title: Education in India

text: In their favour, it has been pointed out that private schools cover the entire curriculum and offer extra-curricular activities such as science fairs, general knowledge, sports, music and drama. The pupil teacher ratios are much better in private schools (1:31 to 1:37 for government schools) and more teachers in private schools are female. There is some disagreement over which system has better educated teachers. According to the latest DISE survey, the percentage of untrained teachers (para-teachers) is 54.91% in private, compared to 44.88% in government schools and only 2.32% teachers in unaided schools receive in-service training compared to 43.44% for government schools. The competition in the school market is intense, yet most schools make profit.


title: Education in India

text: However, the number of private schools in India is still low – the share of private institutions is 7% (with upper primary being 21% secondary 32% – "source: fortress team research"). Even the poorest often go to private schools despite the fact that government schools are free. A study found that 65% school-children in Hyderabad's slums attend private schools.


title: Education in India

text: , the International Schools Consultancy (ISC) listed India as having 410 international schools. ISC defines an 'international school' in the following terms "ISC includes an international school if the school delivers a curriculum to any combination of pre-school, primary or secondary students, wholly or partly in English outside an English-speaking country, or if a school in a country where English is one of the official languages, offers an English-medium curriculum other than the country's national curriculum and is international in its orientation." This definition is used by publications including The Economist.


title: Education in India

text: Home-schooling in India is legal, though it is the less explored option, and often debated by educators. The Indian Government's stance on the issue is that parents are free to teach their children at home, if they wish to and have the means. The then HRD Minister Kapil Sibal has stated that despite the RTE Act of 2009, if someone decides not to send his/her children to school, the government would not interfere.


title: Education in India

text: NGO work in Indian education broadly spans four areas – piloting approaches to multigrade teaching, making improvements to learning environments, teacher training and support, and creating stronger school-community links.


title: Education in India

text: NGO involvement in education has been crucial in delivering targeted action to under resourced communities, such as Scheduled Castes, Scheduled Tribes, the urban poor, children engaged in child labor, children with disabilities, etc. The Sarva Shiksha Abhiyan (SSA) recognized the role played by NGOs in ensuring access to education, particularly for students with disabilities. NGOs contributed to SSA by either leading advocacy movements for persons with disabilities or providing various types of assistance in rural settings for children with disabilities.


title: Education in India

text: Under the SSA, NGOs also engaged in collaboration with the state to reach children excluded from mainstream education, including migrant children, child laborers, dropouts, children living in areas with civil instability and girls. There are 79,960 registered NGOs working in the areas of education and literacy.Partnerships under the SSA can occur through funding by Central and State governments, funding activities by identified National and State Resource Institutions or through participation in community activities of various Village Education Committees.


title: Education in India

text: Grassroots education NGOs often deliver services via local governing institutions such as the Panchayati Raj and emphasize community participation in ensuring quality.The Mamidipudi Venkatarangaiya Foundation (MVF), established in 1991 to address literacy among child laborers utilized Parent Teacher Associations to disburse seed money for the program under the supervision of the village Panchayat, which then took issues of staffing shortage and insufficient infrastructure to the State Government. The Pratham Educational Initiative in Delhi and Mumbai works with the Integrated Child Development Scheme to set up and provide support to community-run pre-school centers or "balwadis." Under the Namma Shaale project in Karnataka, the Azim Premji Foundation identified seven key stakeholders (children, teachers, parents, School Development and Monitoring Committees, Community Based Organizations, Gram Panchayats, and education managers) in their work to establish a framework of school-community leadership.


title: Education in India

text: NGOs also work with the State to enable teacher training. There have been a number of NGO partnerships with local District Institute of Educational Training. The Rishi Valley Institute for Educational Resources (RIVER) has worked with school districts in many Indian states to provide multi-grade, multi-level training approaches catering to the needs of remote one-room schools. The Eklavya Foundation in Madhya Pradesh has been working with the State Council for Education Research and Training since 1987 to train teachers in making learning a joyful experience by emphasizing skill development and practical learning in the sciences.


title: Education in India

text: NGOs have historically been associated with non-formal education (NFE) programs, both in providing alternative pedagogical approaches as well as substitutes to mainstream education. The Bharat Gyan Vigyan Samiti, for instance, emphasizes "science and literacy for national integration and self-reliance" and uses approaches such as the Gyan Vigyan Vidyalayas to encourage long-term engagement in literacy.


title: Education in India

text: Studies in NGO involvement in education have criticized the adoption of NGO models into formal schooling as low-cost options that require institutional mechanisms to avoid undermining the State's financial responsibility in providing elementary education. The cost‐effectiveness of NGO programs has yet to be determined. In studies that demonstrate that NGOs are more cost-effective in the Global South, there have been concerns raised that this is accomplished by cutting ethical corners, such as underpayment of NGO workers.


title: Education in India

text: India's All India Council of Technical Education (AICTE) reported, in 2013, that there are more than 4,599 vocational institutions that offer degrees, diploma and post-diploma in architecture, engineering, hotel management, infrastructure, pharmacy, technology, town services and others. There were 1,740,000 students enrolled in these schools. Total annual intake capacity for technical diplomas and degrees exceeded 3.4 million in 2012.


title: Education in India

text: According to the University Grants Commission (UGC) total enrolment in Science, Medicine, Agriculture and Engineering crossed 65 lakh in 2010. The number of women choosing engineering has more than doubled since 2001.


title: Education in India

text: After passing the Higher Secondary Examination (the Standard 12 examination), students may enroll in general degree programmes such as bachelor's degree (graduation) in arts, commerce or science, or professional degree programme such as engineering, medicine, nursing, pharmacy, and law graduates. India's higher education system is the third largest in the world, after China and the United States. The main governing body at the tertiary level is the University Grants Commission (India) (UGC), which enforces its standards, advises the government, and helps co-ordinate between the centre and the state up to Post graduation and Doctorate (PhD). Accreditation for higher learning is overseen by 12 autonomous institutions established by the University Grants Commission.


title: Education in India

text: , India has 152 central universities, 316 state universities, and 191 private universities. Other institutions include 33,623 colleges, including 1,800 exclusive women's colleges, functioning under these universities and institutions, and 12,748 Institutions offering Diploma Courses. The emphasis in the tertiary level of education lies on science and technology. Indian educational institutions by 2004 consisted of a large number of technology institutes. Distance learning is also a feature of the Indian higher education system. The Government has launched Rashtriya Uchchattar Shiksha Abhiyan to provide strategic funding to State higher and technical institutions. A total of 316 state public universities and 13,024 colleges will be covered under it.


title: Education in India

text: Some institutions of India, such as the Indian Institutes of Technology (IITs) and National Institutes of Technology (NITs) have been globally acclaimed for their standard of under-graduate education in engineering. Several other institutes of fundamental research such as the Indian Institute of Science (IISc) Indian Association for the Cultivation of Science (IACS), Tata Institute of Fundamental Research (TIFR), Harish-Chandra Research Institute (HRI), Jawaharlal Nehru Centre for Advanced Scientific Research (JNCASR), Indian Institute of Science Education and Research (IISER) are also acclaimed for their standard of research in basic sciences and mathematics. However, India has failed to produce world class universities both in the private sector or the public sector.


title: Education in India

text: Besides top rated universities which provide highly competitive world class education to their pupils, India is also home to many universities which have been founded with the sole objective of making easy money. Regulatory authorities like UGC and AICTE have been trying very hard to extirpate the menace of private universities which are running courses without any affiliation or recognition. Indian Government has failed to check on these education shops, which are run by big businessmen & politicians. Many private colleges and universities do not fulfil the required criterion by the Government and central bodies (UGC, AICTE, MCI, BCI etc.) and take students for a ride. For example, many institutions in India continue to run unaccredited courses as there is no legislation strong enough to ensure legal action against them. Quality assurance mechanisms have failed to stop misrepresentations and malpractices in higher education. At the same time regulatory bodies have been accused of corruption, specifically in the case of deemed-universities. In this context of lack of solid quality assurance mechanism, institutions need to step-up and set higher standards of self-regulation.


title: Education in India

text: The Government of India is aware of the plight of higher education sector and has been trying to bring reforms, however, 15 bills are still awaiting discussion and approval in the Parliament. One of the most talked about bill is Foreign Universities Bill, which is supposed to facilitate entry of foreign universities to establish campuses in India. The bill is still under discussion and even if it gets passed, its feasibility and effectiveness is questionable as it misses the context, diversity and segment of international foreign institutions interested in India. One of the approaches to make internationalisation of Indian higher education effective is to develop a coherent and comprehensive policy which aims at infusing excellence, bringing institutional diversity and aids in capacity building.


title: Education in India

text: Three Indian universities were listed in the Times Higher Education list of the world's top 200 universities – Indian Institutes of Technology, Indian Institutes of Management, and Jawaharlal Nehru University in 2005 and 2006. Six Indian Institutes of Technology and the Birla Institute of Technology and Science—Pilani were listed among the top 20 science and technology schools in Asia by "Asiaweek". The Indian School of Business situated in Hyderabad was ranked number 12 in global MBA rankings by the "Financial Times" of London in 2010 while the All India Institute of Medical Sciences has been recognised as a global leader in medical research and treatment. The University of Mumbai was ranked 41 among the Top 50 Engineering Schools of the world by America's news broadcasting firm Business Insider in 2012 and was the only university in the list from the five emerging BRICS nations viz Brazil, Russia, India, China and South Africa. It was ranked at 62 in the QS BRICS University rankings for 2013 and was India's 3rd best Multi-Disciplinary University in the QS University ranking of Indian Universities after University of Calcutta and Delhi University. In April 2015, IIT Bombay launched the first U.S.-India joint EMBA program alongside Washington University in St. Louis.


title: Education in India

text: From the first Five-year Plan onwards, India's emphasis was to develop a pool of scientifically inclined manpower. India's National Policy on Education (NPE) provisioned for an apex body for regulation and development of higher technical education, which came into being as the All India Council for Technical Education (AICTE) in 1987 through an act of the Indian parliament. At the central level, the Indian Institutes of Technology, the Indian Institute of Space Science and Technology, the National Institutes of Technology and the Indian Institutes of Information Technology are deemed of national importance.


title: Education in India

text: The Indian Institutes of Technology (IITs) and National Institutes of Technology (NITs) are among the nation's premier education facilities.


title: Education in India

text: In addition to above institutes, efforts towards the enhancement of technical education are supplemented by a number of recognised Professional Engineering Societies such as:


title: Education in India

text: that conduct Engineering/Technical Examinations at different levels (Degree and diploma) for working professionals desirous of improving their technical qualifications.


title: Education in India

text: The number of graduates coming out of technical colleges increased to over 700,000 in 2011 from 550,000 in FY 2010. However, according to one study, 75% of technical graduates and more than 85% of general graduates lack the skills needed in India's most demanding and high-growth global industries such as Information Technology. These high-tech global information technologies companies directly or indirectly employ about 2.3 million people, less than 1% of India's labour pool. India offers one of the largest pool of technically skilled graduates in the world. Given the sheer numbers of students seeking education in engineering, science and mathematics, India faces daunting challenges in scaling up capacity while maintaining quality.


title: Education in India

text: At the school level, Board of Open Schooling and Skill Education, Sikkim (BOSSE), National Institute of Open Schooling (NIOS) provides opportunities for continuing education to those who missed completing school education. 1.4 million students are enrolled at the secondary and higher secondary level through open and distance learning. In 2012 various state governments also introduced "State Open School" to provide distance education.


title: Education in India

text: At higher education level, Indira Gandhi National Open University (IGNOU) co-ordinates distance learning. It has a cumulative enrolment of about 1.5 million, serviced through 53 regional centres and 1,400 study centres with 25,000 counselors. The Distance Education Council (DEC), an authority of IGNOU is co-coordinating 13 State Open Universities and 119 institutions of correspondence courses in conventional universities. While distance education institutions have expanded at a very rapid rate, but most of these institutions need an up gradation in their standards and performance. There is a large proliferation of courses covered by distance mode without adequate infrastructure, both human and physical. There is a strong need to correct these imbalances.


title: Education in India

text: Massive open online course are made available for free by the HRD ministry and various educational institutes.


title: Education in India

text: Online education in India started during the COVID-19 pandemic. However only a small proportion of the Indian population has access to online education. The Ministry of Human Resource Development (MHRD) recently launched the 'Bharat Padhe Online'.


title: Education in India

text: The Indian government has imposed one of the longest school closures globally as it suffered through multiple waves of the COVID-19 pandemic. These school closures have revealed the inequities between urban and rural populations, as well as between girls and boys, in adapting to online learning tools.


title: Education in India

text: India is very diverse with eight main religions, hundreds of ethnic groups, and 21 languages with hundreds of dialects. This diversity has made it difficult to educate deaf or hard of hearing (DHH) people in India for generations.


title: Education in India

text: There is a history of educating the deaf in India, however, there is no single clear approach to their education. This stems from conditions, some similar to those faced around the world, and others unique to India. For example, prior to independence of India, there were not clear laws and protections for the disabled. Since independence, advancements have been made for rights of the disabled, but this has not fully tackled the issue.


title: Education in India

text: Pre-independence there were only 24 schools for the deaf in India, and all of these used an oral approach. The belief was that using sign language would hinder advancements of hearing and speaking in deaf children. Additionally, there was no single Indian sign language, so signs would differ depending on where the school was located.


title: Education in India

text: Post-independence, there are more services and resources available for DHH people, however, challenges with education remain. There are organizations around the country that work to advance the spread and quality of education for the deaf.


title: Education in India

text: Oralism and the use of sign language are two competing approaches to education for DHH people. While oralism dominates in India, which is an approach that encourages speaking and hearing, it is usually not realistic for DHH children.


title: Education in India

text: There is an Indian Sign Language, however, it is not formally recognized by the government and it is not complete or comprehensive. It varies around the country and is not encouraged by professionals and educators. Beliefs of the past that the use of sign language will hinder the potential advancements of hearing and speaking in DHH children remain. In recent years, there has been a notion to encourage the use of sign language in India and teach it in schools. In 2017, the first ISL dictionary was released.


title: Education in India

text: Due to these challenges and beliefs associated with sign language, education for DHH people in India often focuses on teaching children to hear, speak, and read lips, this is known as an oral approach.


title: Education in India

text: In India there are regular schools and special schools. Special schools provide education for children with different disabilities. Special schools can be beneficial to DHH children, and provide a better education than they would receive in a regular school. However, these schools aren't available for every deaf child. Sometimes they are located too far from a child's home. Another reason a child may have to attend a regular school is if they receive hearing technology. Since India focuses on hearing and speaking for the deaf, hearing technology is encouraged. Once a child receives hearing technology it is believed that they can attend regular schools. Even with hearing technology, DHH children still need special education in order to succeed. This puts them at a significant disadvantage in regular school and can cause them to fall behind academically, linguistically, and developmentally. For these reasons, many deaf children receive poor education or no education at all, causing the illiteracy rate of deaf children to rise.


title: Education in India

text: Education in India in regular schools and deaf schools has problems. Even in deaf schools, sign language isn't usually taught and used. Some use a small amount of sign language but all of the deaf schools in India use or claim to use an oral approach. Some deaf schools secretly teach sign language due to the stigma and beliefs surrounding the use of sign language, and disability in general, in India. Children in deaf schools have to try to learn by hearing or reading lips and writing. In hearing schools, the children have to do the same. There are no special accommodations. Additionally, there aren't any teachers that use sign language in regular schools (maybe a few in deaf schools), and there aren't any interpreters.


title: Education in India

text: There are a couple of hundred deaf schools in India and vocational training is becoming more common for DHH people.


title: Education in India

text: There are no deaf colleges or universities in India. A person's education ends with grade school- where they likely weren't able to learn. With lack of education, DHH people then have a very difficult time finding a job.


title: Education in India

text: According to the Census of 2011, "every person above the age of 7 years who can read and write with understanding in any language is said to be literate". According to this criterion, the 2011 survey holds the national literacy rate to be 74.04%. The youth literacy rate, measured within the age group of 15 to 24, is 81.1% (84.4% among males and 74.4% among females), while 86% of boys and 72% of girls are literate in the 10–19 age group.


title: Education in India

text: Within the Indian states, Kerala has the highest literacy rate of 93.91% whereas Bihar averaged 61.8% literacy. The 2001 statistics indicated that the total number of 'absolute non-literates' in the country was 304 million. Gender gap in literacy rate is high, for example in Rajasthan, the state with the lowest female literacy rate in India, average female literacy rate is 52.66% and average male literacy rate is 80.51%, making a gender gap of 27.85%.


title: Education in India

text: , enrolment rates are 58% for pre-primary, 93% for primary, 69% for secondary, and 25% for tertiary education.


title: Education in India

text: Despite the high overall enrolment rate for primary education among rural children of age 10, half could not read at a basic level, over 60% were unable to do division, and half dropped out by the age of 14.


title: Education in India

text: In 2009, two states in India, Tamil Nadu and Himachal Pradesh, participated in the international PISA exams which is administered once every three years to 15-year-old's. Both states ranked at the bottom of the table, beating out only Kyrgyzstan in score, and falling 200 points (two standard deviations) below the average for OECD countries. While in the immediate aftermath there was a short-lived controversy over the quality of primary education in India, ultimately India decided to not participate in PISA for 2012, and again not to for 2015 and 2018.


title: Education in India

text: While the quality of free, public education is in crisis, a majority of the urban poor have turned to private schools. In some urban cities, it is estimated as high as two-thirds of all students attend private institutions, many of which charge a modest US$2 per month.


title: Education in India

text: Officially, the pupil to teacher ratio within the public school system for primary education is 35:1. However, teacher absenteeism in India is exorbitant, with 25% never showing up for work. The World Bank estimates the cost in salaries alone paid to no-show teachers who have never attended work is US$2 billion per year.


title: Education in India

text: A study on teachers by Kremer etc. found out that 25% of private sector teachers and 40% of public sector medical workers were absent during the survey. Among teachers who were paid to teach, absence rates ranged from 14.6% in Maharashtra to 41.9% in Jharkhand. Only 1 in nearly 3,000 public school head teachers had ever dismissed a teacher for repeated absence. The same study found "only about half were teaching, during unannounced visits to a nationally representative sample of government primary schools in India."


title: Education in India

text: As per "Report of the Higher education in India, Issues Related to Expansion, Inclusiveness, Quality and Finance", the access to higher education measured in term of gross enrolment ratio increased from 0.7% in 1950/51 to 1.4% in 1960–61. By 2006/7 the GER increased to about 11%. Notably, by 2012, it had crossed 20% (as mentioned in an earlier section).


title: Education in India

text: According to a survey by All India Survey on Higher Education (AISHE) released by the ministry of human resource development, Tamil Nadu which has the highest gross enrolment ratio (GER) in higher education in the country has registered an increase of 2.6% to take GER to 46.9 per cent in 2016–17.


title: Education in India

text: An optimistic estimate from 2008 was that only one in five job-seekers in India ever had any sort of vocational training.


title: Education in India

text: However it's expected to grow as the CBSE has brought changes in its education system which emphasises inclusion of certain number and types of vocational subjects in classes 9th and 11th. Although it's not mandatory for schools to go for it but a good number of schools have voluntarily accepted the suggestion and incorporated the change in their curriculum.


title: Education in India

text: As per 2016 Annual Survey of Education Report (ASER), 3.5% schools in India had no toilet facility while only 68.7% schools had usable toilet facility. 75.5% of the schools surveyed had library in 2016, a decrease from 78.1% in 2014. Percentage of schools with separate girls toilet have increased from 32.9% in 2010 to 61.9%in 2016. 74.1% schools had drinking water facility and 64.5% of the schools had playground.


title: Education in India

text: Modern education in India is often criticised for being based on rote learning rather than problem solving. Anil K. Rajvanshi writes that Indian education system seems to be producing zombies since in most of the schools students seemed to be spending majority of their time in preparing for competitive exams rather than learning or playing. "Preschool for Child Rights" states that almost 99% of pre-schools do not have any curriculum at all. Also creativity is not encouraged or is considered a form of entertainment in most institutions.


title: Education in India

text: The British "essentialist" view of knowledge of the nineteenth century emphasised the individual, scientific, universal, and moral aims of education ahead of the social and cultural. This, combined with the colonial construction of Indian society, designed to preserve the ideological lead of the Empire post-1857, it helped shape the official nineteenth-century school curriculum. The rejection of nationalist Gopal Krishna Gokhale's Bill (1911) to make primary education free and compulsory by the colonial administration and English-educated and often upper-caste elite further helped sustain a curriculum that focused on colonial objectives. Holmes and McLean (1989, 151) argues that despite tensions between the colonial view of education and the nationalist postcolonial aims of education, British essentialism grew unassailable roots in India partly because "colonial values coincided with those of indigenous traditions."


title: Education in India

text: Following independence, India viewed education as an effective tool for bringing social change through community development. The administrative control was effectively initiated in the 1950s, when, in 1952, the government grouped villages under a Community Development Block—an authority under a national programme which could control education in up to 100 villages. A Block Development Officer oversaw a geographical area of which could contain a population of as many as 70,000 people.


title: Education in India

text: Setty and Ross elaborate on the role of such programmes, themselves divided further into "individual-based", "community based", or the "Individual-cum-community-based", in which microscopic levels of development are overseen at village level by an appointed worker:


title: Education in India

text: Despite some setbacks the rural education programmes continued throughout the 1950s, with support from private institutions. A sizeable network of rural education had been established by the time the "Gandhigram Rural Institute" was established and 5,200 Community Development Blocks were established in India. Nursery schools, elementary schools, secondary school, and schools for adult education for women were set up.


title: Education in India

text: The government continued to view rural education as an agenda that could be relatively free from bureaucratic backlog and general stagnation. However, in some cases lack of financing balanced the gains made by rural education institutes of India. Some ideas failed to find acceptability among India's poor and investments made by the government sometimes yielded little results. Today, government rural schools remain poorly funded and understaffed. Several foundations, such as the Rural Development Foundation (Hyderabad), actively build high-quality rural schools, but the number of students served is small.


title: Education in India

text: Education in rural India is valued differently from in an urban setting, with lower rates of completion. An imbalanced sex ratio exists within schools with 18% of males earning a high school diploma compared with only 10% of females. The estimated number of children who have never attended school in India is near 100 million which reflects the low completion levels. This is the largest concentration in the world of youth who haven't enrolled in school.


title: Education in India

text: Women have a much lower literacy rate than men. Far fewer girls are enrolled in the schools, and many of them drop out. In the patriarchal setting of the Indian family, girls have lower status and fewer privileges than boys. Conservative cultural attitudes prevent some girls from attending school. Furthermore, educated high class women are less likely than uneducated low class women to enter the workforce They opt to stay at home due to the traditional, cultural and religious norms.


title: Education in India

text: The number of literate women among the female population of India was between 2–6% from the British Raj onward to the formation of the Republic of India in 1947. Concerted efforts led to improvement from 15.3% in 1961 to 28.5% in 1981. By 2001 literacy for women had exceeded 50% of the overall female population, though these statistics were still very low compared to world standards and even male literacy within India. Recently the Indian government has launched Saakshar Bharat Mission for Female Literacy. This mission aims to bring down female illiteracy by half of its present level.


title: Education in India

text: Sita Anantha Raman also mentions that while the educated Indian women workforce maintains professionalism, the men outnumber them in most fields and, in some cases, receive higher income for the same positions.


title: Education in India

text: The education of women in India plays a significant role in improving livings standards in the country. A higher female literacy rate improves the quality of life both at home and outside the home, by encouraging and promoting education of children, especially female children, and in reducing the infant mortality rate. Several studies have shown that a lower level of women literacy rates results in higher levels of fertility and infant mortality, poorer nutrition, lower earning potential and the lack of an ability to make decisions within a household. Women's lower educational levels is also shown to adversely affect the health and living conditions of children. A survey that was conducted in India showed results which support the fact that infant mortality rate was inversely related to female literacy rate and educational level. The survey also suggests a correlation between education and economic growth.


title: Education in India

text: In India, there is a large disparity between female literacy rates in different states. State of Kerala has the highest female literacy rate of 91.98% while Rajasthan has the lowest female literacy rate of 52.66. This correlates to the health levels of states, Kerala has average life expectancy at birth of 74.9 while Rajasthan's average life expectancy at birth is 67.7 years.


title: Education in India

text: In India, higher education is defined as the education of an age group between 18 and 24, and is largely funded by the government. Despite women making up 24–50% of higher education enrolment, there is still a gender imbalance within higher education. Only one third of science students and 7% of engineering students, are women. In comparison, however, over half the students studying Education are women.


title: Education in India

text: In 2018, 277 fake engineering colleges were identified. In January 2010, the Government of India decided to withdraw Deemed university status from as many as 44 institutions. The Government claimed in its affidavit that academic considerations were not being kept in mind by the management of these institutions and that "they were being run as family fiefdoms". In February 2009, the University Grant Commission found 39 fake institutions operating in India.


title: Education in India

text: Only 16% of manufacturers in India offer in-service training to their employees, compared with over 90% in China.


title: Education in India

text: In the Indian education system, a teacher's success is loosely defined. It is either based on a student's success or based on the years of teaching experience, both of which do not necessarily correlate to a teacher's skill set or competencies. The management of an institution could thereby be forced to promote teachers based on the grade level they teach or their seniority, both of which are often not an indicator of a good teacher. This means that either a primary school teacher is promoted to a higher grade, or a teacher is promoted to take up other roles within the institution such as Head of Department, coordinator, Vice Principal or Principal. However, the skills and competencies that are required for each of them vary and a great teacher may not be a great manager. Since teachers do not see their own growth and success in their own hands, they often do not take up any professional development. Thus, there is a need to identify a framework to help a teacher chart a career path based on his/her own competency and help them understand their own development.


title: Education in India

text: Increased competition to get admission in reputed colleges has given rise to private coaching institutes in India. They prepare students for engineering, medical, MBA, banking jobs' entrance tests as well as American SAT and GRE. There are also coaching institutes that teach subjects like English for employment in India and abroad.


title: Education in India

text: Private coaching institutes are of two types: offline coaching and online coaching. There are many online coaching centres and apps available in the market and their usage is growing, especially in tier 2 metro cities.


title: Education in India

text: A 2013 survey by ASSOCHAM predicted the size of private coaching industry to grow to $40 billion, or Rs 2.39 trillion (short scale) by 2015.


title: Education in India

text: Kota in Rajasthan is the called the capital of engineering and medical colleges' entrance's coaching sector. In Punjab, English language is taught by coaching institutes for foreign visa aspirants to get the right IELTS score for their applications. Mukherjee Nagar and Old Rajinder Nagar in Delhi are considered a hub for UPSC Civil Services Examination coaching. To compete in these exams, Center and some state governments also provide free coaching to students, especially to students from minority communities.


title: Education in India

text: Coaching classes have been blamed for the neglect of school education by students. Educationists such as Anandakrishnan have criticised the increasing importance being given to coaching classes as they put students under mental stress and the coaching fees add to the financial burden on parents. These educationists opine that if a good schooling system is put in place, children should not need additional coaching to take any competitive examination.


title: Education in India

text: Corruption in Indian education system has been eroding the quality of education and has been creating long-term negative consequences for the society. Educational corruption in India is considered one of the major contributors to domestic black money. In 2021, Manav Bharti University, a private university, was accused of selling tens of thousands of degrees for money over a decade.


title: Education in India

text: Grade inflation has become an issue in Indian secondary education. In CBSE, a 95 per cent aggregate is 21 times as prevalent today as it was in 2004, and a 90 per cent close to nine times as prevalent. In the ISC Board, a 95 per cent is almost twice as prevalent today as it was in 2012. CBSE called a meeting of all 40 school boards early in 2017 to urge them to discontinue "artificial spiking of marks". CBSE decided to lead by example and promised not to inflate its results. But although the 2017 results have seen a small correction, the board has clearly not discarded the practice completely. Almost 6.5 per cent of mathematics examinees in 2017 scored 95 or more – 10 times higher than in 2004 – and almost 6 per cent of physics examinees scored 95 or more, 35 times more than in 2004.


title: Education in India

text: Following India's independence, a number of rules were formulated for the backward Scheduled Castes and the Scheduled Tribes of India. In 1960, a list identifying 405 Scheduled Castes and 225 Scheduled Tribes was published by the central government. An amendment was made to the list in 1975, which identified 841 Scheduled Castes and 510 Scheduled Tribes. The total percentage of Scheduled Castes and Scheduled Tribes combined was found to be 22.5% with the Scheduled Castes accounting for 17% and the Scheduled Tribes accounting for the remaining 7.5%. Following the report many Scheduled Castes and Scheduled Tribes increasingly referred to themselves as "Dalit", a Marathi language terminology used by B R Ambedkar which literally means "oppressed".


title: Education in India

text: The Scheduled Castes and Scheduled Tribes are provided for in many of India's educational programmes. Special reservations are also provided for the Scheduled Castes and Scheduled Tribes in India, e.g. a reservation of 15% in "Kendriya Vidyalaya" for Scheduled Castes and another reservation of 7.5% in "Kendriya Vidyalaya" for Scheduled Tribes. Similar reservations are held by the Scheduled Castes and Scheduled Tribes in many schemes and educational facilities in India. The remote and far-flung regions of North-East India are provided for under the Non-Lapsible Central pool of Resources (NLCPR) since 1998–1999. The NLCPR aims to provide funds for infrastructure development in these remote areas.


title: Education in India

text: Women from remote, underdeveloped areas or from weaker social groups in Andhra Pradesh, Assam, Bihar, Jharkhand, Karnataka, Kerala, Gujarat, Uttar Pradesh, and Uttarakhand, fall under the "Mahila Samakhya Scheme", initiated in 1989. Apart from provisions for education this programme also aims to raise awareness by holding meetings and seminars at rural levels. The government allowed during 2007–08 to carry out this scheme over 83 districts including more than 21,000 villages.


title: Education in India

text: There are 68 "Bal Bhavans" and 10 "Bal Kendra" affiliated to the "National Bal Bhavan". The scheme involves educational and social activities and recognising children with a marked talent for a particular educational stream. A number of programmes and activities are held under this scheme, which also involves cultural exchanges and participation in several international forums.


title: Education in India

text: India's minorities, especially the ones considered 'educationally backward' by the government, are provided for in the 1992 amendment of the Indian National Policy on Education (NPE). The government initiated the Scheme of Area Intensive Programme for Educationally Backward Minorities and Scheme of Financial Assistance or Modernisation of Madarsa Education as part of its revised Programme of Action (1992). Both these schemes were started nationwide by 1994. In 2004 the Indian parliament passed an act which enabled minority education establishments to seek university affiliations if they passed the required norms.


title: Education in India

text: Ministry of Human Resource and Development, Government of India in collaboration with Ministry of Electronics & Information Technology has also launched a National Scholarship Portal to provide students of India access to National and State Level Scholarships provided by various government authorities. As a Mission Mode Project under the National e-Governance Plan (NeGP), the online service enlists more than 50 scholarship programs every year including the renowned Ministry of Minority Affairs (MOMA) Scholarships for Post-Matric and Pre-Matric studies. In the academic year 2017–18 the MOMA Scholarships facilitated the studies of 116,452 students with scholarships worth ₹3165.7 million. The National Scholarship continues to enlist scholarship programs managed by AICTE (All India Council for Technical Education), UGC (University Grants Commission) and respective state governments.


title: Education in India

text: This article was a directive principle of state policy within India, effectively meaning that it was within a set of rules that were meant to be followed in spirit and the government could not be held to court if the actual letter was not followed. However, the enforcement of this directive principle became a matter of debate since this principle held obvious emotive and practical value, and was legally the only directive principle within the Indian constitution to have a time limit.


title: Education in India

text: Following initiatives by the Supreme Court of India during the 1990s the 93rd amendment bill suggested three separate amendments to the Indian constitution:


title: Education in India

text: The bill was passed unanimously in the "Lok Sabha", the lower house of the Indian parliament, on 28 November 2001. It was later passed by the upper house—the "Rajya Sabha"—on 14 May 2002. After being signed by the President of India the Indian constitution was amended formally for the eighty sixth time and the bill came into effect. Since then those between the age of 6–14 have a "fundamental right" to education.


title: Education in India

text: Other provisions for the Scheduled Castes and Scheduled Tribes can be found in Articles 330, 332, 335, 338–342. Both the 5th and the 6th Schedules of the Constitution also make special provisions for the Scheduled Castes and Scheduled Tribes.


title: Education in India

text: As a part of the tenth Five-year Plan (2002–2007), the central government of India outlined an expenditure of 65.6% of its total education budget of i.e. on elementary education; 9.9% i.e. on secondary education; 2.9% i.e. on adult education; 9.5% i.e. on higher education; 10.7% i.e. on technical education; and the remaining 1.4% i.e. on miscellaneous education schemes.


title: Education in India

text: During the Financial Year 2011–12, the Central Government of India has allocated 38,957 crore for the Department of School Education and Literacy which is the main department dealing with primary education in India. Within this allocation, major share of 21,000 crore, is for the flagship programme 'Sarva Siksha Abhiyan'. However, budgetary allocation of 210,000 million is considered very low in view of the officially appointed Anil Bordia Committee recommendation of 356.59 billion for the year 2011–12. This higher allocation was required to implement the recent legislation 'Right of Children to Free and Compulsory Education Act, 2009. In recent times, several major announcements were made for developing the poor state of affairs in education sector in India, the most notable ones being the National Common Minimum Programme (NCMP) of the United Progressive Alliance (UPA) government. The announcements are;


title: Education in India

text: (b) To support this increase in expenditure on education, and to increase the quality of education, there would be an imposition of an education cess over all central government taxes.


title: Education in India

text: (e) To universalise education through its flagship programmes such as Sarva Shiksha Abhiyan and Midday Meal Scheme.


title: Education in India

text: However, even after five years of implementation of NCMP, not much progress has been seen on this front. Although the country targeted towards devoting 6% share of the GDP towards the educational sector, the performance has definitely fallen short of expectations. Expenditure on education has steadily risen from 0.64% of GDP in 1951–52 to 2.31% in 1970–71 and thereafter reached the peak of 4.26% in 2000–01. However, it declined to 3.49% in 2004–05. There is a definite need to step-up again. As a proportion of total government expenditure, it has declined from around 11.1% in 2000–2001 to around 9.98% during UPA rule, even though ideally it should be around 20% of the total budget. A policy brief issued by [Network for Social Accountability (NSA)] titled "[NSA Response to Education Sector Interventions in Union Budget: UPA Rule and the Education Sector] " provides significant revelation to this fact. Due to a declining priority of education in the public policy paradigm in India, there has been an exponential growth in the private expenditure on education also. [As per the available information, the private out of pocket expenditure by the working class population for the education of their children in India has increased by around 1150 per cent or around 12.5 times over the last decade].


title: Education in India

text: The central governmentT of India introduced a new National Education Policy 2020 (NEP 2020)which is expected to bring profound changes to education in India.


title: Education in India

text: The policy approved by the Cabinet of India on 29 July 2020, outlines the vision of India's new education system. The new policy replaces the 1986 National Policy on Education. The policy is a comprehensive framework for elementary education to higher education as well as vocational training in both rural and urban India. The policy aims to transform India's education system by 2021.


title: Education in India

text: The National Education Policy 2020 has 'emphasised' on the use of mother tongue or local language as the medium of instruction till Class 5 while, recommending its continuance till Class 8 and beyond.It also states that no language will be imposed on the students.The language policy in NEP is a broad "guideline" and "advisory" in nature; and it is up to the states, institutions, and schools to decide on the implementation. Education in India is a Concurrent List subject.


title: Education in India

text: NEP 2020 outlines the vision of India's School education system. The new policy replaces the previous National Policy on Education, 1986. The policy is a comprehensive framework for elementary education to higher education as well as vocational training in both rural and urban India. The policy aims to transform India's education system by 2021. As per NEP2020, the "10 + 2" structure is replaced with "5+3+3+4" model. 5+3+3+4 refers to 5 foundational years, whether in an "anganwadi", pre-school or "balvatika". This is followed by 3 years of preparatory learning from classes 3 to 5. This is followed by a middle stage that is of 3 years in length and finally a 4 year secondary stage till class 12 or 18 years of age. This model will be implemented as follows:


title: Education in India

text: Instead of exams being held every academic year, school students attend three exams, in classes 2, 5 and 8. Board exams are held for classes 10 and 12. Standards for Board exams is established by an assessment body, "PARAKH (Performance Assessment, Review and Analysis of Knowledge for Holistic Development)." To make them easier, these exams would be conducted twice a year, with students being offered up to two attempts. The exam itself would have two parts, namely the objective and the descriptive.


title: Education in India

text: NEP's higher education policy proposes a 4-year multi-disciplinary bachelor's degree in an undergraduate programme with multiple exit options. These will include professional and vocational areas and will be implemented


title: Education in India

text: The new National Education Policy 2020 (NEP 2020) introduced by the Central Government is expected to bring profound changes to education in India.


title: Education in India

text: The policy approved by the Union Cabinet of India on 29 July 2020, outlines the vision of India's new education system. The new policy replaces the 1986 National Policy on Education. The policy is a comprehensive framework for elementary education to higher education as well as vocational training in both rural and urban India. The policy aims to transform India's education system by 2021.


title: Education in India

text: Shortly after the release of the policy, the government clarified that no one will be forced to study any particular language and that the medium of instruction will not be shifted from English to any regional language. The language policy in NEP is a broad "guideline" and "advisory" in nature; and it is up to the states, institutions, and schools to decide on the implementation. Education in India is a Concurrent List subject.


title: Education in India

text: Although it may not be appropriate to judge the adoption of a northern concept in the south from a northern perspective, hasty use of such globalised terminology without engaging with the thinking behind it may present no more than empty rhetoric, whatever the context. clearly perceives inclusive education as "…a concept that has been adopted from the international discourse, but has not been engaged with in the Indian scenario." She supports this view of lack of conceptual engagement through data collected in semi-structured interviews for her PhD research, where she found that: Many interviewees concurred with the opinions reflected in government documents that inclusion is about children with special needs, as reflected by a disabling condition. A handful of others argue that inclusive education should not be limited to children with disabilities, as it holds relevance for all marginalised groups. Though they were quick to accept that this thinking has not yet prevailed. Indian understandings of disability and educational needs are demonstrated through the interchangeable use of several English terms which hold different meanings in the north. For example, children with special needs or special educational needs tend to be perceived as children with disabilities in India, as demonstrated by Mukhopadhyay and Mani's (2002) chapter on 'Education of Children with Special Needs' in a NIEPA government-funded research report, which solely pertains to children with disabilities. In contrast, the intention of Mary Warnock's term 'special educational needs', coined in the UK in 1978, was to imply that any child, with an impairment or not, may have an individual educational need at some point in their school career (e.g. dyslexia, or language of instruction as a second language) which the teacher should adapt to. This further implies that a child with a disability may not have a special educational need while their able-bodied peers could (Giffard-Lindsay, 2006). In addition, despite the 1987 Mental Health Act finally separating the meaning of learning disability from that of mental illness in India, there is still some confusion in understanding, with the 1995 Persons with Disabilities Act listing both mental retardation and mental illness as categories of disability. Ignorance and fear of genetic inheritance adds to the societal stigma of both. 'Inclusive' and 'integrated' education are also concepts that are used interchangeably, understood as the placement of children with disabilities in mainstream classrooms, with the provision of aids and appliances, and specialist training for the teacher on how to 'deal with' students with disabilities. There is little engagement with the connotations of school, curriculum, and teacher flexibility for all children. These rigid, categorical interpretations of subtly different northern concepts are perhaps a reflection of not only the government tendency to categories and label (Julka, 2005; Singal, 2005a) but also a cultural one, most explicitly enforced through the rigidly categorised caste system.


title: Patti Scialfa

text: Vivienne Patricia Scialfa ( ; born July 29, 1953) is an American singer-songwriter and guitarist. Scialfa has been a member of the E Street Band since 1984 and has been married to Bruce Springsteen since 1991. In 2014, Scialfa was inducted into the Rock and Roll Hall of Fame as a member of the E Street Band.


title: Patti Scialfa

text: Scialfa grew up in Deal, New Jersey on the Jersey Shore. She was the middle child of Joseph Scialfa and Patricia (née Morris) Scialfa. Her father was of Sicilian ancestry and her mother is from Belfast, Northern Ireland. She also has half-siblings from her father's second marriage. Her father was a successful local entrepreneur, who started a television store and became a real estate developer.


title: Patti Scialfa

text: Scialfa began writing songs at an early age. She graduated from Asbury Park High School in 1971. Following high school, she first began working as a back-up singer for New Jersey bar bands.


title: Patti Scialfa

text: She began college at the University of Miami's jazz conservatory at the Frost School of Music, later transferring to New York University, where she earned an undergraduate degree in music.


title: Patti Scialfa

text: In 1994, she told "Lear's Magazine" that she had little talent for anything but music and that she attended college as a way to further her ambitions as a performer while also satisfying parental expectations.


title: Patti Scialfa

text: While in college at the University of Miami and later at New York University, Scialfa began recording original music for other artists. However, none of her songs were recorded.


title: Patti Scialfa

text: After her college graduation, she worked as a busker and waitress in Greenwich Village. Together with Soozie Tyrell and Lisa Lowell, she formed a street group known as Trickster. For many years, she struggled to make her way in the songwriting and recording industry in New York City and New Jersey before playing at Folk City and Kenny's Castaways in Greenwich Village and The Stone Pony in Asbury Park, New Jersey. Scialfa had a brief role in The Stone Pony's house band Cats on a Smooth Surface. These gigs won her notice and, eventually, recording work with Southside Johnny and David Johansen.


title: Patti Scialfa

text: In 1984, Scialfa joined the E Street Band, three or four days before the opening show of the Born in the U.S.A. Tour. In 1986, she appeared on the Rolling Stones' "Dirty Work" album, leaving her vocal mark on "One Hit (To the Body)" as well as other tracks. She worked with Keith Richards on his first solo album "Talk is Cheap". Steve Jordan, who co-produced the Richards record, was a friend of Scialfa's from her Greenwich Village days.


title: Patti Scialfa

text: Scialfa's music industry friendships with Soozie Tyrell and Lisa Lowell are long-standing, pre-dating their mutual work as background vocalists and musicians on the 1987 Buster Poindexter album, featuring a Soca song by Arrow, "Hot Hot Hot"). Lowell and Tyrell have since worked on various Springsteen-Scialfa recording projects and Tyrell, a violinist, has recorded and toured with Springsteen and the E Street Band.


title: Patti Scialfa

text: Scialfa has recorded three solo albums, 1993's "Rumble Doll", 2004's "23rd Street Lullaby" and 2007's "Play It As It Lays". Her first two albums received four-star reviews from "Rolling Stone", while the third received three and a half stars. Her records are a mix of confessional songwriting, impressive vocal range, and traditional country, folk and rock music. Springsteen and fellow E Street bandmates, like Nils Lofgren and Roy Bittan have contributed to her albums. Following the release of Scialfa's second album, she played a series of club dates on the East Coast and was the opening act of the post-final night of the Vote for Change tour.


title: Patti Scialfa

text: In 2009 and again in 2011, Scialfa confirmed that she had written most of the songs for her fourth album and was trying to find the time to record it.


title: Patti Scialfa

text: Scialfa first met Bruce Springsteen in the early 1980s at The Stone Pony, an Asbury Park, New Jersey bar where Springsteen and his band regularly played. In 1984, Scialfa postponed recording her solo record to join Springsteen's Born in the U.S.A. Tour. After the tour, Scialfa started a short-term relationship with actor Tom Cruise.


title: Patti Scialfa

text: In August 1988, Springsteen's first wife Julianne Phillips filed for divorce, and Scialfa and Springsteen started living together afterward in New Jersey and later in New York City before relocating to Los Angeles, where they started a family. Springsteen and Phillips's divorce was finalized in 1989.


title: Patti Scialfa

text: On July 25, 1990, Scialfa gave birth to the couple's first child, Evan James Springsteen. Scialfa and Springsteen married on June 8, 1991 at their Los Angeles home in a ceremony attended by family and close friends. Their second child, Jessica Rae Springsteen, was born December 30, 1991, and their third child, Samuel Ryan Springsteen, was born January 5, 1994. The family returned to New Jersey in the early 1990s and now lives in Colts Neck, New Jersey. They also own homes in Wellington, Florida, near West Palm Beach, and Los Angeles.


title: Patti Scialfa

text: On July 17, 2022, Scialfa and Springsteen became first time grandparents with the birth of their granddaughter Lily Harper Springsteen, daughter of their son Sam.


title: Joël Matip

text: Job Joël André Matip (born 8 August 1991) is a professional footballer who plays as a centre-back for club Liverpool.


title: Joël Matip

text: Matip began his professional career with Schalke 04 in 2009, and was part of their teams that won the DFB-Pokal and DFL-Supercup in 2011. He totalled 258 competitive appearances and 23 goals before moving to Liverpool on a free transfer in 2016, where he won the UEFA Champions League in 2019, starting in the final. He also won the UEFA Super Cup in 2019 and the Premier League in 2020, Liverpool's first league title in thirty years.


title: Joël Matip

text: Born and raised in Germany, Matip represented Cameroon at international level, playing for them at the 2010 Africa Cup of Nations and the FIFA World Cups of 2010 and 2014, before announcing his international retirement in 2015.


title: Joël Matip

text: Matip began his career with SC Weitmar 45 before joining VfL Bochum in 1997. After three years in VfL Bochum's youth teams, Matip was scouted by Schalke 04 in July 2000.


title: Joël Matip

text: Matip made his debut on 27 October 2009 in a Regionalliga West match against 1. FC Saarbrücken. He made his Bundesliga debut for Schalke on 7 November 2009 against Bayern Munich, in which he scored the game-tying goal and was subsequently named man of the match. After his successful introduction to the first team, Matip remained a regular starter for Schalke in defensive midfield for the remainder of the 2009–10 season, scoring two further goals against 1. FC Köln and Eintracht Frankfurt.


title: Joël Matip

text: In the 2010–11 season, Matip made his UEFA Champions League debut as Schalke reached the semi-finals of the competition for the first time in the club's history. On 5 April 2011, he scored his first Champions League goal in Schalke's 5–2 quarter final win against title holders Inter Milan at San Siro.


title: Joël Matip

text: On 21 May 2011, Matip appeared as a 72nd minute substitute in Schalke's 5–0 DFB-Pokal win over MSV Duisburg at the Berlin Olympiastadion.


title: Joël Matip

text: In January 2012, Schalke announced that Matip signed a two-year contract extension running until June 2016.


title: Joël Matip

text: On 23 February 2013, Matip scored both goals as Schalke recorded an important 2–1 victory over Fortuna Düsseldorf, securing the club's second win in 12 games.


title: Joël Matip

text: On 15 February 2016, Matip announced signing a four-year pre-contract agreement to join Liverpool on a free transfer, following the expiration of his contract with Schalke. He made his debut for Liverpool on 23 August 2016 against Burton Albion in the League Cup in a 5–0 win for the Reds. He scored his first goal for the club in a 4–2 Premier League win over Crystal Palace at Selhurst Park on 29 October. Matip was voted as Standard Chartered Player of the Month for his performances in November.


title: Joël Matip

text: Matip was withdrawn from the fixture against Manchester United on 15 January 2017, as Liverpool were yet to get full clarity from FIFA over his eligibility, and also as a result of the Cameroon Football Federation failing to confirm that Matip can therefore play club football during the 2017 Africa Cup of Nations. Overall, Matip was considered as a key player to improving Liverpool's defence, which had received extreme criticism prior to the season, during the 2016–17 season.


title: Joël Matip

text: On 1 October 2017, Matip was criticised for his poor performance against Newcastle United, being deemed at fault for Newcastle's goal. On 4 November, Matip scored his first goal of the 2017–18 season, scoring in a 4–1 win over West Ham United at the London Stadium. On 27 January 2018, Matip scored an own goal in a 2–3 home defeat to West Bromwich Albion in the fourth round of the FA Cup. On 31 March, during the match against Crystal Palace, Matip suffered a thigh injury. On 3 April, Liverpool announced that he would have to undergo surgery to fix it, and that he will miss the rest of the season.


title: Joël Matip

text: Matip suffered another muscle injury in July 2018 during a tour of the United States, but recovered to be named an unused substitute in a 2–0 away win over Crystal Palace on 20 August.


title: Joël Matip

text: On 13 December 2018, Matip suffered a broken collarbone after the 1–0 win against Napoli. The injury saw him miss another 6 weeks of the season. Despite the showing of interest by new Fulham manager Claudio Ranieri, Matip remained at Liverpool for the rest of the season, establishing himself in the starting eleven. On 1 June 2019, Matip assisted Divock Origi's goal in the 87th minute of the 2019 UEFA Champions League Final, which saw Liverpool defeat Tottenham Hotspur 2–0 to win the title.


title: Joël Matip

text: On 4 August 2019, Matip scored Liverpool's goal in the 2019 FA Community Shield. Liverpool lost the game 5–4 on penalties. On 24 August 2019, Matip scored his first Premier League goal of the season, opening the scoring in a 3–1 home win over Arsenal. On 18 October 2019, he signed a contract renewal until 2024.


title: Joël Matip

text: His 2019–20 season was plagued by injuries, and Joe Gomez quickly took his place as Jürgen Klopp's preferred centre-back to partner Virgil van Dijk. His first injury occurred in a Premier League match on 20 October 2019 against rivals Manchester United. He returned in late January 2020, making just one league start before the seasons suspension due to COVID-19. He was injured again on 21 June 2020 in a Merseyside derby against Everton, with the club later revealing he would not be able to feature for the rest of the season.


title: Joël Matip

text: On 28 January 2021, Matip was substituted at the half-time against Tottenham Hotspur. On 1 February 2021, it was revealed that he suffered ankle ligament injury and would miss the remainder of the season.


title: Joël Matip

text: On 23 February 2022, Matip scored his first goal of the 2021–22 season in a 6–0 win against Leeds United. He was named Premier League Player of the Month for February on 11 March.


title: Joël Matip

text: On 13 September 2022, Matip scored his first UEFA Champions League goal for Liverpool with a late header in a 2–1 win against Ajax in the 2022–23 UEFA Champions League at Anfield.


title: Joël Matip

text: Matip was called up on 23 December 2009 by Cameroon for the 2010 Africa Cup of Nations but he later declined to take part in the tournament.


title: Joël Matip

text: On 2 March 2010, aged 18, Matip opted to play his international football for Cameroon, after meeting up with the national team ahead of a friendly against Italy on 3 March 2010. He made his first appearance in the match against Italy and went on to play in the 2010 FIFA World Cup for Cameroon. He was also part of the Cameroon squad for the 2014 FIFA World Cup where he played twice and scored against the host team Brazil, the team's only goal of the tournament.


title: Joël Matip

text: In January 2017, Matip was selected for the 2017 Africa Cup of Nations but rejected the call-up. It was later revealed that Matip retired from the national team when he was still at Schalke, but had not followed FIFA procedure by informing the Cameroonian Football Association via letter. While the confusion was cleared up by FIFA, Matip could not play for Liverpool. He subsequently missed a Premier League tie against Manchester United and an FA Cup third round match against Plymouth Argyle.


title: Joël Matip

text: Matip cited his reason for his retirement was his unhappiness with the national team set up and his bad experience with the coaching staff.


title: Joël Matip

text: Matip was born in Bochum, North Rhine-Westphalia, to a German mother and former Cameroonian footballer Jean Matip. He is the brother of the fellow Cameroon international Marvin Matip and is a cousin of Joseph-Désiré Job. He attended the Gesamtschule Berger Feld.


title: Joël Matip

text: He married long-term partner Larissa Stollenwerk in the aftermath of Liverpool's 2020 Premier League title, and in June 2021 they welcomed their first child, a son.


title: Michy Batshuayi

text: Michy Batshuayi-Atunga (born 2 October 1993) is a Belgian professional footballer who plays as a striker for Süper Lig club Fenerbahçe and the Belgium national team.


title: Michy Batshuayi

text: Batshuayi began his professional career at Standard Liège in 2011, scoring 44 goals in 120 games across all competitions. His 21 goals in the 2013–14 Belgian Pro League made him the second-highest scorer and contributed to his Ebony Shoe Award. He then transferred to Marseille for £4.5 million, helping them reach the 2016 Coupe de France Final. In July 2016, he was signed by Chelsea for £33 million, and scored the goal that won the Premier League title in his debut season.


title: Michy Batshuayi

text: Batshuayi scored in his international debut for Belgium against Cyprus in March 2015. He was part of their sides that reached the quarter-finals of UEFA Euro 2016 and Euro 2020, and finished in third place at the 2018 FIFA World Cup.


title: Michy Batshuayi

text: Born in Brussels to Congolese parents, Batshuayi had a nomadic youth career with spells at Evere, Schaarbeek, Brussels (twice) and Anderlecht before he joined Standard Liège.


title: Michy Batshuayi

text: Batshuayi made his debut for the senior team on 20 February 2011 in a 4–1 loss away to Gent, replacing Franck Berrier for the last seven minutes. Six days later, he made his only other appearance of the Belgian Pro League season, filling in for Aloys Nong in the last minute of a 3–0 victory against KV Mechelen at the Stade Maurice Dufrasne.


title: Michy Batshuayi

text: On 21 July, Batshuayi was an unused substitute in the 2011 Belgian Super Cup, a 1–0 loss to Gent. On 15 December, he scored his first professional goal, the only one away to Copenhagen in the last match of Group B during the 2011–12 UEFA Europa League group stage, advancing his team into the knockout stages. Six days later, he added two more in a 2–1 win at Lierse in the quarter-final first leg of the Belgian Cup, although his side lost 5–4 on aggregate. He scored his first league goal on 14 January 2012 to round off a 6–1 home win over Germinal Beerschot, and ended the campaign with six. He was sent-off as a substitute in a 3–2 loss at Genk on 22 April for stamping on the chest of Jeroen Simaeys, for which the Royal Belgian Football Association suspended him for four matches.


title: Michy Batshuayi

text: Batshuayi was again sent-off on 25 September 2012 in a 3–2 win at Mouscron in the sixth round of the Belgian Cup, having elbowed Benjamin Delacourt within the first half-hour; he was suspended for the next two matches of the competition and fined €200. In an interview a month later, he said he felt "destroyed" by the suspension. He recorded 12 goals in 26 matches over the campaign, including two on 19 May 2013 to decide a 4–3 home win over Lokeren.


title: Michy Batshuayi

text: In the 2013–14 season, Batshuayi scored 21 goals in 34 matches, putting him in second place for the league's top scorer behind Lokeren's Hamdi Harbaoui. This tally included a first professional hat-trick on 15 September in a 4–2 win at Oostende. He was awarded the Ebony Shoe Award for the season's best player of African origin, ahead of Harbaoui.


title: Michy Batshuayi

text: On 8 August 2014, Batshuayi signed with French club Marseille for a £4.5 million transfer fee. He made his debut the next day as Marseille began the Ligue 1 season with a 3–3 draw at Bastia, replacing Dimitri Payet with 11 minutes remaining. On 29 October, he scored his first goal for the club to open a 2–1 defeat at Rennes in the third round of the Coupe de la Ligue. He scored nine league goals for Marcelo Bielsa's team, despite rarely starting matches. On 22 February 2015, within five minutes of coming on for André-Pierre Gignac, he scored twice away to Saint-Étienne in an eventual 2–2 draw. In March, he added further braces in away victories at Toulouse and Lens (6–1 and 4–0 respectively), the latter after taking Gignac's place at half-time.


title: Michy Batshuayi

text: On 23 August 2015, Batshuayi scored his first goals of the season, a brace, in a 6–0 victory over Troyes. Soon after, club president Vincent Lebrune said, "There is not a single top 15 world club that is not interested in Batshuayi. He is one of the most wanted players on the market. There were a lot of offers for him this summer, but he didn't want to leave. He's proving himself on the pitch, and if clubs want him then they are going to have to pay around €50m." By the mid-season break, he had 11 goals from 19 matches, behind only arch-rival Paris Saint-Germain's Zlatan Ibrahimović, with Marseille in tenth in the league table and PSG in first. Batshuayi finished the league season with 17 goals. He added two more goals from five games in the Coupe de France, one being in the final, where Marseille lost 4–2 to PSG on 21 May 2016.


title: Michy Batshuayi

text: In April 2016, English Premier League club West Ham United were reported as the favourites to sign Batshuayi, having offered a €35 million bid. Two months later, their London neighbours Crystal Palace made a €38 million (£31.5 million) bid which would have made him their record signing, while Italian champions Juventus were also among the interested parties. Although Palace's bid was accepted, Batshuayi did not want to make the move, instead engaging with a €40 million (£33.2 million) offer from Chelsea, for which he left Belgium's UEFA Euro 2016 squad to undergo a medical. On 3 July, he signed a five-year deal at Chelsea. He was the first signing by their new manager Antonio Conte, and said his aim was to get the team back to winning the Premier League and qualifying for the UEFA Champions League. Batshuayi added he was eager to work alongside their midfielder Oscar. Batshuayi joined Chelsea for pre-season in Austria, and on 20 July, he made his debut in a friendly against Wolfsberger AC. A day later, he scored his first two goals in an 8–0 friendly victory against Atus Ferlach.


title: Michy Batshuayi

text: On 15 August, Batshuayi made his competitive debut in Chelsea's opening match of the 2016–17 season, coming off the substitutes' bench to set-up Diego Costa's late winner in a 2–1 win over West Ham. Five days later, after replacing Oscar, he went on to score his first Premier League goal in a victory by the same score at Watford. On 23 August, Batshuayi made his first start for Chelsea in the EFL Cup, scoring a brace in a 3–2 home victory against Bristol Rovers.


title: Michy Batshuayi

text: On 12 May, Batshuayi came on as a second-half substitute against West Bromwich Albion with the score 0–0, with Chelsea needing a victory to clinch the Premier League title. In the 82nd minute, he slotted a goal past goalkeeper Ben Foster to win Chelsea their fifth Premier League title. Batshuayi went on to score three goals in Chelsea's final two matches, including the last goal of the season in the 92nd minute of Chelsea's 5–1 win over Sunderland at Stamford Bridge. Batshuayi finished the season with 5 goals in only 236 minutes of Premier League action, equaling a rate of one goal every 47 minutes.


title: Michy Batshuayi

text: Batshuayi scored his first Chelsea hat-trick on 20 September 2017 in a 5–1 home win over Nottingham Forest in the third round of the EFL Cup.


title: Michy Batshuayi

text: In a Champions League group stage match away to Atlético Madrid a week later, substitute Batshuayi scored the added-time winning goal in a 2–1 victory. On 17 January 2018, he scored in a third-round FA Cup win over Norwich City on his 50th appearance for Chelsea. The match finished 1–1 after extra time, with the "Blues" going on to win 5–3 on penalties.


title: Michy Batshuayi

text: On 31 January 2018, Batshuayi joined German Bundesliga club Borussia Dortmund on loan for the remainder of the 2017–18 season. His debut came on 2 February away to 1. FC Köln, where he scored twice and had a third disallowed via the video assistant referee, as he was in an offside position. He also made an assist. The match ended 3–2 to Dortmund as an away victory. Batshuayi became the first player to score multiple goals on his Bundesliga debut since the player he replaced at Dortmund, Pierre-Emerick Aubameyang. The following week, on matchday 22, he again scored the opening goal against Hamburger SV as Dortmund won 2–0. On 15 February, he scored twice against Atalanta in the round of 32 first leg of the UEFA Europa League as Dortmund won 3–2 and took the lead going into the second leg. Dortmund's draw in Italy meant the club progressed to the round of 16, although Batshuayi reported hearing "monkey noises" during the match. In March, UEFA's investigation led to both teams being fined for use of pyrotechnics and other crowd disturbances, but Batshuayi's allegations of racism were dismissed. He criticised European football's governing body for their judgement. In a 2–0 loss to Schalke 04 on 15 April, Batshuayi injured his ankle ligaments and was ruled out for the remainder of the season.


title: Michy Batshuayi

text: On 10 August 2018, Batshuayi was loaned to Spanish La Liga club Valencia for the 2018–19 season. Ten days later, he made his Liga debut as a 76th-minute substitute for Carlos Soler in a 1–1 home draw with Atlético Madrid, then continued that role in subsequent matches in a side possessing Rodrigo, Santi Mina and Kevin Gameiro as striking options. On 26 September, he scored his first goal in a 1–1 draw with Celta de Vigo, therefore becoming the first player to score in the top leagues of France, Germany, England and Spain in the 21st century.


title: Michy Batshuayi

text: In January 2019, Batshuayi's loan to Valencia was cut short and he joined English Premier League club Crystal Palace on loan until the end of the 2018–19 season. He made his debut on 2 February in a home 2–0 win against Fulham, providing an assist for Jeffrey Schlupp to score the second goal. On 23 February, Batshuayi scored for Crystal Palace in 4–1 win against Leicester City.


title: Michy Batshuayi

text: On 23 October 2019, Batshuayi came off the bench to score a late 1–0 winner for Chelsea, in their first Champions League meeting with Ajax at Johan Cruyff Arena. He scored the opener in a 2–1 win over Hull City in the fourth round of the FA Cup at KCOM Stadium on 25 January.


title: Michy Batshuayi

text: On 10 September 2020, Batshuayi returned to Crystal Palace for his second loan until the end of the 2020–21 season. He previously played for the club on loan in the second half of the 2018–19 season.


title: Michy Batshuayi

text: On 18 October 2020 in the game against Brighton & Hove Albion, Batshuayi won a penalty which was converted by Wilfried Zaha in the 1–1 draw against their rivals.


title: Michy Batshuayi

text: On 18 August 2021, Batshuayi extended his contract at Chelsea until 2023 and joined Beşiktaş on loan for the 2021–22 season.


title: Michy Batshuayi

text: On 30 October 2022, he scored his first hat-trick against İstanbulspor with his three goal and one assist performance when they won 5-2.


title: Michy Batshuayi

text: Batshuayi was eligible to play for the DR Congo national team through his parents, but in March 2015, he ruled out this option, stating that although his Congolese heritage is important to him, he would rather represent Belgium.


title: Michy Batshuayi

text: Batshuayi made his international debut for Belgium on 28 March 2015 in a UEFA Euro 2016 qualifying match against Cyprus. Replacing Christian Benteke in the 77th minute, he scored from outside the penalty area three minutes later to seal a 5–0 victory at home. He was selected for the final tournament in France, making his competition debut in the last 16 against Hungary in Toulouse on 26 June. With his first touch, he finished Eden Hazard's assist for the second goal of a 4–0 victory.


title: Michy Batshuayi

text: In Belgium's 2018 FIFA World Cup qualification, Batshuayi scored once in a 4–3 win away to Bosnia and Herzegovina on 7 October 2017, with the "Red Devils" already assured of their place in the final tournament. Manager Roberto Martínez named him in the 23-man squad to go to Russia. In their second group stage match, he came on as a 68th-minute substitute against Tunisia and missed several chances before finally scoring the fifth goal for Belgium in a 5–2 victory.


title: Michy Batshuayi

text: Despite a difficult club season, on 17 May 2021, Batshuayi was included in the final 26-man squad for the re-arranged UEFA Euro 2020.


title: Michy Batshuayi

text: On 23 November 2022, Batshuayi scored the first and only goal for Belgium against Canada in the 2022 World Cup in Qatar.


title: Michy Batshuayi

text: A December 2015 profiling by "FourFourTwo" likened Batshuayi for his speed, strength, positioning and link-up play to Didier Drogba, despite being shorter than the Ivorian.


title: Michy Batshuayi

text: Batshuayi is nicknamed "Batsman" a play on the name of the superhero Batman. His younger brother Aaron Leya Iseka plays for Barnsley in the same position, coming through at Anderlecht and signing for Marseille on loan, one month after Batshuayi's exit.


title: History of Europe

text: The history of Europe is traditionally divided into four time periods: prehistoric Europe (prior to about 800 BC), classical antiquity (800 BC to AD 500), the Middle Ages (AD 500 to AD 1500), and the modern era (since AD 1500).


title: History of Europe

text: The first early European modern humans appear in the fossil record about 48,000 years ago, during the Paleolithic Era. People from this period left behind numerous artifacts, including works of art, burial sites, and tools, allowing some reconstruction of their society. During the Indo-European migrations, Europe saw migrations from the east and southeast. Settled agriculture marked the Neolithic Era, which spread slowly across Europe from southeast to the north and west. The later Neolithic period saw the introduction of early metallurgy and the use of copper-based tools and weapons, and the building of megalithic structures, as exemplified by Stonehenge.


title: History of Europe

text: The period known as classical antiquity began with the emergence of the city-states of ancient Greece. Some of the earliest examples of literature, history, and philosophy come from the writings of the ancient Greeks, such as Homer, Herodotus, and Plato. Later, the Roman Empire came to dominate the entire Mediterranean basin. The Migration Period of the Germanic people began in the late 4th century AD and made gradual incursions into various parts of the Roman Empire. As these migratory people settled down and formed state societies of their own, this marked the transition period out of the classical era.


title: History of Europe

text: The Fall of the Western Roman Empire in AD 476 traditionally marks the start of the Middle Ages. While the Eastern Roman Empire would persist for another 1000 years, the former lands of the Western Empire would be fragmented into a number of different states. At the same time, the early Slavs began to become established as a distinct group in the central and eastern parts of Europe. The first great empire of the Middle Ages was the Frankish Empire of Charlemagne, while the Islamic conquest of Iberia established Al-Andalus. The Viking Age saw a second great migration of Norse peoples. Attempts to retake the Levant from the Muslim states that occupied it made the High Middle Ages the age of The Crusades, while the political system of feudalism came to its height. The Late Middle Ages were marked by large population declines, as Europe was threatened by the Bubonic Plague, as well as invasions by the Mongol peoples from the Eurasian Steppe. At the end of the Middle Ages, there was a transitional period, known as the Renaissance.


title: History of Europe

text: Early Modern Europe is usually dated to the end of the 15th century. Technological changes such as gunpowder and the printing press changed how warfare was conducted and how knowledge was preserved and disseminated. The Protestant Reformation saw the fragmentation of religious thought, leading to religious wars. The Age of Exploration led to colonization, and the exploitation of the people and resources of colonies brought resources and wealth to Europe. After 1800, the Industrial Revolution brought capital accumulation and rapid urbanization to Western Europe, while several countries transitioned away from absolutist rule to parliamentary regimes. The Age of Revolutions saw long-established political systems upset and turned over. In the 20th century, World War I led to a remaking of the map of Europe as the large Empires were broken up into nation-states. Lingering political issues would lead to World War II, during which Nazi Germany perpetrated the Holocaust. After World War II, during the Cold War, most of Europe became divided by the Iron Curtain in two military blocs: NATO and the Warsaw Pact. The post-war period saw decolonization as Western European colonial empires were dismantled. The post-war period also featured the gradual development of the European integration process, which led to the creation of the European Union; this extended to Eastern European countries after the Fall of the Berlin Wall. The 21st century saw the European debt crisis and the withdrawal of the United Kingdom from the European Union.


title: History of Europe

text: During the Neolithic era (starting at c. 7000 BC.) and the time of the Indo-European migrations (starting at c. 4000 BC.) Europe saw massive migrations from east and southeast which also brought agriculture, new technologies, and the Indo-European languages, primarily through the areas of the Balkan peninsula and the Black sea region.


title: History of Europe

text: Some of the best-known civilizations of the late prehistoric Europe were the Minoan and the Mycenaean, which flourished during the Bronze Age until they collapsed in a short period of time around 1200 BC.


title: History of Europe

text: The period known as classical antiquity began with the emergence of the city-states of Ancient Greece. After ultimately checking the Persian advance in Europe through the Greco-Persian Wars in the 5th century BC, Greek influence reached its zenith under the expansive empire of Alexander the Great, spreading throughout Asia, Africa, and other parts of Europe.


title: History of Europe

text: The Thracians, their powerful Odrysian kingdom, distinct culture and architecture were long present in Southeast Europe.


title: History of Europe

text: The Roman Empire came to dominate the entire Mediterranean basin. By 300 AD the Roman Empire was divided into the Western and Eastern empires. During the 4th and 5th centuries, the Germanic peoples of Northern Europe, pressed by the Huns, grew in strength and led repeated attacks that resulted in the Fall of the Western Roman Empire. The Western empire's collapse in AD 476 traditionally marks the end of the classical period and the start of the Middle Ages.


title: History of Europe

text: In Western Europe, Germanic peoples became more powerful in the remnants of the former Western Roman Empire and established kingdoms and empires of their own. Of all of the Germanic peoples, the Franks would rise to a position of hegemony over Western Europe, the Frankish Empire reaching its peak under Charlemagne around 800. This empire was later divided into several parts; West Francia would evolve into the Kingdom of France, while East Francia would evolve into the Holy Roman Empire, a precursor to modern Germany and Italy. The British Isles were the site of several large-scale migrations.


title: History of Europe

text: The Byzantine Empire – the eastern part of the Roman Empire, with its capital Constantinople, survived for the next 1000 years. During most of its existence, the empire was the most dominant empire, also most powerful economic, cultural, and military force in Europe. The powerful and long lived Bulgarian Empire was its main competitor in the region of Southeast Europe for centuries. Byzantine art, architecture, political dominance, and Bulgarian cultural and linguistic achievements left great legacy in Orthodox and Slavic Europe and beyond through the Middle Ages to this day.


title: History of Europe

text: The Viking Age, a period of migrations of Scandinavian peoples, occurred from the late 8th century to the middle 11th century. The Normans, descendants of the Vikings who settled in Northern France, had a significant impact on many parts of Europe, from the Norman conquest of England to Sicily. The Rus' people founded Kievan Rus', which evolved into Russia. After 1000 the Crusades were a series of religiously motivated military expeditions originally intended to bring the Levant back under Christian rule. The Crusaders opened trade routes which enabled the merchant republics of Genoa and Venice to become major economic powers. The Reconquista, a related movement, worked to reconquer Iberia for Christendom.


title: History of Europe

text: Eastern Europe in the High Middle Ages was dominated by the rise and fall of the Mongol Empire. Led by Genghis Khan, the Mongols were a group of steppe nomads who established a decentralized empire which, at its height, extended from China in the east to the Black and Baltic Seas in Europe. As Mongol power waned towards the Late Middle Ages, the Grand Duchy of Moscow rose to become the strongest of the numerous Russian principalities and republics and would grow into the Tsardom of Russia in 1547. The Late Middle Ages represented a period of upheaval in Europe. The epidemic known as the Black Death and an associated famine caused demographic catastrophe in Europe as the population plummeted. Dynastic struggles and wars of conquest kept many of the states of Europe at war for much of the period. In Scandinavia, the Kalmar Union dominated the political landscape, while England fought with Scotland in the Wars of Scottish Independence and with France in the Hundred Years' War. In Central Europe, the Polish–Lithuanian Commonwealth became a large territorial empire, while the Holy Roman Empire, which was an elective monarchy, came to be dominated for centuries by the House of Habsburg. Russia continued to expand southward and eastward into former Mongol lands. In the Balkans, the Ottoman Empire overran Byzantine lands, culminating in the Fall of Constantinople in 1453, which historians mark as the end of the Middle Ages.


title: History of Europe

text: Beginning in the 14th century in Florence and later spreading through Europe, a Renaissance of knowledge challenged traditional doctrines in science and theology. The rediscovery of classical Greek and Roman knowledge had an enormous liberating effect on intellectuals. Simultaneously, the Protestant Reformation under German Martin Luther questioned Papal authority. Henry VIII seized control of the English Church and its lands. The European religious wars were fought between German and Spanish rulers. The Reconquista ended Muslim rule in Iberia. By the 1490s a series of oceanic explorations marked the Age of Discovery, establishing direct links with Africa, the Americas, and Asia. Religious wars continued to be fought in Europe, until the 1648 Peace of Westphalia. The Spanish crown maintained its hegemony in Europe and was the leading power on the continent until the signing of the Treaty of the Pyrenees, which ended a conflict between Spain and France that had begun during the Thirty Years' War. An unprecedented series of major wars and political revolutions took place around Europe and the world in the period between 1610 and 1700.


title: History of Europe

text: The Industrial Revolution began in Britain, based on coal, steam, and textile mills. Political change in continental Europe was spurred by the French Revolution under the motto "liberté, égalité, fraternité". Napoleon Bonaparte took control, made many reforms inside France, and transformed Western Europe. But his rise stimulated both nationalism and reaction and he was defeated in 1814–15 as the old royal conservatives returned to power.


title: History of Europe

text: The period between 1815 and 1871 saw revolutionary attempts in much of Europe (apart from Britain). They all failed however. As industrial work forces grew in Western Europe, socialism and trade union activity developed. The last vestiges of serfdom were abolished in Russia in 1861. Greece and the other Balkan nations began a long slow road to independence from the Ottoman Empire, starting in the 1820s. Italy was unified in its Risorgimento in 1860. After the Franco-Prussian War of 1870–71, Otto von Bismarck unified the German states into an empire that was politically and militarily dominant until 1914. Most of Europe scrambled for imperial colonies in Africa and Asia in the Age of Empire. Britain and France built the largest empires, while diplomats ensured there were no major wars in Europe, apart from the Crimean War of the 1850s.


title: History of Europe

text: The outbreak of the First World War in 1914 was precipitated by the rise of nationalism in Southeastern Europe as the Great Powers took sides. The 1917 October Revolution led the Russian Empire to become the world's first communist state, the Soviet Union. The Allies, led by Britain, France, and the United States, defeated the Central Powers, led by the German Empire and Austria-Hungary, in 1918. During the Paris Peace Conference the Big Four imposed their terms in a series of treaties, especially the Treaty of Versailles. The war's human and material devastation was unprecedented.


title: History of Europe

text: Germany lost its overseas empire and several provinces, had to pay large reparations, and was humiliated by the victors. They in turn had large debts to the United States. The 1920s were prosperous until 1929 when the Great Depression broke out, which led to the collapse of democracy in many European states. The Nazi regime under Adolf Hitler came to power in 1933, rearmed Germany, and along with Mussolini's Italy sought to assert themselves on the continent. Other nations, who had not taken to the attractions of fascism, sought to avoid conflict. They set boundaries of appeasement, which Hitler continually ignored. The Second World War began. The war ended with the defeat of the Axis powers but the threat of more conflict was recognised before the war's end. Many from the US were suspicious of how the USSR would treat the peace – in the USSR there was paranoia at US forces in Europe. Eastern Front/Western Front meetings among leaders in Yalta proved inconclusive. In the closing months of the war there was a race to the finish. The territories liberated from the Nazis by troops from the USSR found they had exchanged fascism for socialism. The USSR, however, would not leave those territories for forty years. The USSR claimed they needed buffer states between them and the nascent NATO. In the west, the term Iron Curtain entered the language. The United States launched the Marshall Plan from 1948 to 1951 and NATO from 1949, and rebuilt industrial economies that all were thriving by the 1950s. France and West Germany took the lead in forming the European Economic Community, which eventually became the European Union (EU). Secularization saw the weakening of Protestant and Catholic churches across most of Europe, except where they were symbols of reaction, as in Poland. The Revolutions of 1989 brought an end to both Soviet hegemony and socialism in Eastern Europe, the resulting capitalist restoration engendering economic and social devastation for the people. Germany was reunited, Europe's integration deepened, and both NATO and the EU expanded to the east. The EU came under increasing pressure because of the worldwide recession after 2008.


title: History of Europe

text: "Homo erectus" migrated from Africa to Europe before the emergence of modern humans. "Homo erectus georgicus", which lived roughly 1.8 million years ago in Georgia, is the earliest hominid to have been discovered in Europe. Lézignan-la-Cèbe in France, Orce in Spain, Monte Poggiolo in Italy and Kozarnika in Bulgaria are among the oldest Palaeolithic sites in Europe.


title: History of Europe

text: The earliest appearance of anatomically modern people in Europe has been dated to 45,000 BC, referred to as the Early European modern humans. The earliest sites in Europe are


title: History of Europe

text: Some locally developed transitional cultures (Uluzzian in Italy and Greece, Altmühlian in Germany, Szeletian in Central Europe and Châtelperronian in the southwest) use clearly Upper Palaeolithic technologies at very early dates.


title: History of Europe

text: Nevertheless, the definitive advance of these technologies is made by the Aurignacian culture. The origins of this culture can be located in the Levant (Ahmarian) and Hungary (first full Aurignacian). By 35,000 BC, the Aurignacian culture and its technology had extended through most of Europe. The last Neanderthals seem to have been forced to retreat during this process to the southern half of the Iberian Peninsula.


title: History of Europe

text: Around 29,000 BC a new technology/culture appeared in the western region of Europe: the Gravettian. This technology/culture has been theorised to have come with migrations of people from the Balkans (see Kozarnika).


title: History of Europe

text: Around 16,000 BC, Europe witnessed the appearance of a new culture, known as Magdalenian, possibly rooted in the old Gravettian. This culture soon superseded the Solutrean area and the Gravettian of mainly France, Spain, Germany, Italy, Poland, Portugal and Ukraine. The Hamburg culture prevailed in Northern Europe in the 14th and the 13th millennium BC as the Creswellian (also termed the British Late Magdalenian) did shortly after in the British Isles.


title: History of Europe

text: Around 12,500 BC, the Würm glaciation ended. Slowly, through the following millennia, temperatures and sea levels rose, changing the environment of prehistoric people. Nevertheless, Magdalenian culture persisted until c. 10,000 BC, when it quickly evolved into two "microlithist" cultures: Azilian (Federmesser), in Spain and southern France, and then Sauveterrian, in southern France and Tardenoisian in Central Europe, while in Northern Europe the Lyngby complex succeeded the Hamburg culture with the influence of the Federmesser group as well.


title: History of Europe

text: Evidence of permanent settlement dates from the 8th millennium BC in the Balkans. The Neolithic reached Central Europe in the 6th millennium BC and parts of Northern Europe in the 5th and 4th millenniums BC. The modern indigenous populations of Europe are largely descended from three distinct lineages: Mesolithic hunter-gatherers, a derivative of the Cro-Magnon population of Europe, Early European Farmers who migrated from Anatolia during the Neolithic Revolution, and Yamnaya pastoralists who expanded into Europe in the context of the Indo-European expansion. The genetic makeup of speakers of the Uralic language family in northern Europe was shaped by migration from Siberia that began at least 3,500 years ago.


title: History of Europe

text: The Indo-European migrations started at around c. 4200 BC. through the areas of the Black sea and the Balkan peninsula in East and Southeast Europe. In the next 3000 years the Indo-European languages expanded through Europe. Around this time, in 4700 – 4200 BC, the Solnitsata town, believed to be the oldest prehistoric town in Europe, flourished.