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Measuring Education Performance in India and Suggestions for Improvement

The challenges of the Indian Education system are varied. On the one hand, there is a need for quality teachers, improved infrastructure, appropriate curriculum, and efficient governance structures. Conversely, an assortment of actors is also supposed to make sense of this mesh. Mudaliar Commission1 was established in 1952 regarding secondary education and suggested diversifying the school curriculum, making vocational education part of the course. Kothari Commission2, or the National Education Commission in 1966, was the first policy initiative by the Government of India to streamline school education in the country. An important recommendation was to standardise the education system into the 10+2+3 format in India. Education became part of the concurrent list from the state list under the Forty Second Amendment Act, 1976, brought in during the emergency3. National Policy of Education (NPE) was brought under the Rajiv Gandhi Administration in 1986 (later modified in 1992).4 It launched ‘Operation Blackboard’ to improve the primary education status across the country.Sarva Shiksha Abhiyan under the Atal Bihari Vajpayee government made universalising primary education a mission, and the Right to Education was made into a fundamental right. National Education Policy (NEP) 20205 is the latest policy intervention brought by the Narendra Modi government after a gap of almost three decades. The Union Cabinet adopted the National Education Policy 2020 on July 29, 2021. The focus of NEP 2020 is different from previous policies in that it puts a lot of weight on the quality of education.

The vision of the policy aspires to ‘provide high-quality education to all and thereby make India a global knowledge superpower’6. Some of the commitments in the policy include:7

 

  1. Changing the school structure from the current 10+2 to 5+3+3+4 model to make learning more holistic.
    (Source: NEP 2020)

 

  1. Focus on Early Childhood Care and Education (ECCE).
  2. Achieve the goal of universal foundational literacy and numeracy in primary schools by 2025.
  3. Expose at least half the school and higher education students to vocational training by 2025.
  4. Adopt innovative mechanisms to group or rationalise schools by 2025.
  5. Ensure all students are school-ready when they enter school in first grade by 2030.
  6. Prioritise bringing out-of-school children back into the educational fold. Aim to stop further drop out from schools and achieve 100% enrolment from preschool to grade 12 by 2030.
  7. Making teacher education multidisciplinary by 2030.

These commitments are ambitious and an uphill task given the current state of schools in India8. 1.5 million schools, 265.2 million children, and 9.5 million teachers9 are at stake, and the economic cost of failing this demographic will be enormous.

Peter Drucker is attributed to the quote, ‘What can’t be measured, can’t be improved.’ India doesn’t have the challenge of measurement per se, but it is ineffective at using the data collected for improvement. Some multiple datasets and indexes fail to guide policymakers in making informed choices—for instance, the challenge of zero-enrolment schools. Several state governments like West Bengal10 and Arunachal Pradesh11 have shut down zero-enrolment schools, which were opened to comply with the Right to Education policy but hadn’t seen any admission for a long time. It is also important to define objectives towards which performance is being measured. Currently, whatever measure happens is used to rank states and districts, and the expectation is that a sense of competition will motivate lagging regions to perform better. Ideally, this exercise should be able to define factors causing a particular set of schools to outperform other schools in the same area.

This essay examines methods currently used to generate data and measure performance in India and explores the feasibility of employing sixteen equity indicators12 prepared by the National Academy of Sciences, Engineering, and Medicine in the United States.

Existing performance measuring mechanisms:

Unified District Information System For Education Plus (UDISE+)13

The District Information System for Education (DISE) was piloted in 1995 to measure and monitor the implementation of the government scheme for primary grades. A similar management system, SEMIS, was launched for grades 9-12 in 2008-09. A ‘Unified District Information System for Education’ (UDISE) was prepared by integrating DISE and SEMIS in 2012-13. An updated version of UDISE called UDISE+ was introduced in 2018-19 with improved mapping, capture and verification of data.

UDISE+ isn’t an index but an elaborate collection of data on school management, student enrolment in different categories, the number of teachers, etc. It also measures data on various infrastructure developments, such as toilets for girls and boys, libraries, computer labs, the Internet, etc. UDISE+ then presents specific findings that are basic representations of cumulative data without analysis.

National Achievement Survey (NAS)14

NAS is a national-level survey that identifies learning level outcomes for students in classes three, five, eight, and ten. The purpose of the survey is to identify continuous learning and skill gaps. The first NAS survey was conducted in 2017; the latest was in 2021. It measured students in classes three and five on language, math, and environmental science; class eight kids on language, math, science, and social science; and class ten students on language, math, science, social science, and English.

Performance Grading Index (PGI)15

Introduced in 2017-18, PGI was developed to provide insights into the status of school education across India. PGI collects data from the Department of School Education and Literacy, MoE and the following sources:

  1. Unified District Information System for Education (UDISE+)
  2. National Achievement Survey (NAS) of NCERT
  3. Mid-Day Meal website (MDM portal)
  4. Public Financial Management System (PFMS)
  5. Shagun PortalEL (This portal was launched in 2019 to integrate .23 million education websites across India.)

Methodology

PGI measures seventy indicators under two main categories: outcomes and governance & management. Under the outcomes category, there are four domains:

  1. Learning Outcomes And Quality (measures nine indicators obtained from Shagun and NAS)
  2. Access (measures eight indicators obtained from UDISE+ and Shagun)
  3. Infrastructure & Facilities (measures 11 indicators obtained from UDISE+, Shagun and MDM portal)
  4. Equity (measures 16 indicators obtained from NAS, UDISE+ and Shagun)

The governance and Management category measures one domain: governance processes (it measures 26 indicators obtained from UDISE+ and Shagun).

(Source: PGI 2020-21 Report)

 

School Education Quality Index (SEQI)16

NITI Aayog developed the School Education Quality Index (SEQI) to evaluate the performance of schools in states and UTs. The index focuses on outcomes, strengths, and weaknesses and helps with policy interventions. The first report was launched in 2019.

SEQI measures two categories under outcomes and governance processes. Outcomes are further divided into four domains.

Category 1: Outcomes

  • Domain 1: Learning Outcomes
  • Domain 2: Access Outcomes
  • Domain 3: Infrastructure & Facilities for Outcomes
  • Domain 4: Equity Outcomes

Category 2: Governance Processes Aiding Outcomes

(Source: School Education Quality Index, 2019)

 

Challenges with current measurements:

  1. The Performance Grading Index is a very elaborate exercise, given its reliance on 70 varied indicators that source information from multiple portals. The data used by PGI is challenging to access, and the platform for interacting with the index isn’t very user-friendly.
  2. The National Achievement Survey interface is interactive but has too many data points in one window. Also, the averages are compared among districts and states; there can be a more efficient way to compare data instead of averages, which hides information on inequality.
  3. The National Achievement Survey isn’t an annual feature. The first survey was in 2017, and the second was in 2021. To see year-on-year growth, this survey has to be a yearly feature. No other national survey happens at such a scale.
  4. The National Achievement Survey should be used to identify skill gaps in language, math, and science, which will help policymakers plan and allocate resources more efficiently.
  5. The equity indicators under the PGI and NAS measure the difference in math and language performance between scheduled caste and general category students, rural and urban students & minorities and general category students. Some indicators measure infrastructure facilities for children with special needs and boy and girl toilets. However, more than these data points are needed to understand or measure performance and learning outcomes gap
  6. UDISE+ data is elaborate regarding physical and social infrastructure, but the interface needs to become more user-friendly, allowing comparisons across years. It also needs to depict the growth trajectory of the factors it measures.
  7. Data on Midday Meals isn’t centrally available. Different states provide this information differently without a uniform format.
  8. Shagun Portal needs to be reworked entirely as the interface could be better.
  9. The School Education Quality Index hasn’t been published since 2019. Data management methods need to be overhauled and made more scientific. In 2016, a group of scientists and organisations published an article in Scientific Data that presented guiding principles on scientific data management. These are called the FAIR principle, which means data should be Findable, Accessible, Interoperable, and Reusable17.

Building Equity Indicators for India

The National Academy of Sciences, Engineering and Medicine, US, set up a committee which came out with a report in 2019 titled ‘Monitoring Educational Equity’18.  The report identifies 16 key indicators that may affect students’ education, such as ‘differences in the conditions and structures in the education system’. These indicators have been chosen to highlight gaps and their potential causes and look for interventions to fill them. The report proposes to measure inequities under two categories:

  1. ‘Disparities in Outcomes’: to assess disparity in academic performance
  2. ‘Equitable Access to Resource and Opportunities’

The attributes of such indicators, as per the report, are:

  1. Able to measure academic outcomes over time.
  2. Bring out disparity among subgroups within populations.
  3. Indicators should be helpful across different geographies and at different times.
  4. Grade level appropriateness.
  5. Factor in a context that impacts education.
  6. Frequently produce an easy-to-understand summary of statistics.
  7. Use scientifically sound methods.
  8. Include continuous inputs from relevant research or other developments.

Disparities in Outcomes

Domain A: Kindergarten Readiness

Various studies in neuroscience suggest that around 85% of a child’s brain development happens by the age of 619. The early years of education are critical in a child’s overall development. Proper interventions at this stage can help bridge gaps among children from disadvantaged backgrounds. The report suggests measuring disparity in two skills under this domain.

  1. Indicator 1: Disparity in Reading and Numeracy skills
  2. Indicator 2: Disparity in Self-regulation and Attention skills

Reading and numeracy skills can be measured using the National Achievement Survey. While the National Curriculum Framework, 200520 focuses on skills like discipline, attention, etc., they must be incorporated into early childhood educators’ training.

Domain B: K–12 Learning and Engagement

Attendance and performance in school tests are directly and positively relevant to learning and attainment. Measuring group differences can help narrow down the gaps.

  1. Indicator 3: Disparity in attendance
  2. Indicator 4: Disparity in overall performance and being on track to finishing schools
  3. Indicator 5: Disparity in reading, math and science scores.

Shagun portal provides attendance data and indicators the National Achievement Survey can cover 4 & 5.

Domain C: Educational Attainment

Education is a means to better opportunities and an improved lifestyle. Ideally, education in schools should be able to prepare students for college and financial opportunities.

  1. Indicator 6: Disparity in graduating on time
  2. Indicator 7: Disparity in readiness for after-school opportunities like college, employment opportunities, or armed forces.

Annual board results will be used to identify gaps in on-time graduation. Currently, there is no mechanism to capture post-secondary education avenues for children.

Equitable Access to Resources and Opportunities

Domain D: Extent of Racial, Ethnic, and Economic Segregation

A child’s exposure depends on the peers they study along and grow with. Schools in low-income areas or with most students from low-income or disadvantaged groups tend to perform poorly, leading to poor opportunities later.

  1. Indicator 8: Disparity in the concentration of poverty or the presence of diverse groups of students in the school.

The UDISE + surveys can capture this data. Section 12 1(c) of the Right to Education21 promises admission to up to twenty-five percent of the maximum capacity of seats in class 1 to economically weaker and disadvantaged children. It provides them with free and compulsory education until school completion. Effective implementation of this section will increase the diversity within schools.

Domain E: Equitable Access to High-Quality Early Learning Programs

Pre-elementary schools play a vital role in kindergarten readiness and the child’s overall development. Geography, economic conditions, and family background influence access to pre-elementary education. Access to high-quality early learning programs can lead a child to different life paths.

  1. Indicator 9: Disparities in access to and participation in high-quality pre-elementary programs.

The National Education Policy has focused on early childhood education and care (ECCE). It suggests delivering high-quality pre-elementary education by building well-ventilated, well-designed, child-friendly, and well-constructed infrastructure. Also, ECCE centres should be co-located with Anganwadi (rural childhood care centre) or existing primary schools wherever possible. This can be incorporated and measured through the UDISE+.

Domain F: Equitable Access to High-Quality Curricula and Instruction

Access to a rigorous curriculum and quality teachers play a critical role in a child’s learning process. Exposure to a diverse curriculum, including science, geography, economics, technology, laboratories, languages, art, and history, makes students well-rounded. A single teacher can inspire an entire classroom, but there needs to be conclusive evidence on what teacher traits contribute to student achievement and outcomes. Experienced and more qualified teachers should be distributed equitably rather than in a concentrated manner.

  1. Indicator 10: Disparities in access to experienced and qualified teachers in diverse subjects.
  2. Indicator 11: Disparities in access to and enrolment in rigorous coursework like programs and international baccalaureate.
  3. Indicator 12: Disparities in curricular breadth with absence in availability of subjects like economics, geography, etc.
  4. Indicator 13: Disparities in access to high-quality academic support like tutoring.

Indicators 10, 12, and 13 can be easily measured using the UDISE+ and database. For Indicator 11, state governments or CBSE can take the initiative to adapt to rigorous curricula phase by phase.

Domain G: Equitable Access to Supportive School and Classroom Environments

Physical and emotionally safe environments address a child’s socio-emotional and academic requirements. While there is a focus on building safer infrastructure, more emphasis has to be placed on supportive environments by providing access to counselling staff, social services, etc.

  1. Indicator 14: Disparities in school climate regarding perception of safety, support, trust, etc.
  2. Indicator 15: Disparities in non-exclusionary discipline practices like suspensions and expulsions
  3. Indicator 16: Disparities in non-academic support for student success

Indicator 14 can be measured by adding it to the National Achievement Survey. It can also be measured by involving school management committees. Indicator 16 can be measured through the UDISE+. However, the available data sources have no mechanism to measure indicator 15.

Conclusion

National Education Policy 2020 talks of Socio-Economically Disadvantaged Groups (SEDGs) like the scheduled castes, tribes, minorities, children with special needs and women as underrepresented, cutting across all inequities. It mentions the disparity due to lack of access, quality of good schools, teachers and poor infrastructure. As the Indian economy grows, these disparities have to be reduced. The current education system will provide the bedrock that India requires for the skilled workforce; if attention is not paid to building an equitable landscape, India might face unintended consequences. Hence, it must improve performance measurement in school education and build indicators enabling policymakers to make informed decisions.

Author Brief Bio: Aaditya Tiwari is a governance and sustainable development professional who graduated from SIPA, ColumbiaUniversity. He has a decade of experience in India’s development sector, including roles at think tanks,political administration, and the UN.

References

  1. “75th Independence day, education policies in India, New education policy, NEP, education post-independence education news | Education News.” India TV News. Accessed December 16, 2022. https://www.indiatvnews.com/education/news-75th-independence-day-nep-2020-and-other-major-education-policies-post-independence-726285.
  2. “National Policy on Education 1968.” n.d. Government of India, Ministry of Education. Accessed December 16, 2022. https://www.education.gov.in/sites/upload_files/mhrd/files/document-reports/NPE-1968.pdf.
  3. The Hindu. 2022. “Transfer of ‘education’ to concurrent list during the Emergency has upset India’s federal structure, T.N. govt tells HC.” October 17, 2022. https://www.thehindu.com/news/national/tamil-nadu/transfer-of-education-to-concurrent-list-during-the-emergency-has-upset-indias-federal-structure-tn-govt-tells-hc/article66022410.ece.
  4. “npe86-mod92.pdf.” n.d. Ministry of Human Resource Development. Accessed December 16, 2022. http://www.education.nic.in/policy/npe86-mod92.pdf.
  5. “National Education Policy 2020.” n.d. Ministry of Education. Accessed December 12, 2022. https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf.
  6. Ibid.
  7. Ibid.
  8. “ASER 2021.” n.d. ASER Centre. Accessed December 12, 2022. http://www.asercentre.org/Keywords/p/394.html.
  9. d. UDISE+ Dashboard. Accessed December 12, 2022. https://dashboard.udiseplus.gov.in/#/home.
  10. 2021. “West Bengal shuts schools with zero enrolment.” December 8, 2021. https://www.educationworld.in/west-bengal-shuts-schools-with-zero-enrolment/.
  11. The Indian Express. 2020. “Arunachal govt to close down zero enrolment schools: Education Minister.” March 2, 2020. https://indianexpress.com/article/education/arunachal-govt-to-close-down-zero-enrolment-schools-education-minister-6295945/.
  12. National Academies of Sciences, Engineering, and Medicine. 2019. Monitoring Educational Equity. Washington, DC: The National Academies Press. https://doi.org/10.17226/25389.
  13. d. UDISE+. Accessed December 16, 2022. https://udiseplus.gov.in/#/page/publications.
  14. NAS Gov. https://nas.gov.in/.
  15. d. Performance Grading Index (PGI). Accessed December 16, 2022. https://pgi.udiseplus.gov.in/#/home.
  16. Ahmad, Junaid K., and Cristian Aedo. n.d. “” | NITI Aayog. Accessed December 16, 2022. https://www.niti.gov.in/sites/default/files/2019-09/seqi_document_0.pdf.
  17. “What are the FAIR Data Principles? | Augustus C. Long Health Sciences Library.” 2022. Augustus C. Long Health Sciences Library. https://library.cumc.columbia.edu/insight/what-are-fair-data-principles.
  18. National Academies of Sciences, Engineering, and Medicine. 2019. Monitoring Educational Equity. Washington, DC: The National Academies Press. https://doi.org/10.17226/25389.
  19. The Hindu. 2019. “Focussing on the critical years of a child’s life.” July 31, 2019. https://www.thehindu.com/opinion/op-ed/focussing-on-the-critical-years-of-a-childs-life/article28762478.ece.
  20. “NATIONAL CURRICULUM FRAMEWORK.” NCERT. https://ncert.nic.in/pdf/nc-framework/nf2005-english.pdf.
  21. “Right to Education | Ministry of Education, GoI.” n.d. School Education. Accessed December 16, 2022. https://dsel.education.gov.in/rte.

Visit of IPIS Delegation

India Foundation hosted a delegation from Institute for Political and International Studies (IPIS), Iran, led byHis Excellency Dr Iraj Elahi, Ambassador of Iran to Indiaon 29 August, 2024 and held a wide range of discussions on various issues.

Panel Discussion on “Changing Face of Europe”

India Foundation in collaboration with India Habitat Centre organised a panel discussion on “Changing Face of Europe” on 28 August, 2024. The session was addressed by Amb Ruchi Ghanashyam, Former Secretary (West), MEA and Former High Commissioner to the United Kingdom; Mr Côme Carpentier De Gourdon, Distinguished Fellow, India Foundation andProf Gulshan Sachdeva, Former Chairperson, Centre for European Studies, JNU. The session was moderated byCaptain Alok Bansal, Director, India Foundation.

8th International Dharma Dhamma Conference 2024

India Foundation in collaboration with Gujarat University, organised the 8th International Dharma Dhamma Conference, on 23-25 August 2024 at Gujarat University, Ahmedabad, Gujarat, India. The theme for this year’s conference was “Cosmology in Dharma and Dhamma”. The conference witnessed the participation of scholars from 17 countries and explored the cosmological perspectives within Dharmic traditions and examined their relevance in the contemporary world. This prestigious gathering saw participation from over 400 scholars and intellectuals representing 17 countries. More than 50 distinguished keynote and plenary speakers delivered and engaged in different sessions, while 120 scholars presented research papers on various sub-themes.

Inaugural Session

The inaugural session of the 8th International Dharma Dhamma Conference was held on 23 August 2024 at the Convention Centre Hall, Gujarat University, Ahmedabad, Gujarat, India. The Hon’ble Vice President of India, Shri Jagdeep Dhankhar, graced the event as the Chief Guest. The session also featured addresses from prominent dignitaries, including Shri Acharya Devvrat, Hon’ble Governor of Gujarat, Shri Bhupendra Patel, Hon’ble Chief Minister of Gujarat, and Swami Shri Govinda Dev Giri Ji Maharaj, Treasurer, Shri Ram Janmabhoomi Teerth Kshetra Trust. Prof. Neerja A Gupta, Vice Chancellor of Gujarat University, warmly welcomed the attendees, emphasising the vital role cosmology plays in shaping the philosophical and cultural paradigms of the Indian subcontinent.

 

The session began with welcome remarks by Swami Shri Govinda Dev Giri Ji Maharaj, Treasurer, Shri Ram Janmabhoomi Teerth Kshetra Trust and Head of the Organising committee of the 8th International Dharma Dhamma Conference. He stated, “Bharat has given the whole world the light of knowledge in every walk of human life…We welcome all the delegates who have come from different countries of the world to this land of compassion, universal brotherhood, and knowledge.”

Furthermore, Prof. Neerja A. Gupta, Vice Chancellor, Gujarat University, delivered the Introductory remarks. In her address, she welcomed all the dignitaries, speakers, and delegates who have joined to realise ‘एकम् सत् विप्रा बहुधा वदन्ति’ (the truth is one, the wise call it by different names).

On this occasion, the Hon’ble Chief Minister of Gujarat, Shri Bhupendra Patel in his address highlighted Gujarat’s spiritual and historical legacy, saying, “This land is at the confluence of Dharma and Dhamma.” He further mentioned the ancient presence of Buddhism in Vadnagar, Gujarat, the hometown of the Hon’ble Prime Minister of India, Shri Narendra Modi. He further expressed confidence that the conference would strengthen unity among nations and accelerate development.

Furthermore, while addressing the august gathering, Shri Acharya Devvrat, Hon’ble Governor of Gujarat, remarked, “Dharma and Dhamma are the guiding principles that, when followed, bring happiness to both the practitioner and those who encounter it. It encompasses the essence of simplicity, kindness, compassion, and courage—qualities that form the foundation of a meaningful and virtuous life.”

 

In his inaugural address, the Hon. Vice-President Shri Jagdeep Dhankhar underlined the importance of understanding everyone’s Dharmic duty, which integrates scientific inquiry and spiritual wisdom. He further highlighted that this holistic approach is crucial in contemporary times. He remarked “From Vedic traditions of India to the Buddhist philosophies, the concepts of Dharma and Dhamma have provided us a shared heritage of wisdom, compassion, and righteousness. The timeless relevance of these principles is evident in our cultural, social, and spiritual landscapes.”He also appealed to the audience to demand from their leaders that they follow their ‘Constitutional Dharma’.

Ministerial Session

The Ministers’ Session, chaired by Prof. Neerja A Gupta, Vice Chancellor of Gujarat University, saw the participation of ministers from Bhutan, Sri Lanka, Nepal, and Cambodia. The session focused on the practical applications of Dharmic cosmology in governance and cultural preservation.

 

Mr. Tshering, Hon’ble Home Minister of Bhutan, discussed the importance of cosmological awareness in shaping compassionate and sustainable public policies. Mr. Vidura Wickramanayaka, Hon’ble Minister of Buddhasasana, Religious, and Cultural Affairs, Sri Lanka, highlighted the strength of the Dharmic and Dhammic ties between India and Sri Lanka. Similarly, Mr. Badri Prasad Pandey, Hon’ble Minister of Tourism, Government of Nepal, stressed the importance of cooperation for improving cross-border infrastructure and mobility for religious tourism between India and Nepal. Mr. Ngoun Sdechpheakdey, Hon’ble Secretary of State, Ministry of Cults and Religions, Government of Cambodia highlighted the significance of Dharma Dhamma traditions in Cambodia and the possible cooperation in the region based on these traditions.

Keynote Session

In fond memory of the late Professor S R Bhatt, the first S R Bhatt Memorial Lecture was held at the 8th International Dharma Dhamma Conference in Ahmedabad, Gujarat. The lecture began with a tribute by Prof. Geo Lyong Lee, Former President of the Korean Society for Indian Studies, South Korea, who described how Prof. Bhatt had shaped his intellectual journey.

While moderating the S.R. Bhatt Memorial Lecture, Mr. Come Carpentier, a distinguished fellow at India Foundation highlighted “When we decided to choose cosmology as a theme, which is sometimes not well understood in terms of its practical application, we kept three things in mind that happened relatively recently in the field of science- 1. Increasing awareness that the universe is inseparable from consciousness 2. The  universe extends far beyond and may not be what we expected to find and 3. Human beings are not the highest form of life in the universe and there are much more advanced life forms”, setting the tone for the 3-day conference on cosmology in Dharma Dhamma Traditions.

The keynote session featured insights from Swami Shri Govind Dev Giri Ji Maharaj, Treasurer, Shri Ram Janmabhoomi Teerth Kshetra Trust, Swami Brahmaviharidas of BAPS Swaminarayan Sanstha, and Ven. Banagala Upatissa Nayake Thero, President of the Mahabodhi Society of Sri Lanka.

Swami Shri Govinda Dev Giri Ji Maharaj emphasised, “Though Dharma and Dhamma are two different terms, their essence is the same. If humanity is to be saved, these traditions must be protected, propagated, and taken to every nook and corner of the world.”

Swami Brahmaviharidas remarked, “While we respect every field of knowledge on this earth, and research and studies in any field contribute to the well-being of the world, research and study on cosmology, however, contribute to the wisdom of this world.” In addition, while emphasising the interconnectedness of the universe, he stated, “The study of cosmology teaches us ‘interconnectedness’ but more than interconnectedness, ‘interdependence’. We are inherently interdependent- the iron that flows through blood absorbs oxygen and keeps us alive was created in the stars. Hence, if the stars have helped us breathe, if the sun has helped us shine and warm, and if the moon and ocean manage our moods, then evidently, everything is interconnected and interdependent.”

The last keynote address featured Ven. Banagala Upatissa Nayake Thero shared his insights on the ‘Panchsheel theory,’ stating, “If you apply the Panchsheel theory in your life, you will live peacefully and happily.” He further added, “Hatred is never ceased by hatred; hatred is always ceased by love.”

With an overall attendance of 700 participants, day one of the 8th International Dharma Dhamma Conference concluded with a vibrant cultural program showcasing the tradition and heritage of the state of Gujarat. The program featured Garba, a regional dance form, and a short play depicting the life journey of Mahatma Buddha, reflecting the deep cultural ties with cosmological thought.

Plenary Sessions and Paper Presentations

The conference featured seven plenary sessions on 24th and 25th August 2024, where 38 distinguished speakers addressed the theme of “Cosmology in Dharma and Dhamma.” These discussions spanned a wide array of topics, including cosmological insights from the Vedas, Upanishads, Puranas, Itihasas and Indian philosophical traditions such as Sankhya, Nyaya-Vaisheshika, Yoga, Vedanta, Shaiva and Shakta Darshanas, Theravada, Mahayana and Vajrayana Buddhism, Jainism and Sikhism. The sessions also explored intersections between Dharmic and Dhamma cosmology with modern scientific theories.

In addition to the plenary sessions, three rounds of paper presentations with six parallel sessions in each round were held on 24th and 25th August 2024. During these sessions, 120 scholars presented their research on various sub-themes.

Conclusion

The 8th International Dharma Dhamma Conference successfully underscored the depth and relevance of cosmology in Dharma and Dhamma traditions for the contemporary world. The conference highlighted the importance of integrating ancient wisdom with modern scientific inquiry to address our times’ spiritual, social, and environmental challenges. Participants left with a renewed commitment to exploring and applying these insights in their respective fields, contributing to a more harmonious and enlightened global society.

 

Book Discussion on “Partitioned Freedom” by Dr Ram Madhav

India Foundation in collaboration with India Habitat Centre, organised a discussion on the book “Partitioned Freedom” authored by Dr Ram Madhav, President, India Foundation. The session was moderated by Capt Alok Bansal, Director, India Foundation. The discussants in the panel included Prof Raghuvendra Tanwar, Chairman, ICHR; Lt Gen Syed Ata Hasnain, Member, NDMA, and Amb Bhaswati Mukherjee, President, India Habitat Centre.

India Foundation Dialogue – 96

India Foundation organised the 96th India Foundation Dialogue on 12 August, 2024. The dialogue was addressed by Dr Satyendra Prasad, non-resident Senior Fellow at Carnegie Endowment for International Peace, on the theme”Geopolitics, climate change and stability in the Blue Pacific”.The session was chaired byCapt Alok Bansal, Director, India Foundation.

5th India Foundation Monograph Series

India Foundation organized the 5th India Foundation Monograph series on August 08, 2024. As a part of the series, India Foundation released two monographs, the first authored by Ms Yashasvi Singh and titled “Enforcement Mechanism for Foreign Arbitral Awards and Judgments in India: Identifying Challenges and Proposing Reforms”, and the other authored by Mr Yatan Sharma and titled “Atma-Nirbhar Bharat: Navigating Self-Reliance in a Globalized World”. The session was chaired by Dr. Ram Madhav, President, India Foundation. Prof. Anurag Deep of Indian Law Institute, New Delhi, delivered the expert remarks. Presenting the key highlights of her monograph, Ms Singh argued that while the judiciary has been pro-enforcement in terms of the execution of arbitral awards, the government and courts need to work further on a smooth implementation of the awards and bring the Indian legal infrastructure of arbitration in alignment with the best international practices. Through his presentation, Mr Sharma explained the Atma-Nirbhar Bharat initiative of the Indian government and how it furthered the cause for improving self-reliance in the global socio-economic framework.

Roundtable Discussion on AI Ethics

India Foundation hosted a roundtable discussion on”AI Ethics in India:  Building Technological Firewalls” on 06 August, 2024. The discussion was addressed byDr Subi Chaturvedi, Global SVP, InMobi; Shri Tanuj Bhojwani, Head, People+AI; Shri Rishabh Sinha, Legal Head, Velocity; and Lt Gen Raj Shukla, Member, Union Public Service Commission.The session was chaired by Lt Gen Arun Sahni, Member, Governing Council, India Foundation.

Presentation by Dr Hsiao-Chen Lin

Dr Hsiao-Chen Lin, Assistant Professor, Tamkang University and Member, Ministry of National Defense QDR Advisory Committee, Taiwan,delivered a presentation on “India-Taiwan Relations under the Indo-Pacific Strategy”at India Foundation office on 05 August, 2024.

Workshop on Impact of Kalinga on Champa in Southeast Asia

The historical and cultural interactions between the ancient civilizations of India and Southeast Asia have been profound and enduring. Among these interactions, the influence of the Kalinga region (present-day Odisha) on the Champa Kingdom (located in Vietnam) stands out as a significant chapter in the annals of cultural exchange. Archaeologists, geographers and historians have traced the land and sea routes leading to ‘Indianisation of Southeast Asia’ since the very early period. This cultural diffusion was facilitated by maritime trade routes that connected the Indian subcontinent with Southeast Asia. Indian traders, scholars, and religious missionaries travelled these routes, bringing with them a rich amalgamation of ideas and practices.
The Champa Kingdom, which flourished from the 2nd to the 19th century in what is now central and southern Vietnam, played a significant role in shaping the cultural, political, and economic landscapes of Southeast Asia. The remnants of Champa’s civilization, including its temples, inscriptions, and artefacts, offer a glimpse into its rich heritage and influence.

It is believed that Kalinga had close maritime interactions with the ancient kingdom of Champa in Vietnam. The people of Champa known as Chams were engaged in maritime trade with Kalinga leaving a huge impact on the political, economic, religious and social life of the Chams and the remnants of that hallmark are still visible in Vietnam today. A renewed interest in spiritual enlightenment has bestowed a fresh perspective on understanding and retracing the Kalinga-Champa linkages.

Given this backdrop, India Foundation in collaboration with the International Management Institute (IMI), Bhubaneswar organised a Workshop on the “Impact of Kalinga on Champa in Southeast Asia” on 01 August 2024 at IMI, Bhubaneswar exploring the multifaceted impacts of Kalinga on Champa culture including the historical, political, and socio-economic exchanges that shaped the interactions in Southeast Asia. By delving into the rich historical interactions between Kalinga and the Champa territory, the Workshop aims to uncover the shared cultural heritage that continues to bind India and Southeast Asia and stimulate further research and exploration in this fascinating field. This is the Inaugural Workshop of the ICSSR-sponsored project “Kalinga and Champa: Retracing Civilisational Linkages between India and Vietnam”.

This Workshop brings together historians, archaeologists, anthropologists and scholars specializing in Indian and Southeast Asian history to explore and discuss the enduring legacy of the Kalinga-Champa connection and its cultural imprint on Southeast Asia. Various sub-themes deliberated in the Workshop were Historical Overview of the Kalinga region, Maritime Trade and the influence of Kalinga on Champa in Southeast Asia, Political and Economic Engagements between Kalinga and Champa and Archaeological findings highlighting the connections between Kalinga and Champa. Inaugural Session was addressed by Prof (Dr) P.C. Biswal, Director, IMI, Bhubaneswar and Dr Sonu Trivedi, Associate Professor, Zakir Husain Delhi College, University of Delhi and Distinguished Fellow, India Foundation. Speakers of the working sessions were Mr Swayam Baral, Council Member, CII, Prof Harihara Panda, Professor, National Defence Academy, Pune and Member, ICHR, Mr Amrit Ruturaj, Collector, Dhenkanal, Odisha, Prof Nirmal Chandra Dash, Professor Emeritus, Department of Anthropology, KISS University, Bhubaneswar, Prof Ramakrushna Panigrahi, Professor, International Management Institute (IMI), Bhubaneswar, Prof Gyanaranjan Swain, Professor and Head of the School of Political Science, Gangadhar Meher University, Sambalpur, Odisha, Dr Swayam Prava Mishra, Assistant Professor, Department of A&A Economics Utkal University, Dr Anirban Bandyopadhyay, Associate Professor, School of Tribal Culture, Philosophy and Eco-spiritualism, KISS, Bhubaneswar, Dr Siba Sankar Sahu, Assistant Professor, Department of Geography, Ravenshaw University, Dr Tanaya Mohanty, Associate Professor, Department of Sociology, Utkal University, Dr Shristi Pukhrem, Deputy Director (Academics & Research), India Foundation and Ms Shivani Badgaiyan, Research Fellow, India Foundation.


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13th Young Thinkers’ Meet 2024

The 13th edition of Young Thinkers’ Meet was held at Chitrakote, Bastar, Chhattisgarh from 26-28 July 2024. With the theme ‘Viksit Bharat’ – Ideas for a Developed India, it saw an impressive turnout of 80 attendees. The diverse group, hailing from 21 different states, had an average age of about 29 years. Young Thinkers’ Meet (YTM) is an initiative of India Foundation that began its journey in 2012 at Coorg, Karnataka. The annually held event acts as a confluence of young nationalistic minds hailing from varied walks of life across India.

YTM is an annual meet organised by India Foundation, a New Delhi based think-tank, for individuals (mostly under 35 years) who are driven by the idea of a New India. YTM today has an alumni base of over three hundred individuals who belong to different parts of India and come with unique life experiences and skill sets. There are social activists, political activists, NGO workers, academics, journalists, scientists, corporate professionals and students from reputed international universities. Participants in the YTM come from all parts of the country and indulge themselves in deliberations and debates on issues of contemporary national importance. The format of the meet is immersive and experiential rather than a lecture-based classroom format. The number of delegates at any YTM has varied from seventy-five to eighty-five and involves freewheeling discussion over two to three days. Each year YTM moves to a new location and helps the young delegates explore the incredible diversity of the country. The meet has previously happened in Coorg, Karnataka; Manesar, Haryana; Pune, Maharashtra; Pachmarhi, Madhya Pradesh; Patnitop, Jammu & Kashmir; Vadodara, Gujarat; Kasauli, Himachal Pradesh; Chilika, Odisha; Pahalgam and Srinagar, Jammu & Kashmir, Annavaram, Andhra Pradesh & Guwahati, Assam. Due to the national lockdown, YTM happened virtually in 2020.

On 26 July 2024, the inaugural session on “Viksit Bharat 2047: Amrit Kaal to Swarnim Kaal” began with Dr. Ram Madhav, President of India Foundation, encouraging delegates to introduce themselves. The diverse backgrounds and regions represented showcased the intellectual expansion inspiring the central theme of Viksit Bharat. RSS Sah-Sarkaryavah Shri Atul Limaye followed, discussing the concept of Vikas (development) and seeking inputs on spiritual upliftment, financial advancement, and international recognition. Dr. Madhav concluded the session, emphasizing that human aspiration drives all forms of Vikas, alongside individual and societal aspiration in a balanced manner. Shri Vijay Dayaram K, Collector & District Magistrate, Bastar, Chhattisgarh was also present during the session and gave his remarks. A brief interaction with Shri Sundarraj Pattilingam, Inspector General of Police, Bastar range, Chhattisgarh, detailed the Maoist insurgency in the Bastar region.

On 27 July 2024, the delegates had the opportunity to visit a forward CRPF camp during the early hours, and have conversations with individuals posted in Naxal-infested territories.

The first panel discussion was on “Security Challenges in Bharat 2047”. It was moderated by Dr. Sriparna Pathak, Associate Professor at Jindal School of International Affairs, and the panel featured Dr. Shristi Pukhrem, Deputy Director (Academics & Research), India Foundation, Dr. Manoj Kumar Panigrahi, Assistant Professor, O.P. Jindal Global University, Shri Divyanshu Jindal, Consultant, Ministry of External Affairs, Government of India, and Shri Nishit Kumar, Consultant, Ministry of External Affairs, Government of India.

The panel highlighted the interplay between internal and external security threats, emphasizing traditional challenges like territorial disputes and ideological wars, alongside non-traditional threats like cybersecurity and media manipulation. Case studies on China’s territorial claims illustrated the importance of narrative warfare, with key takeaways on media literacy and the critical examination of facts.

A few state officials also addressed the session, discussing economic empowerment and the forest-based economy of Chhattisgarh, particularly the Bastar region. They highlighted the importance of Tendu leaves as a source of income and the role of natural healers as the first line of medical help. They also discussed the ground realities of the region, including the intricacies of operations against Maoist insurgency, the presence of landmines and RDX, and the sacrifices made by the police to maintain stability.

A special interaction session with multiple eminent personalities from the Government of Chhattisgarh followed, where the session was graced by Shri OP Chaudhary, Finance Minister, Government of Chhattisgarh , along with Shri Shashank Mani Tripathi, Member of Parliament (LS), and Shri Hemang Joshi, Member of Parliament (LS) who joined virtually.

The theme for the second panel discussion was “Vishwa Bandhu Bharat: A Tech-driven, Inclusive Governance Model for a Sustainable Future”. Shri Aaditya Tiwari, Visiting Fellow at India Foundation, moderated the session & the panel comprised of Dr. Jigar Inamdar, Visiting Fellow at India Foundation, Ms. Deeksha Goel, Deputy Director (Adm) at India Foundation, Dr. Parthiv Mehta, Doctor and Entrepreneur & Ms. Megha Choubey, Associate Fellow for Partnerships at Observer Research Foundation.

The session explored technology’s role in driving inclusive governance and sustainable development, emphasizing India’s evolving global role and the importance of national interest in decision-making. Discussions included the impact of digital technology on governance, the need for holistic development, and practical governance models from various contexts.

This session was followed by presentations on Building Prosperous Bharat , as a precursor to which Shri Shashank Mani outlined a vision for a fully developed India, emphasizing the need for a robust middle class, competitive initiatives, and integrating digital technology while preserving cultural values.
Shri Apurv Mishra discussed India’s significant economic development over the past 25 years, stressing the need to navigate current challenges like polarization and international economic issues to achieve Vision 2047.
Dr. Abhishek Malhotra highlighted the importance of economic well-being and diverse aspirations for multigenerational growth, respecting regional identities and cultures.
Ms. Maitreyee Kamble focused on inclusion, brotherhood, and entrepreneurship as key pillars for a prosperous Bharat, sharing her journey from the Dalit Indian Chambers of Commerce and stressing economic and political inclusion. Second day of the event ended with the Young Thinkers’ Parliament.

The final day, i.e., 28th July, started with presentations on Viksit Bharat@2047: Weaving a Consensus in the Era of Identity Politics . Shri Guru Prakash Paswan, National Spokesperson for the Bharatiya Janata Party, addressed identity politics, defining it as the mobilization of social groups around a collective identity. He emphasized the need to shift focus from identity politics to development for achieving a developed Bharat by 2047.
Ms. Bhakti Sharma stressed the importance of continuous dialogue between communities to promote unity and mute political divisions.

Shri Swayam Baral shared personal experiences, noting that identity politics is dynamic and evolves with societal progress.
Shri Siddharth Yadav discussed the fluidity of identity, which becomes rigid when politicized, manipulating social fault lines.
Shri Kamal Madishetty talked about India’s civilizational responsibilities, calling for an articulation of civilizational interests.
Shri Omer Ghazi urged a focus on progress and development over identity politics.

In the valedictory session, Dr. Ram Madhav highlighted the need for unity in diversity, aspiring for a Bharat where every individual is empowered with dignity. He emphasized the importance of innovating new ways and finding solutions to achieve national goals. Shri Atul Limaye appreciated the diversity and vibrancy of the delegates, the importance of identity distinct from politics, and the creation of new ideas and interconnections through the event. He concluded with a call to complement ideas with actionable modules for realizing a Viksit Bharat.

Panel Discussion: ‘Economic Roadmap for Viksit Bharat’

India Foundation in collaboration with India Habitat Centre, organised a panel discussion on ‘Economic Roadmap for Viksit Bharat’ on 24 July, 2024. The session was addressed by Shri Jayant Sinha, Former Union Minister and Dr Rajiv Kumar, Chairman, Pahle India Foundation. The session was moderated by Capt Alok Bansal, Director, India Foundation.

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