR CALCUTTA UNIVERSITY COMMISSIONMRIGANKADOLUI1
1857--Calcutta University established.
1914--1st world war.
1916--Sir Ashutosh Mukharjee – Education Controller Of Bengal province.
7 members appointed in a commission in 14 sep 1917.
Dr. Michael Sadler V.C of LEEDS UNIVERSITY.
MICHAEL SADLER was leading this commission
New Education Policy was launched on 29th July 2020 . Union cabinet approved the policy that aims to overhaul the country’s education system.
Union Ministers for Information and Broadcasting (I&B) Prakash Javadekar and Human Resource Development (HRD) and Ramesh Pokhriyal Nishank, made the announcement on the NEP- 2020.
Universalization of Secondary Education in Indiarajib saha
The issue of universalization of secondary education in India has been discussed mainly with the details of RMSA or Rasthriya Madhyamik Siksha Abhiyan. it is useful enough for the students of education discipline to know the history and present status of secondary education in India.
The NEP aims:
at bringing in transformation reforms in the education system of schools and higher education.
Replacing the 34-year old education system is another major move in the direction of strengthening
India as a global power.
The NEP aims:
at bringing in transformation reforms in the education system of schools and higher education.
Replacing the 34-year old education system is another major move in the direction of strengthening India as a global power.
National Education Policy 2020
-This is the first new education policy in 34 years
-A panel headed by former ISRO chief K. Kasturirangan submitted a draft in December 2018
-which was made public and opened for feedback after the Lok Sabha election in May 2019.
-New Education Policy was launched on Wednesday, July 29, 2020
-Union Ministers for Information and Broadcasting (I&B) Prakash Javadekar and Human Resource Development (HRD) and Ramesh Pokhriyal Nishank, made the announcement on the NEP- 2020.
-The NEP 2020 aims at making “India a global knowledge superpower”
National Education Policy - 2020, National Education Policy by Mr.Narendra Modi government, Modi Governement's National Education Policy, NEP, Modi's NEP
The education policy in India has changed after 34 years.
This presentation contains major changes made in the National Education policy of 2020 and what will be its future impact.
Do share your reviews about the New Eduction policies.
SADLER COMMISSION OR CALCUTTA UNIVERSITY COMMISSIONMRIGANKADOLUI1
1857--Calcutta University established.
1914--1st world war.
1916--Sir Ashutosh Mukharjee – Education Controller Of Bengal province.
7 members appointed in a commission in 14 sep 1917.
Dr. Michael Sadler V.C of LEEDS UNIVERSITY.
MICHAEL SADLER was leading this commission
New Education Policy was launched on 29th July 2020 . Union cabinet approved the policy that aims to overhaul the country’s education system.
Union Ministers for Information and Broadcasting (I&B) Prakash Javadekar and Human Resource Development (HRD) and Ramesh Pokhriyal Nishank, made the announcement on the NEP- 2020.
Universalization of Secondary Education in Indiarajib saha
The issue of universalization of secondary education in India has been discussed mainly with the details of RMSA or Rasthriya Madhyamik Siksha Abhiyan. it is useful enough for the students of education discipline to know the history and present status of secondary education in India.
The NEP aims:
at bringing in transformation reforms in the education system of schools and higher education.
Replacing the 34-year old education system is another major move in the direction of strengthening
India as a global power.
The NEP aims:
at bringing in transformation reforms in the education system of schools and higher education.
Replacing the 34-year old education system is another major move in the direction of strengthening India as a global power.
National Education Policy 2020
-This is the first new education policy in 34 years
-A panel headed by former ISRO chief K. Kasturirangan submitted a draft in December 2018
-which was made public and opened for feedback after the Lok Sabha election in May 2019.
-New Education Policy was launched on Wednesday, July 29, 2020
-Union Ministers for Information and Broadcasting (I&B) Prakash Javadekar and Human Resource Development (HRD) and Ramesh Pokhriyal Nishank, made the announcement on the NEP- 2020.
-The NEP 2020 aims at making “India a global knowledge superpower”
National Education Policy - 2020, National Education Policy by Mr.Narendra Modi government, Modi Governement's National Education Policy, NEP, Modi's NEP
National Education Policy 2020 Present updates: One of the stated aims of the policy is to instill a “deep-rooted pride” in being Indian, not only in thought, but also in spirit, intellect, and deeds, as well as to develop knowledge
Education must build character, enable learners to be ethical, rational, compassionate and caring while at the same time prepare them for gaining employment.
TOLENTINO, Lhoraine C. - Education Theories, Practices, Issues and Concerns i...Lhoraine Tolentino
Comparison of Singapore and Philippines Educational System
Since becoming an independent republic in 1965, it has transformed from an impoverished island with no natural resources and a mostly illiterate population to a country of 5.8 million people whose living standards match those of the most highly-developed industrial nations.
Singapore hopes to encourage lifelong learning for all Singaporeans, in ways that bring them satisfaction and meaning.
An insight on the New National Education Policy 2020.Information that all the parents, students and educationalist must be aware of. Look into the
perks of education. Pay attention to the details as it is your CHILD'S education.
Revamping Teacher Education: suggestions from Prof Poonam Batra Committee Rep...orfcaser
A presentation that was used to guide the discussion and brainstorming on a few key points that have been put forward in Prof Poonam Batra Committee Report, with a group of Teacher Educators in Mumbai
Prof H Abdul Azeez On Religious Resources for Peace and Friendship: Islamic ...Abdul Azeez H
EXAMINING THE CURRENT TRENDS AND PROSPECTS OF VIOLENT EXTREMISM IN SOUTHEAST ASIA
AN INITIATIVE DIRECTLY ALIGNED WITH THE ASEAN PLAN OF ACTION.
Mindanao, Philippines
RELIGIOUS RESOURCES FOR PEACE AND FRIENDSHIP: ISLAMIC TREND
RAMDHAN 21:AN INTERFAITH DIALOGUE ON LESSENING ENTRIES OF RADICALIZATION
Gender Statutory Protection and Social Legislation of Women and ChildrenAbdul Azeez H
This Lecture focuses on the place of women,
Need for special legislation for women and children, and the existing legislation such as The Criminal Law (Amendment) Act, 2013
Sexual Harassment of Women at Workplace (Prevention, Prohibition and Redressal) Act 2013
Protection of Women from Domestic Violence Act, 2005
Indecent Representation of Women (Prohibition) Act, 1986
Immoral Traffic (Prevention) Act, 1956
Dowry Prohibition Act, 1961
Medical Termination of Pregnancy Act, 197
Pre-Natal Diagnostic Techniques ( Prohibition of Sex –section) Act, 1994
The Special Marriage Act, 1954
The Hindu Marriage Act, 1955
Hindu Succession Act, 1956 (as amended 2005)
Employees State Insurance Act, 1948
The Plantation Labour Act, 1951
The Family Courts Act, 1954
Maternity Benefit Act, 1961 (Amended in 1995)
The Contract Labour (Regulation and Abolition) Act, 1976
The Equal Remuneration Act, 1976
The Factories Act, 1948 as amended in 1986
Commission of Sati (Prevention) Act, 1987
DR. H. ABDUL AZEEZ ON BIODIVERSITY & HUMAN RIGHTS Abdul Azeez H
Man depends on the nature in many ways, but mainly for the subsistence of life, water, food and shelter. This relationship demonstrates the closeness of nexus between man, environment and the biodiversity. The basic needs of Man can be acquired from this very nature only. The basic human right of Man is the peaceful enjoyment of life without any threat or danger. However, due to the advancement of human society, man heavily indulged in the utilization of environment. The advancement of man in the recent past, more precisely, after the industrial revolution, has taken momentum which, in turn, has aggravated the destruction of nature in manifold globally. There are two prominent issues connected with the conservation of environment and biodiversity: preserving the life of living beings, on the one hand; and survival of human beings in a decent way, on the other hand. If used wisely, the environment can provide the living beings an opportunity to enhance the quality of life. However, there is unwise use causing dangerously increasing levels of pollution in air, water, and environment; and irreparable destruction of natural resources. Human Rights Commission’s Expert committee on biodiversity and human rights warns that the loss of biodiversity may interfere with the enjoyment of a wide range of human rights, including the rights to life, health, food, livelihood, water, housing, and culture
Dr. H. Abdul Azeez: Protection of Human Rights from the Police-Regional SystemsAbdul Azeez H
The measures that are being taken by the Countries to prevent the violation of human rights by the police differ widely in its effectiveness. The disparity among the nations accentuate for super national bodies on regional basis for the effective protection of human rights from the police. There exist European, Inter-American, African, Minsk and Arab regional systems for the protection of Human rights on super national basis. Regional systems also differ in protecting the human rights from the police mainly due to the socio-economic and cultural diversities that exist in the regions. An overview as to how effective is the regional mechanisms in protecting human rights from the police.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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Prof. Dr. Abdul Azeez H on National Education Policy 2020
1. WELCOME TO THE SPECIAL
LECTURE ON
NEW EDUCATION POLICY 2020
At Govt. Law College,
Ernakulam, Kerala
By
Prof. (Dr.) H Abdul Azeez
BSc. (Hons.), LL.B. (AMU). LL.M. (KU), LL.M. (Europe), Ph.D.
Dean, Crescent School of law,
Chennai-48
Date: 24.03.2021 1
2. PRESENTATION OVERVIEW
Backdrops New Education Policy (NEP) 2020
Major changes
Implementation of Reforms
Language in School Education
Four-year multi-disciplinary bachelor’s
programme
Master’s Programme & Ph.D. Programmes
Higher education by Foreign Universities
Critical Evaluation
2
3. BACKDROP OF NEP 2020
NEP is a comprehensive framework to guide the development of
education in the country.
The need for a policy was first felt in 1964 and a 17-member
Education Commission, headed by then UGC Chairperson D S Kothari,
was constituted to draft a national and coordinated policy on
education.
Based on the suggestions of this Commission, Parliament passed the
first education policy in 1968.
The second in 1986, under Rajiv Gandhi regime.
The NPE of 1986 was revised in 1992 when P V Narasimha Rao was
Prime Minister.
The third is the NEP 2020
3
4. The NEP 2020 brings in school education:
• Significant shift from the 1986 policy, which follows
10+2 structure of school education
• NEP 2020 introduces 5+3+3+4 design of school
education:
• Foundational Stage (the age groups 3-8 years)
– 3 years of pre-primary school and Grades 1, 2
• Preparatory Stage (the age groups 8-11 years)
– Grades 3,4,5
• Middle Stage (the age groups 11-14 years)
– Grades 6,7,8
• Secondary Stage (the age groups 14-18 years)
– Grades 9,10,11,12
Major Changes
4
5. • ECCE system will be introduced for 3-6
years older children.
• Anganwadi Centres will be provided with good
infrastructure, play equipment and well-trained
Anganwadi workers/teachers.
• Anganwadi workers/ teachers will be under the
supervision of the Resource Centres of the School
Education Department.
• Monthly contact classes and Training will be given to the
Anganwadi teachers.
5
Establishment of Early Childhood Care
and Education (ECCE)
6. • Emphasis of NEP 2020 for school education in
mother tongue/ regional language
The medium of instruction until at least Grade 5, but preferably till
Grade 8 and beyond, will be the home language/mother-tongue/local
language.
The provision on mother tongue as medium of instruction was not
compulsory for States as “education is a concurrent subject. This is the
reason the policy clearly states that pupils will be taught in their mother
tongue or regional language ‘wherever possible’.
Sanskrit will be offered at all levels of school and higher education as an
important, enriching option for students.
The three-language formula will continue to be implemented
English Medium Schools?
Language of School education
6
7. • Curriculum content will be reduced in each subject to
its core essentials:
• This will give space for critical thinking and more holistic,
discovery-based, discussion-based, and analysis-based learning.
• Students will be given increased flexibility and choice
of subjects to study, particularly in secondary school:
• Separate subjects in physical education, the arts, and vocational
crafts.
• There will be no hard separation among ‘curricular’,
‘extra-curricular’, or ‘co-curricular’ areas, among ‘arts’,
‘humanities’, and ‘sciences’, or between ‘vocational’ or
‘academic’ streams.
7
Curriculum content
8. BAGLESS LEARNING
• Every student will take a fun course:
• during Grades 6-8
• that gives a survey and hands-on experience of a sampling of
important vocational crafts, such as carpentry, electric work, metal
work, gardening, pottery making, etc.
• Bagless days will be encouraged throughout the year for various
types of enrichment activities involving arts, quizzes, sports, and
vocational crafts.
• Children will be given periodic exposure to activities:
• outside school through visits to places/monuments of historical,
cultural and tourist importance, meeting local artists and craftsmen
and visits higher educational institutions in their
village/Tehsil/District/State.
8
9. SCHOOL BAG WEIGHT
• Significantly reduce the weight of school bags
and textbooks that students are asked to
carry to and from school on a daily basis
• Concerted efforts will be made by NCERT,
SCERTs, schools and educators, etc.
HEALTH
• Basic training in health, including preventive
health, mental health, nutrition, personal
and public hygiene, and first-aid will also be
included in the curriculum.
9
10. CLUBS & CIRCLES
• Topic-centered and Project-based Clubs and
Circles will be highly encouraged and
supported at the levels of schools, school
complexes, districts, and beyond.
• Science Circles, Maths Circles, Music Circles,
Performance circles, Chess Circles, Poetry Circles,
Language Circles, Drama Circles, Debate Circles, Sports
Circles, and so on.
10
11. SCHOOL TEACHERS
• 4-year integrated B.Ed. programmes will be
introduced.
• Teacher Eligibility Tests (TETs) will be
strengthened.
• For subject teachers, suitable TET or NTA test
scores in the corresponding subjects will also be
taken into account for recruitment.
• Teachers will be given more autonomy in
choosing finer aspects of pedagogy.
• By 2030, the minimum degree qualification for
teaching will be a 4-year integrated B.Ed.
Degree.
11
12. • The primary purpose of assessment will be for learning.
• The entire schooling system continuously revise teaching-learning
processes to optimise learning and development for all students.
• The current system of secondary school exams do much harm.
• This includes the Board exams and Entrance exams
• This results in coaching culture of today
• This replaces valuable time for true learning with excessive exam
coaching and preparation.
• These exams also force students to learn a very narrow band of
material in a single stream, rather than allowing the flexibility and
choice that will be so important in the education system of the
future.
12
REPLACING CURRENT EXAM SYSTEM
13. • While the Board exams for Grades 10 and 12 will
be continued, the existing system of Board and
entrance examinations shall be reformed to
eliminate the coaching classes.
• Board exams will be redesigned to encourage
holistic development, to reverse these harmful
effects of the current assessment system.
• Students will be able to choose many of the
subjects in which they take Board exams,
depending on their individualized interests.
13
14. • Board exams will also be made ‘easier’, in the sense that
they will test primarily core capacities/competencies
rather than months of coaching and memorization.
• Any student who has been going to and making a basic
effort in a school class will be able to pass and do well in
the corresponding subject Board Exam without much
additional effort.
• To further eliminate the ‘high stakes’ aspect of Board
Exams, all students will be allowed to take Board Exams
on up to two occasions during any given school year,
one main examination and one for improvement, if
desired.
14
15. • The National Assessment Centre for School
Education (NACSE) shall be a standard-setting
Body under the Ministry of Education (MoE).
• The principles for university entrance exams will
be similar; the National Testing Agency (NTA)
will work to offer high-quality common aptitude
test.
• Students will be able to choose the subjects that
they are interested in having tested, and each
university will be able to see each student’s
individual subject portfolio and admit students
into their programmes based on individual
interests and talents.
15
16. • All types of institutions will have the option
to run Open Distance Learning (ODL) and
Online Programmes.
• However, such institutions must be
specifically accredited for ODL.
• Phasing out the system of ‘affiliated colleges’
over a period of fifteen years.
• By 2025, the maximum number of colleges
that can be affiliated by a University shall not
exceed 300.
16
17. • The undergraduate degree will be of either 3 or 4-
year duration, with multiple exit options within this
period
• after one year with a certificate,
• after two years with a diploma, and
• after three years with a bachelor’s degree.
• Four-year bachelor’s programmes includes
research work too.
• The 4-year multidisciplinary Bachelor's programme,
however, shall be the preferred option since it
allows the opportunity to experience the full range
of holistic and multidisciplinary education.
Four-year multi-disciplinary Bachelor’s
Programme
17
18. • After four year bachelor, a student would be
able to enter a research degree programme
directly depending on how well he or she has
performed.
• An Academic Bank of Credit (ABC) shall be
established which would digitally store the
academic credits earned from various
recognized HEIs so that the degrees from an HEI
can be awarded taking into account credits
earned.
18
19. • HEIs will have the flexibility to offer different
designs of Master’s programmes:
• Two-year Master’s programme with the second year
devoted entirely to research for those who have
completed the three-year Bachelor’s programme;
• One-year Master’s programme for students completing
a four-year Bachelors programme with Research
• Integrated five-year Bachelor’s/ Master’s programme.
• Undertaking a PhD shall require either a Master’s
degree or a 4-year Bachelor’s degree with Research.
• The M.Phil. programme will be discontinued. 19
MASTER’S AND PhDs
20. • Model public universities for holistic
education, at par with IITs & IIMs called as
MERUs will be set up and will aim to reach
the global status.
• Opportunities for PhD students to assist
faculty as teaching assistants will be created
as part of all PhD programmes.
20
Multidisciplinary Education and Research
Universities (MERU)
21. • Universities from among the top 100 in the world will be able
to set up campuses in India.
• High performing Indian universities will be encouraged to set
up campuses in other countries
• India will be promoted as a global study destination
providing premium education at affordable costs thereby
helping to restore its role as a Vishwa Guru.
• An International Students Office at each HEI hosting foreign
students will be set up to coordinate all matters relating to
welcoming and supporting students arriving from abroad.
• Research/teaching collaborations and faculty/student
exchanges with high-quality foreign institutions will be
facilitated, and relevant mutually beneficial MOUs with
foreign countries will be signed.
Higher Education by Foreign Universities
21
22. • Using technology platforms such as SWAYAM
(Study Webs of Active Learning for Young
Aspiring Minds)/ DIKSHA (Digital Infrastructure
for Knowledge Sharing) for online training of the
teachers shall be encouraged so that
standardised training programmes can be
administered to large number of teachers within
a short span of time.
• Vocational education will be integrated into all
educational institutions in a phased manner
over the next decade.
• Focus areas will be chosen based on skills gap
analysis and mapping of local opportunities, and
technical and vocational education will become
part of the larger vision of holistic education.
22
23. • An autonomous body, the National Educational Alliance
for Technology (NEAT), will be created to provide a
platform for use of technology to enhance learning,
assessment, planning, administration, and so on, both for
school and higher education.
• The aim of NEAT will be to provide on a single portal
various educational technology solutions that are tested
for their robustness for improving the learning
experience, with a special focus on the needs of the
students with disabilities.
• A rich variety of educational software will be developed
and made available for students and teachers at all levels.
• Teaching-learning e-content will continue to be developed
by all States in all regional languages, as well as by the
NCERT (including CIET), CBSE, NIOS, and other
bodies/institutions, and will be uploaded onto the
National Teacher’s Portal.
23
24. Higher Education Commission of India (HECI)
• UGC and AICTE will be abolished.
• Higher Education Commission of India (HECI) will be set up.
• The HECI will have four divisions under it, namely,
i. National Higher Education Regulatory Council, for
regulating higher education sectors;
ii.Higher Education Grants Council, for carrying out
funding and financing of higher education;
iii.National Accreditation Council, for the accreditation of
institutions; and
iv.General Education Council, for regulating the
academic standards and learning outcomes in higher
education programmes.
24
25. The NEP only provides a broad direction and is not
mandatory to follow.
Since education is a concurrent subject (both the
Centre and the State Governments can make laws on
it), the reforms proposed can only be implemented
collaboratively by the Centre and the States.
The Government has set a target of 2040 to
implement the entire policy.
Implementation of Reform
25
26. • Focus of the basic purpose of School education
(i.e. to create good citizens with values) is not
given much emphasize.
• Private institutions will come up enormously
• Opening up of Foreign Universities will create
unfair competition in Education
• Marginalised sections are still marginalised
• Employability and umemployment will be a
major problem
Critical view
26
27. • School Teaching is one of the low-paid
professions in India.
• There is no practical solution for reducing the
competition for Demanding Professions.
• Sufficient funding is a crucial factor.
• Schooling in Local/regional Language may
restrict mobility from one state to another.
Critical view
27
28. Thank You....
28
Prof. (Dr.) H Abdul Azeez
Former:
• Legal Advisor, CRAE, London, UK
• Judicial Magistrate in Kerala, India
• Head of Dept. (Law), Kerala Police Academy, India
• Director, Aligarh Muslim University Malappuram
Centre, India
Mobile: +91 8281 889 889
Email: azeezhma@gmail.com