Funding and Identity Issues of Rajiv Gandhi Technological University (RGPV) Amid Three-Part Division Plan
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Aaj Tak
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Funding and Identity Issues of Rajiv Gandhi Technological University (RGPV) Amid Three-Part Division Plan

Rajiv Gandhi Technological University (RGPV) in the state of Madhya Pradesh has come under scrutiny due to a proposal to divide it into three parts and change its name, sparking serious political and financial disputes. This university, which has existed for 26 years, has faced criticism from both the opposition and its own staff.

On one hand, the Congress party opposes the removal of Rajiv Gandhi's name from the RGPV title. On the other hand, university employees have opposed the plan to split into three institutions. On Thursday, university workers held a demonstration protesting the government's decision to create three universities.

Staff emphasize that the issue goes beyond a simple division of the university; it is closely linked to financial matters. They point out that RGPV is a self-financing university, and this system covers expenses, including employee salaries. A serious question arises about how the economic model will change if the university is divided into three parts.

Dividing one university into three separate entities necessitates the creation of three different administrative structures. Furthermore, the question is raised as to how much the costs for offices and other administrative amenities will increase for these new structures. It is estimated that after the creation of three independent universities, annual additional administrative costs could increase by approximately 30–40 million rupees.

Thus, the situation is not limited to just a name change or reorganization of the university; it involves the question of annual additional expenses. A natural question arises: how will the administrative maintenance of these three universities be covered if RGPV is divided?

The creation of three universities implies not only the distribution of administrative positions but also the need for new buildings, infrastructure, and other necessary facilities. Forecasts suggest that up to 200 million rupees may be spent on building new structures and developing infrastructure. Therefore, the government faces the task not only of deciding on the creation of these universities but also of ensuring the continuous funding of their operations.

University staff who participated in the demonstration on Thursday insisted that the university is self-financing, and these revenues cover all needs, from salaries to other expenses. They demand that the government guarantee that the new universities will have sufficient sources of income.

Staff warn that simply creating three universities is not enough; a clear economic scheme is required to cover the costs of their management, staff salaries, and other needs. They fear that if the source of income is not determined, and the costs of three separate universities increase, serious financial difficulties may arise.

The staff's demand is direct: how will the financial needs of all three educational institutions be met if the existing university structure is divided? The opposition also questions the government regarding the RGPV reorganization proposal. Ravi Parmar from the Congress NSUI student wing stated that the government is already in debt, raising the question of where the funds for the additional expenditure associated with creating three universities will come from.

The opposition emphasizes that besides the need for separate administrative systems, offices, and other amenities for the three universities, there is a projected annual additional administrative cost of 30–40 million rupees and initial infrastructure costs of up to 200 million rupees.

Thus, the RGPV reorganization plan now includes not only educational issues but also complex aspects of financial management. In addition to the division into three parts, there is also a dispute over changing the university's name, as the Congress opposes the removal of Rajiv Gandhi's name. Ultimately, this proposal touches upon two different aspects: the reorganization of the university and the issue of changing its name.

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CM Yogi alleges malpractice in education and employment by previous governments
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CM Yogi alleges malpractice in education and employment by previous governments

Uttar Pradesh Chief Minister Yogi Adityanath leveled serious allegations against the state's former governments regarding the education and employment systems at the 'Panchayat Aajtak' forum held in Mathura. He claimed that before 2017, irregularities in cheating and jobs were prevalent across the state. At that time, recommendations were given more importance than merit, and religious dictates or sycophancy towards a single family were prioritized over discretion.

Criticizing the tenure of the previous government, CM Yogi stated that during that period, cheating was like a birthright, and malpractice in every job was common. Describing that era as 'a chaotic city, a foolish king,' he detailed the surrounding anarchy, but also mentioned that Uttar Pradesh has now moved beyond that situation. In the last nine and a half years, there has been no policy stagnation in the state, and investment decisions are being made rapidly.

CM Yogi highlighted that the condition of schools in Uttar Pradesh before 2017 was extremely deplorable. Some schools had dilapidated buildings, while others suffered from a shortage of teachers. Where teachers were present, necessary facilities were unavailable. The dropout rate for students had reached 19 to 20 percent at that time. He personally visited the state to assess the condition of Basic Education Council schools, where many children were forced to attend school without shoes or slippers and in torn clothes. These schools also lacked separate toilets and drinking water facilities for students.

To resolve this issue, he explained that the government launched the 'Operation Kayakalp' campaign in 2017. Under this initiative, basic amenities such as classrooms, toilets, drinking water, digital laboratories, smart classrooms, and furniture were improved in 1.36 lakh out of a total of 1.46 lakh schools under the Basic Education Council.

Yogi Adityanath also informed that the government is providing two uniforms, bags, books, shoes-socks, and sweaters to 1.60 crore children. As a result, the dropout rate has decreased from 19-20 percent to below three percent. The Chief Minister refuted allegations by the Congress and Samajwadi Party about closing schools, clarifying that schools were not closed but rather upgraded.

Citing the example of Kasturba Gandhi Schools, he mentioned that these schools previously operated from classes six to eight, but the government decided to extend them up to class 12 to provide opportunities for higher education to the daughters of poor families. Previously, this system was in 446 development blocks, whereas work has now begun to make Kasturba Gandhi Schools available in all 825 development blocks of the state. Additionally, he mentioned PM Shri Schools and CM Composite Schools, where a system is being developed to conduct studies from first to twelfth grade in a single campus in CM Composite Schools.

Under the heading 'No difference between Bismil and Bismillah Khan,' CM Yogi shared an incident involving a then-Education Minister of the SP government. He recounted that during the inauguration of a park named after the revolutionary Pandit Ram Prasad Bismil in Gorakhpur, the minister mistakenly identified him as the shehnai maestro Ustad Bismillah Khan. When he was given the correct information that he was the revolutionary Pandit Ram Prasad Bismil, the minister retorted that he was mentioning Pandit Ram Prasad Bismil because he was a BJP supporter. Citing this incident, Yogi commented that it is easy to imagine what direction the schooling in Uttar Pradesh can take if a person cannot distinguish between the revolutionary Pandit Ram Prasad Bismil and the shehnai maestro Ustad Bismillah Khan.

Western Cape Education Department warns teachers about WhatsApp scams demanding R2 800 for fake vacancies
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Western Cape Education Department warns teachers about WhatsApp scams demanding R2 800 for fake vacancies

The Western Cape Education Department (WCED) has issued a warning to teachers regarding fraudulent messages on WhatsApp that offer fake teaching positions and demand a so-called 'authorization fee' of approximately R2 800.

WCED drew attention to this scheme, which targets teachers who are job searching or working as substitute teachers. A WCED representative, Brona Hammond, reported that the department has reissued the warning, having previously informed teachers about this scam back in December 2025.

The fraudulent scheme deceives educators by making them believe they have been selected for a position, and then demands payment under false pretenses. Hammond noted that recent incidents have been recorded by several schools that received the messages via WhatsApp.

Fake WhatsApp messages, posing as school principals or district officials, notify teachers that they are the preferred candidate for a permanent position. To add credibility, these messages often use real photos and names of officials.

The message contains instructions for teachers to report to the school with documents or contact the fake official. This requires a one-time payment of approximately R2 800 and bank details to receive an 'appointment letter.'

Hammond stated that some teachers have fallen victim to this fraud, arriving at schools after paying the so-called 'authorization fee,' only to discover that such a position does not exist. She emphasized that this deception has caused significant distress to the victims and could damage the reputation of the schools, principals, and district officials whose names are used for impersonation.

Hammond reminded that the official platform for posting vacancies and submitting applications is the E-Recruitment System, where unemployed teachers must register. She urged anyone affected by these scams to report it to the South African Police Service (SAPS) for an official investigation.

Furthermore, she assured that WCED, including the head office, district offices, and schools, never requests payment for applications or appointments. Schools manage temporary appointments independently, so candidates must verify all posted advertisements.

WCED confirmed its commitment to protecting the well-being of teachers and ensuring the integrity of the hiring process.

Survey shows government school teachers in India are ready to adopt artificial intelligence
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Survey shows government school teachers in India are ready to adopt artificial intelligence

The implementation of artificial intelligence (AI) is taking place in Indian classrooms, but a new survey indicates that the people responsible for leading this transition may be ahead of the system supporting them. A national survey conducted among 797 government school teachers found that 72% view AI as a positive development, while 26% already use the technology regularly.

The study's results suggest that resistance may not be the most significant hurdle in adopting AI in public schools. Instead, teachers require more guidance and institutional support for the responsible use of this technology.

The report, titled 'AI Readiness of India’s Government Schools Teachers,' was published by JanAI, part of the Head Held High Foundation, on September 1st. It covers teachers from the states of Uttar Pradesh, Karnataka, Jharkhand, and Maharashtra. This comes several months before India begins introducing an AI and computational thinking curriculum for classes 3 through 12 in the 2026–27 academic year.

The research focused exclusively on government school teachers, avoiding combining them with private school teachers to obtain a broader national average.

For many educators, mastering AI does not begin with new infrastructure. Teachers already access AI through personal mobile phones, even in schools lacking computer labs. The report describes this as advancing adoption ahead of infrastructure expectations.

The technology is predominantly used as an aid for teaching. Most frequently, teachers apply AI to simplify complex concepts, generate examples and assignments, and prepare worksheets and assessments. Grading and administrative documentation are among the least common applications.

Furthermore, there is little evidence that teachers perceive AI as a threat to their jobs. Concerns about AI replacing teachers were almost entirely absent in both structured and open responses. A more significant gap exists between positive attitudes and regular usage.

Despite 72% of teachers being positive about AI, only 26% use it consistently. For JanAI, this means teachers do not necessarily need convincing about the technology; they need a supported pathway from experimentation to responsible and regular use.

This becomes even more critical for students. Among teachers who noted that AI makes them personally more effective, 86% expressed concern that students might become overly dependent on it. Among all surveyed teachers, 64% shared this anxiety. AI can help an educator explain a difficult topic or create learning material, but unlimited student use could negatively impact independent thinking.

The survey also revealed a serious privacy issue. More than half of the teachers using AI tools reported having entered a student's name, grades, or photo into an AI tool at some point. The report found that individual confidence in protecting student privacy does not always lead to safer behavior.

Instead, institutional support appears more crucial. School policies, government policies, training, and having a designated contact person for issues can collectively influence the responsible use of AI. This shifts the question from whether teachers are ready for AI to whether the system around them is ready to support that readiness.

JanAI plans to build upon these findings by identifying, training, and organizing a community of 50,000 rural government school teachers as AI change agents over the next 12–18 months. This program will be implemented by state, reflecting the report's conclusion that Uttar Pradesh, Karnataka, Jharkhand, and Maharashtra require different intervention measures. Teachers will act as local support points for colleagues adopting AI and help encourage structured discussions on responsible use.

The survey will also continue: JanAI intends to track the same group of teachers, expand coverage to more states, and publish updated results quarterly as India implements its AI and computational thinking curriculum. The initial report delivers an encouraging yet important message to India: government school teachers are not waiting to be presented with AI; they are already experimenting with it. Now, the system around them must catch up.

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