GK One-Liners

What: The Performance Grading Index (PGI) 2.0 Report for 2023-24, released by the Ministry of Education, evaluates the performance of states and union territories in school education across multiple parameters. Chandigarh topped the rankings with the highest composite score, demonstrating excellence in learning outcomes, infrastructure, equity, and governance. Meghalaya ranked lowest among states, indicating significant challenges in educational quality and resource allocation that require urgent policy interventions.

How: PGI 2.0 assesses states across 1,000 points distributed among six key categories: Learning Outcomes (300 points), Access (140 points), Infrastructure & Facilities (120 points), Equity (120 points), Governance Processes (160 points), and Teachers & Teacher Education (160 points). The framework uses over 70 indicators including Foundational Literacy and Numeracy (FLN) achievement rates, dropout ratios, student-teacher ratios, digital infrastructure availability, and budget utilization efficiency. States are graded into ten levels from highest (Daksh) to lowest (Akanshi-3).

Why: Education governance and state performance comparisons are crucial topics for UPSC Mains GS2 (Education Sector, Governance) and frequently appear in questions about implementation of National Education Policy (NEP) 2020, federalism in education, and regional disparities. The PGI framework provides excellent case study material for questions on performance monitoring mechanisms, cooperative federalism, and evidence-based policymaking. Understanding factors behind top and bottom performers helps in analyzing effective education governance models—highly relevant for Mains answers and essay topics on human capital development.

What: Performance Grading Index (PGI) 2.0 is an upgraded assessment framework introduced to monitor implementation of National Education Policy (NEP) 2020 objectives at the state level. Unlike PGI 1.0, the revised version places greater emphasis on learning outcomes measurement through standardized assessments, foundational literacy and numeracy targets for Grade 3 students, and digital learning infrastructure. The framework promotes competitive federalism by creating transparent, data-driven comparisons that encourage states to adopt best practices from top performers.

How: The Department of School Education and Literacy (DoSEL) collects data through the Unified District Information System for Education Plus (UDISE+), National Achievement Survey (NAS), and state-specific performance reports. Key innovations in PGI 2.0 include real-time monitoring dashboards, outcome-based indicators aligned with NEP 2020 goals (10+2 to 5+3+3+4 structure, FLN Mission, vocational education integration), and weightage adjustments that prioritize quality over quantity. States receive detailed feedback reports identifying strengths and improvement areas, facilitating targeted policy interventions.

Why: This topic connects multiple exam themes: NEP 2020 implementation, competitive federalism, outcome-based governance, and digital transformation in education—all high-frequency areas in UPSC Mains GS2 and Essay papers. Questions on measuring policy effectiveness, center-state coordination in concurrent subjects, and data-driven governance frequently appear. Understanding PGI 2.0 provides concrete examples of how India is transitioning from input-based to outcome-based education assessments, a paradigm shift relevant for questions on administrative reforms and sustainable development goal (SDG) 4 achievement strategies.

What: The Delhi government’s artificial rain project, led by the Indian Institute of Technology (IIT) Kanpur, aims to combat severe air pollution through cloud seeding technology. This experimental initiative seeks to induce precipitation during winter months when Delhi faces hazardous air quality levels exceeding 400+ on the Air Quality Index (AQI). The project represents a technological intervention to address the persistent air pollution crisis that affects public health, economic productivity, and quality of life in the National Capital Region (NCR).

How: IIT Kanpur’s team uses aircraft-based cloud seeding to disperse silver iodide nanoparticles into suitable clouds. When atmospheric conditions are favorable (adequate moisture content, appropriate temperature, and cloud formation), these particles act as nucleation agents around which water vapor condenses, accelerating raindrop formation. The induced rainfall helps settle suspended particulate matter (PM2.5 and PM10) and wash pollutants from the atmosphere. The project requires careful meteorological assessment, coordination with aviation authorities, and real-time monitoring to ensure effectiveness and safety.

Why: Air pollution in Delhi is a recurring theme in UPSC Mains GS3 (Environment & Ecology, Environmental Pollution) with specific focus on technological solutions and policy interventions. Questions frequently examine pollution control measures, effectiveness of various strategies, and role of scientific institutions in environmental management. Cloud seeding as a pollution mitigation tool provides excellent material for answers on innovative approaches to urban environmental challenges—connecting technology, governance, and public health themes. Understanding both potential and limitations of such interventions is crucial for balanced Mains answers and ethics case studies.

What: Cloud seeding is a weather modification technique that enhances precipitation by introducing nucleating agents into clouds to accelerate raindrop or snowflake formation. The most commonly used agent is silver iodide (AgI), whose crystalline structure closely resembles ice crystals, making it an effective nucleation catalyst. Other materials include dry ice (solid carbon dioxide), liquid propane, and hygroscopic salts like sodium chloride. The technology requires specific atmospheric conditions—adequate cloud moisture, appropriate temperature ranges (-5°C to -15°C for optimal silver iodide effectiveness), and suitable cloud types (typically cumulus or stratocumulus clouds).

How: Cloud seeding can be performed through aircraft-based dispersion, ground-based generators, or rocket delivery systems. In Delhi’s project led by IIT Kanpur, aircraft fly into or above target clouds and release silver iodide nanoparticles. These particles serve as ice nuclei, attracting supercooled water droplets that freeze and grow into ice crystals. As crystals accumulate more moisture and become heavier, they fall as precipitation—melting into rain in warmer lower atmosphere or remaining as snow in colder conditions. The process essentially jumpstarts natural precipitation that might not otherwise occur or would occur more slowly.

Why: Cloud seeding technology is relevant for UPSC Mains GS3 (Science & Technology, Environment) particularly in contexts of drought mitigation, agricultural water security, and urban pollution control. Questions often examine technological solutions to environmental challenges and their limitations. Understanding the scientific principles, operational requirements, and effectiveness debates around cloud seeding provides excellent material for answers on climate adaptation strategies. The technology’s environmental and ethical considerations—including concerns about weather manipulation, downstream water rights, and ecological impacts—make it relevant for ethics papers and essay topics on technology governance.

What: Operation Sindhu represents India’s strategic evacuation mission to repatriate Indian nationals from conflict zones in Iran during 2025. This operation adds to India’s growing portfolio of successful evacuation missions that demonstrate the country’s commitment to protecting its approximately 32 million-strong diaspora worldwide. The mission required rapid diplomatic coordination with Iranian authorities, assessment of security conditions, logistical planning for safe extraction routes, and coordination between Ministry of External Affairs (MEA), Indian Air Force, and Indian Navy assets.

How: India’s evacuation framework operates through coordinated action between multiple agencies: MEA’s Crisis Management Unit identifies affected citizens through embassy registrations and helplines; Ministry of Civil Aviation arranges special civilian flights or commandeers aircraft through Section 4A of Aircraft Act; Indian Air Force provides transport aircraft (C-17 Globemaster, C-130J Super Hercules) for high-risk zones; and Indian Navy deploys vessels for maritime evacuations. The operation involves establishing safe assembly points, securing evacuation corridors through diplomatic channels, conducting security assessments, and often coordinating with local authorities or international partners. Indian missions maintain updated databases of registered citizens to facilitate rapid contact during crises.

Why: India’s evacuation operations have become a recurring theme in UPSC Mains GS2 (International Relations, India’s Foreign Policy) and frequently appear in questions about diaspora engagement, crisis management capabilities, and India’s rising global profile. Recent successful missions include Operation Ganga (Ukraine 2022 – 22,500+ evacuated), Operation Kaveri (Sudan 2023 – 3,000+ evacuated), and Operation Devi Shakti (Afghanistan 2021 – 800+ evacuated). These operations demonstrate India’s diplomatic reach, military logistical capabilities, and humanitarian commitment—providing excellent case study material for answers on India’s soft power, diaspora policy, and rapid response mechanisms in international crises.

What: The Performance Grading Index (PGI) 2.0 Report for 2023-24 reveals significant regional disparities in school education quality across Indian states. While Chandigarh achieved the highest performance, Meghalaya ranked lowest, reflecting challenges including inadequate infrastructure in remote areas, high student dropout rates (particularly among girls and tribal communities), teacher shortages in government schools, and weak administrative systems for education management. The gap between top and bottom performers highlights persistent issues of educational inequality that affect long-term human capital development and economic mobility.

How: Regional disparities manifest across multiple dimensions: Learning Outcomes show significant variation in foundational literacy and numeracy rates between states; Infrastructure gaps include uneven distribution of smart classrooms, science laboratories, and digital learning resources; Equity indicators reveal disparities in gender parity index, social category-wise enrollment ratios, and special needs education facilities; and Governance quality differs in budget utilization efficiency, teacher attendance monitoring systems, and data management capabilities. States like Meghalaya face additional challenges from geographical terrain making school access difficult, linguistic diversity requiring multilingual education resources, and resource constraints limiting infrastructure investments.

Why: Regional disparities in education are crucial for UPSC Mains GS1 (Social Issues, Regional Variations) and GS2 (Education, Governance). Questions frequently examine reasons for inter-state variations, effectiveness of central interventions like Samagra Shiksha Abhiyan, and mechanisms to reduce inequality. The topic connects to broader themes of federalism (education being a concurrent subject), fiscal transfers through Finance Commission grants for education, Special Category Status debates, and constitutional provisions for equitable education (Article 21A – Right to Education). Understanding both successful models (what Chandigarh did right) and challenges (Meghalaya’s constraints) provides comprehensive material for questions on education governance, regional development, and inclusive growth strategies.