Category Public Policies, Programs and Schemes

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National Education Policy 2020 in Jammu & Kashmir: Implementation in Higher Education

The higher education system in Jammu and Kashmir has historically struggled under the weight of a rigid, examination-oriented structure that prioritized theoretical memorisation over practical skill acquisition and critical thinking. For decades, the region’s academic landscape was shaped by unique and severe challenges, including geographical isolation, deep-seated socio-political instability, and frequent disruptions to the academic calendar that often crippled the teaching-learning process.

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Namami Gange Programme: Assessing Progress as Phase II Nears Its 2026 Deadline

According to Hindu mythology, the Ganga is revered as a goddess who descends on earth from the great heavens. She was brought down to earth for the penance of King Bhaghirata. Ganga’s civilisational importance sits uneasily alongside an assessment of the river's current material condition. The Ganga’s length is over 2,525 kilometres. More importantly, the river supports 43 per cent of India’s population (CAG, 2017). Unfortunately, decades of industrial, religious and agricultural waste have severely degraded its ecological health. This has prompted the Government of India to launch the Namami Gange Programme (NGP) in June 2014. Under the Ministry of Jal Shakti's Department of Water Resources, River Development and Ganga Rejuvenation.

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National Skills Qualifications Framework (NSQF), 2013: Standardising Skills for a Future-Ready Workforce

The National Skills Qualifications Framework (NSQF) was launched by the Government of India in December 2013 to address a basic problem: the country had no common way to compare a diploma, an ITI certificate, and skills picked up informally on the job. As an outcome and competency-based framework, NSQF organizes qualifications across a series of levels defined by learning outcomes, the knowledge, skills, and aptitude a person must demonstrate, regardless of whether that learning happened through formal education, non-formal training, or informal experience. This let millions of Indians who had gained skills outside the classroom get that learning formally recognized through Recognition of Prior Learning (RPL).

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DEEN DAYAL LADO LAKSHMI YOJANA 2025: ASSESSING WOMEN’S INCOME SUPPORT IN HARYANA

Women’s economic insecurity in India is shaped not only by low incomes but also by unpaid care work, limited control over household resources, dependence on family members and unequal access to employment. State governments have increasingly responded through direct cash-transfer programmes that place money directly into women’s bank accounts. Haryana’s Deen Dayal Lado Lakshmi Yojana (DDLLY) is part of this wider shift toward women-focused income support.

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Jal Jeevan Mission 2.0: Greywater Management & IoT-Based Monitoring Policy (2026) – Implementation Challenges 

Policy UpdateAshi Verma Background  Jal Jeevan 2.0 represents a strategic goal to ensure universal access to safe and adequate drinking water through modern governance and technology. The Mission which was launched in August 2019 with the objective of providing tap…

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DISHA 2.0 (Designing Innovative Solutions for Holistic Access to Justice) 

India's commitment to justice is woven into the very fabric of its constitutional identity. The preamble to the Constitution of India embodies this vision by resolving to secure to all its citizens Justice – social, economic and political, affirming that an equitable justice delivery system is indispensable to the constitutional vision. This commitment is further reflected in Article 14. Moreover, judicial interpretation has also strengthened access to justice under Article 21. In Hussainara Khatoon v. State of Bihar (1979), the Supreme Court held that the right to a speedy trial is an essential ingredient of the right to life and personal liberty under Article 21 recognising that effective legal representation is indispensable for meaningful access to justice. Further Article 22(1) of the constitution requires that any person who is detained be given the right to “consult and to be defended by a legal practitioner of their choice”. To embed access to justice within the State's policy framework, the 42nd Constitutional Amendment Act, 1976 inserted Article 39A into the Directive Principles of State Policy, directing the State to ensure that the operation of the legal system promotes justice on the basis of equal opportunity and to provide free legal aid so that opportunities for securing justice are not denied to any citizen by reason of economic or other disabilities.

Building Independent Lives

Building Independent Lives — Assessing the National Trust’s DISHA – Early Intervention and School Readiness Scheme for Cognitive and Developmental Disabilities (2015)

India has one of the largest populations of children with neurodevelopmental disorders in South Asia because of its large child population. Population-based studies estimate that approximately 9.2% of children aged 2–<6 years and 13.6% of children aged 6–9 years have at least one neurodevelopmental disorder.

(Global and regional prevalence of disabilities among children and adolescents)

Given the high prevalence of neurodevelopmental disorders among children, the Government of India launched the DISHA scheme under the National Trust to improve access to early intervention and support services for children with developmental disabilities.

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