Round 1- Should foreign universities be allowed to set up campuses in India?

AGAINST

Education is not something that can be imported, it is something that has to be developed within
our country, with our resources and our institutions.
Foreign universities trying to setup campuses in India are “for profit” institutions and they will
extradite funds abroad leading to commercialisation of education in India.
Instead of investing in these institutions why can’t we redirect these funds towards our own
institutions requiring funds.
The influx of foreign campuses will lead to a significant poaching of Human resources resulting in
exodus of capable faculty. Such institutions will be exclusivist, a haven for the rich and the elite,
widening the gap between the have and the have nots.
The developed nations’ universities strongly emphasize individualism, whereas, in India, there is a
significant emphasis on collectivism and respect for authority. This misalignment can lead to a
disconnect between what students learn and the societal values they encounter daily.
The university grants commission grants ample autonomy to foreign universities while denying
Indian universities even half the autonomy. This is equivalent to sending our own universities with
knives into a gun fight.
As we unravel the layers of this debate, let's reminisce about the East India Company—a
beacon of hope that promised development and progress, but instead led us down a path
of subjugation and exploitation. Today it's like déjà vu, only this time with lecture halls
instead of trade routes.
The regulatory environment of India is a major issue. Imagine: foreign university ready
to mould minds, and shape futures arrive in India then—BAM!—they hit the wall of
Indian bureaucracy. According to the World Bank’s 2020 report, India ranks 63rd for
ease of doing business on top of that we have the Foreign Exchange Management Act
and the UGC standing guard, along with the NEP2020, with their vague regulations.
We must also confront the spectre of political influence. The political climate is a
minefield, and foreign institutions might just find themselves caught in the crossfire of
agendas, alliances, and power plays. Remember the uproar that erupted when a foreign
university's dean was appointed to a local institution? Protests, fuelled by fears that our
educational and cultural values would be sacrificed at the altar of globalization.
In conclusion, the idea that India is ready to host foreign universities is as misguided as
thinking we can solve traffic problems by honking louder. This notion itself is
fundamentally flawed. Thank you!
Semis 1- Should reservations continue in educational institutions? FOR AND AGAINST

Arguments in Favour of Reservations:

1. Historical Injustices and Social Equity

2. Affirmative Action and Diversity:
3. Empowerment and Social Mobility:
4. Reduction in gap between rich and poor
5. Reduced Poverty Line- The percentage of depressed class living below the
poverty line was 51.32% in 1978-79 which was reduced to 35.97% in 1993-94.
Although it was still above the national poverty average.
6. Best example of upliftment of sc-st is If we look at Indian railways where sc/st
are more in number highlighting the efficiency of these programmes
7. Meritocracy vs equality
8. Enrolment of SC and St Has increased in undergraduate, Postgraduate, technical,
and professional courses. The percentage of enrolment of SC in these categories
was 7.08% in 1978-79 which increased to 13.30% in 1995-96.

Arguments against Reservations:

1. Meritocracy and Quality of Education:

2. Stigmatization and Stereotyping:
3. Creamy Layer and Inequity Within Reservations:
4. Fake certification and abuse of system by people
5. If I find the constitution being misused, I shall be the first to burn it.”
― Bhimrao Ramji Ambedkar,
6. The day when a tribal woman becomes the president of India. The reservation in
the country should be abolished.
7. Not reaching needy people Rich and influential backward caste candidates are
getting opportunities and benefited from the reservation scheme while poor
backward class people. The reservation system is so corrupt and is used in a
negative way for meeting electoral requirements that it fails to meet its actual
propaganda of helping and upraising Dalits and Those who are socially and
economically backward.
8. Contradicticting secularism
9. Dirty politics
10.Reservation is similar to internal partition
Semis 2- Is the Indian education at par with global standard? FOR AND AGAINST
For the Motion
1. Quality Institutions
2. National Education Policy (NEP)
3. Increasing Global Collaboration
4. Growing Investment in Education
5. increased enrolment rates
6.The new nep has establish a credit bank system which enables students to take a break
from academic programs and gaining certificates diplomas and degree in their field of
interest
7. with huge amount of diversity in india we still include everyone and provide education
to marginalised group also

Against the Motion

1. Outdated Curriculum.
2. Quality Disparities
3. Excessive Focus on Examinations
4. Corruption and Lack of Accreditation.
5. Lack of infrastructure
6 India currently spends around 3-4% of its GDP on education, which is lower than the
global average.
7. Improving teacher quality and training
8. Strengthening vocational and skill based training
9. The lack of resources in Indian universities, poor infrastructure, unattractive pay perks,
insufficient research facilities and the absence of conducive work culture.
 Finals: Is the NEP 2020 a step in the right direction for Indian Education? FOR AND
AGAINST
For the motion-
1. Special daytime boarding school “Bal Bhavan” will be established in every
state/district of India. This boarding school will be used for participation in
activities related to sports, career, arts.
2. An Academic Bank of Credit will be established as per the National Education
Policy 2020. Credits earned by students can be stored and counted when the final
degree is completed.
3. According to the National Education Policy 2020, multidisciplinary education and
research universities at par with IITs and IIMs will be established in the country.
These are set to be established for multidisciplinary educational beginnings.
4. The policy offers flexible learning pathways, allowing students to choose subjects
based on their interests and career aspirations. This promotes personalized
learning, enabling students to explore their passions and develop expertise in their
chosen fields.
5. NEP 2020 emphasizes skill development, equipping students with 21st-century
skills such as critical thinking, communication, problem-solving, and digital
literacy. This enhances their employability and prepares them for future
challenges.
6. The new education policy recognizes the importance of continuous professional
development for teachers. It provides opportunities for training, workshops, and
collaborations to enhance their teaching skills, update their knowledge, and stay
abreast of evolving pedagogical practices.
7. NEP emphasizes the integration of technology in education. Teachers can
leverage digital tools, online resources, and educational apps to enhance their
teaching effectiveness, create interactive learning experiences, and cater to diverse
learning styles.
8. The NEP seeks to instil a sense of deep rootedness and pride in students toward
India’s rich and diverse ancient and modern culture, while also educating them
about the knowledge systems and traditions.
Against the motion-
1. Addressing the concern of language, the NEP 2020 introduces mother languages
for each subject, posing challenges in finding competent teachers and developing
study materials in regional languages.
2. While NEP 2020 extends the duration for graduation to four years, potential
drawbacks include the risk of students leaving courses midway, as shorter diploma
programs remain a quicker option.
3. One of the primary concerns with the policy is the potential increase in pressure
and competition among students. NEP emphasizes the importance of standardized
examinations and encourages board exams at multiple levels, starting from the
early years. This approach may lead to an excessive focus on grades and
performance, compromising the overall development and well-being of students.
4. The NEP 2020 falls short in adequately addressing the training and support needs
of teachers. The lack of clear guidelines for continuous professional development
and incentives may impact the quality of education imparted in classrooms.
5. major concern surrounding the policy is the lack of a robust implementation
strategy. It proposes ambitious changes without providing a clear roadmap for
execution. This ambiguity can lead to confusion among educational institutions,
teachers, and students, resulting in uneven implementation across the country.
Without a well-defined plan, the potential benefits of the policy may remain
unrealized.
6. (Government schools will start teaching English only after class 5)
7. While it may seem practical and the need of the hour, the focus on digitization of
education and e-learning development in NEP 2020 seems to ignore the fact that
around 30% of Indians can’t afford a smartphone and fewer still have access to a
computer. Government-run schools also lack a strong IT infrastructure, so students
in remote areas or those with low socio-economic status may not be able to adapt
to IT-based learning until such facilities are made available quickly.