{"id":124570,"date":"2024-08-03T21:19:50","date_gmt":"2024-08-03T15:49:50","guid":{"rendered":"https:\/\/pwonlyias.com\/stage\/?post_type=current-affairs&#038;p=124570"},"modified":"2024-08-05T13:45:40","modified_gmt":"2024-08-05T08:15:40","slug":"recommendations-for-equivalence-across-indias-69-school-boards","status":"publish","type":"current-affairs","link":"https:\/\/pwonlyias.com\/stage\/current-affairs\/recommendations-for-equivalence-across-indias-69-school-boards","title":{"rendered":"Explained: The recommendations for equivalence across India\u2019s 69 school boards"},"content":{"rendered":"<p><b>PARAKH, a standard-setting body u<\/b><span style=\"font-weight: 400;\">nder NCERT, recently submitted an <\/span><b>&#8216;equivalence&#8217;<\/b><span style=\"font-weight: 400;\"> report to the <\/span><b>Ministry of Education.\u00a0<\/b><\/p>\n<h2><span style=\"font-size: 18pt;\"><b>Recommendations for Uniform Standards in School Boards<\/b><\/span><\/h2>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">This report provides recommendations on how to achieve equivalence across different school boards, as mentioned in the <a href=\"https:\/\/pwonlyias.com\/stage\/national-education-policy-nep-2020\/\">National Education Policy (NEP) 2020<\/a>.\u00a0<\/span>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">The NEP states that PARAKH should promote best practices among school boards and ensure academic standards are equivalent for all learners.<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h2><span style=\"font-size: 18pt;\"><b>What is Equivalence Across School Boards?<\/b><\/span><\/h2>\n<ul>\n<li><b>Current Differences Among Boards<\/b>\n<ul>\n<li><b>Diverse Systems:<\/b><span style=\"font-weight: 400;\"> There are 69 different school boards in India, including<\/span><b> state boards, CBSE, ICSE, NIOS, technical and vocational boards, Sanskrit boards, and madrasa boards.\u00a0<\/b>\n<ul>\n<li><span style=\"font-weight: 400;\">These boards vary in their curriculum, examinations, and organizational structure, leading to perceptions that some boards are <\/span><b>&#8220;better&#8221; <\/b><span style=\"font-weight: 400;\">than others.<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li><b>Purpose of Equivalence<\/b>\n<ul>\n<li><b>Standardized Benchmarks: <\/b><span style=\"font-weight: 400;\">The aim of achieving equivalence is not to make all boards identical but to ensure that every student, regardless of the board, receives standard facilities and a quality education.<\/span><\/li>\n<li><b>Categories for Standards:<\/b><span style=\"font-weight: 400;\"> The equivalence report sets standards for boards in five categories: <\/span><b>administration, curriculum, assessment, inclusiveness, and infrastructure.<\/b><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">This approach ensures that all students have access to similar educational resources and opportunities, regardless of the board they are affiliated with.<\/span><\/p>\n<p style=\"text-align: center;\"><span class=\"vc_button\"><a href=\"https:\/\/www.pw.live\/batches\/upsc?utm_source=seo+upsc+batch&#038;utm_medium=seo+upsc&#038;utm_campaign=seo&#038;utm_id=upsc\" target=\"_blank\" rel=\"noopener\">Enroll now for UPSC Online Course<\/a><\/span><\/p>\n<h2><span style=\"font-size: 18pt;\"><b>About PARAKH<\/b><\/span><\/h2>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-124555 alignright\" src=\"https:\/\/pwonlyias.com\/stage\/wp-content\/uploads\/2024\/08\/38-66ae49b09978a.webp\" alt=\"school boards \" width=\"449\" height=\"255\" srcset=\"https:\/\/pwonlyias.com\/stage\/wp-content\/uploads\/2024\/08\/38-66ae49b09978a.webp 742w, https:\/\/pwonlyias.com\/stage\/wp-content\/uploads\/2024\/08\/38-66ae49b09978a-300x170.webp 300w\" sizes=\"(max-width: 449px) 100vw, 449px\" \/><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">PARAKH stands for<\/span><b> Performance Assessment, Review, and Analysis of Knowledge for Holistic Development.<\/b><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">It is\u00a0 a National Assessment Centre.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">It was established as an independent unit within NCERT.\u00a0<\/span>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">It was created on February 8, 2023.<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>Objective:<\/b><span style=\"font-weight: 400;\"> PARAKH aims to set norms, standards, and guidelines for student assessment and other related activities. the four main areas of focus for PARAKH are:<\/span>\n<ul>\n<li aria-level=\"2\"><b>Capacity Development in Competency-Based Assessment<\/b>\n<ul>\n<li><b>Project Vidyasagar:<\/b>\n<ul style=\"list-style-type: disc;\">\n<li style=\"font-weight: 400;\" aria-level=\"4\"><span style=\"font-weight: 400;\">It Collaborates with the PhD Chamber of Commerce (PhDCC).<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"4\"><span style=\"font-weight: 400;\">Conducts workshops across all States\/UTs in India.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"4\"><span style=\"font-weight: 400;\">Focuses on disseminating learning competencies per the National Curriculum Framework 2023 (NCF, 2023).<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"4\"><span style=\"font-weight: 400;\">Aims to familiarize teacher educators and teachers with new pedagogical and policy changes.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"4\"><span style=\"font-weight: 400;\">Bridges gaps in competency-based teaching and learning.<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li><b>Large-Scale Achievement Survey<\/b>\n<ul>\n<li><span style=\"font-weight: 400;\">Monitors and assesses the country&#8217;s educational status periodically.<\/span><\/li>\n<li><b>For example:\u00a0<\/b>\n<ul style=\"list-style-type: disc;\">\n<li><b>State Educational Achievement Survey (November 3, 2023):<\/b>\n<ul style=\"list-style-type: circle;\">\n<li><b>Coverage:<\/b><span style=\"font-weight: 400;\"> Conducted across 30 States and Union Territories (UTs).<\/span><\/li>\n<li><b>Grades Assessed:<\/b><span style=\"font-weight: 400;\"> Grades 3, 6, and 9.<\/span><\/li>\n<li><b>Subjects Assessed: <\/b><span style=\"font-weight: 400;\">Foundational Literacy, Numeracy, Language, and Mathematics.<\/span><\/li>\n<li><b>Sample Size:<\/b><span style=\"font-weight: 400;\"> Approximately 8 million students.<\/span><\/li>\n<\/ul>\n<\/li>\n<li><b>Survey in Rajasthan and Chhattisgarh: It was delayed\u00a0<\/b>\n<ul style=\"list-style-type: circle;\">\n<li><b>Reason for Delay: <\/b><span style=\"font-weight: 400;\">Assembly elections in these states.<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li><b>Equivalence of School Boards<\/b>\n<ul>\n<li><span style=\"font-weight: 400;\">Works with school boards to recommend examination reforms.<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Aims to establish equivalence across all Indian boards, allowing credit points for academic, vocational, and experiential learning.<\/span><\/li>\n<li><b>For example:\u00a0<\/b>\n<ul style=\"list-style-type: disc;\">\n<li><span style=\"font-weight: 400;\">Conducted regional workshops between June and August 2023 to collect data on administration, curriculum, assessments, and infrastructure.<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Used the Equivalence Questionnaire and Question Paper Template Analysis to analyze data.<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Prepared a report outlining focus areas for achieving equivalence.<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Held national-level workshops in November and December 2023 for boards to review and provide feedback on the report.<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Currently drafting Policy Recommendations for equivalence.<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li><b>Holistic Progress Cards for Various Educational Stages<\/b>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"3\"><span style=\"font-weight: 400;\">Developed 360-degree Holistic Progress Cards for the foundational, preparatory, and middle stages.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"3\"><b>Objective: <\/b><span style=\"font-weight: 400;\">Aims to assess Competency-Based learning-teaching comprehensively.<\/span>\n<ul style=\"list-style-type: disc;\">\n<li style=\"font-weight: 400;\" aria-level=\"4\"><span style=\"font-weight: 400;\">Currently developing similar progress cards for the secondary stage.<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"3\"><span style=\"font-weight: 400;\">Ensures holistic and competency-based assessments.<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h2><span style=\"font-size: 18pt;\"><b>Key Recommendations by PARAKH<\/b><\/span><\/h2>\n<ul>\n<li aria-level=\"1\"><b>Assessment and Grading<\/b>\n<ul>\n<li><b>Cumulative Assessment: <\/b><span style=\"font-weight: 400;\">Class 9, 10, and 11 performances will contribute to the final Class 12 results.\u00a0<\/span>\n<ul>\n<li><span style=\"font-weight: 400;\">The weight distribution will be 15% for Class 9, 20% for Class 10, 25% for Class 11, and 40% for Class 12.<\/span><\/li>\n<\/ul>\n<\/li>\n<li><b>Credit System:<\/b><span style=\"font-weight: 400;\"> Students will earn credits for each subject, online courses, and extracurricular activities, which will be part of a holistic progress card.\u00a0<\/span>\n<ul>\n<li><span style=\"font-weight: 400;\">This card includes self-evaluation, teacher assessments, and peer feedback.<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li aria-level=\"1\"><b>Standardization and Paper Setting<\/b>\n<ul>\n<li><b>Professional Paper Setters: <\/b><span style=\"font-weight: 400;\">PARAKH recommends training teachers to become professional paper setters to standardize assessments for classes 9 through 12.<\/span><\/li>\n<li><b>Question Banks and Blueprints:<\/b><span style=\"font-weight: 400;\"> Boards should create question banks for classes 9 and 11 and prepare blueprints for question papers. Teachers can then use these resources to develop exam papers.<\/span><\/li>\n<\/ul>\n<\/li>\n<li aria-level=\"1\"><b>School Affiliation and Administration<\/b>\n<ul>\n<li><b>Affiliation Guidelines:<\/b><span style=\"font-weight: 400;\"> PARAKH suggests that the guidelines for school affiliation be updated according to its recommendations, such as requirements for a contiguous plot and proper playgrounds.<\/span><\/li>\n<li><b>Periodic Reviews: <\/b><span style=\"font-weight: 400;\">Boards should conduct periodic reviews of affiliated schools and grant affiliations for a maximum of three years.<\/span><\/li>\n<li><b>Empowerment of Boards<\/b><span style=\"font-weight: 400;\">: Boards should have the authority to recognize schools, identify unrecognized institutions, and take necessary actions.<\/span><\/li>\n<\/ul>\n<\/li>\n<li aria-level=\"1\"><b>Examination and Security Measures<\/b>\n<ul>\n<li><b>Preventing Cheating: <\/b><span style=\"font-weight: 400;\">PARAKH recommends implementing strict protocols to prevent cheating, secure exam papers, and conduct digital assessments where applicable.<\/span><\/li>\n<\/ul>\n<\/li>\n<li><b>Curriculum and Infrastructure<\/b>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><b>Digital Literacy:<\/b><span style=\"font-weight: 400;\"> Schools should include digital literacy, such as coding and cybersecurity, in their curriculum and follow the National Curriculum Framework for School Education.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"2\"><b>Basic Facilities:<\/b><span style=\"font-weight: 400;\"> Schools must provide essential facilities, including separate toilets for girls and boys, internet access, libraries, secure rooms for exam papers, labs, and accessibility features like ramps or elevators.<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p style=\"text-align: center;\"><span class=\"vc_button\"><a href=\"https:\/\/store.pw.live\/govt-entrance-exams\/upsc-books\/upsc-textbooks?utm_source=SEO&#038;utm_medium=PW+Live&#038;utm_campaign=UPSC+Textbooks\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">Check Out UPSC NCERT Textbooks From PW Store<\/span><\/a><\/span><\/p>\n<h2><span style=\"font-size: 18pt;\"><b>Challenges and Opportunities in Implementing Equivalence Across Indian School Boards<\/b><\/span><\/h2>\n<h3><span style=\"font-size: 16pt;\"><b>Understanding the Goal<\/b><\/span><\/h3>\n<p><span style=\"font-weight: 400;\">The primary aim of the equivalence initiative is to ensure that students from any school board in India receive a similar quality of education and have comparable opportunities. This involves standardizing curriculum, assessments, and administrative practices across diverse boards.<\/span><\/p>\n<h3><span style=\"font-size: 16pt;\"><b>Challenges<\/b><\/span><\/h3>\n<ul>\n<li><b>Diversity of Boards: <\/b><span style=\"font-weight: 400;\">India has a complex education landscape with numerous state boards, central boards, and open schools, each with its unique structure, curriculum, and assessment methods. Harmonizing these diverse systems is a significant challenge.<\/span><\/li>\n<li><b>Infrastructure Gap: <\/b><span style=\"font-weight: 400;\">There is a vast disparity in infrastructure between schools, especially in rural areas. Implementing recommendations that require facilities like libraries, labs, and digital infrastructure will be challenging in under-resourced schools.<\/span><\/li>\n<li><b>Teacher Training: <\/b><span style=\"font-weight: 400;\">Upskilling teachers to align with new assessment methods, curriculum changes, and digital literacy requirements will necessitate extensive teacher training programs.<\/span><\/li>\n<li><b>State Autonomy: <\/b><span style=\"font-weight: 400;\">Education is primarily a state subject in India. Convincing states to adopt uniform standards and relinquish some control over their education systems can be politically and administratively complex.<\/span><\/li>\n<li aria-level=\"1\"><b>Resistance to Change: <\/b><span style=\"font-weight: 400;\">Introducing changes to the established system, such as modifying examination patterns and incorporating continuous assessment, may face resistance from students, parents, and teachers who are accustomed to the traditional methods.<\/span><\/li>\n<li><b>Monitoring and Enforcement: <\/b><span style=\"font-weight: 400;\">Ensuring that all boards adhere to the new standards and implement the recommended changes effectively will require robust monitoring and enforcement mechanisms.<\/span><\/li>\n<\/ul>\n<h3><span style=\"font-size: 16pt;\"><b>Opportunities<\/b><\/span><\/h3>\n<ul>\n<li><b>Improved Learning Outcomes: <\/b><span style=\"font-weight: 400;\">By setting common standards, the equivalence initiative can potentially improve learning outcomes for all students, regardless of the board they belong to.<\/span><\/li>\n<li><b>Fairer Comparisons: <\/b><span style=\"font-weight: 400;\">Standardized assessments can enable a more equitable comparison of student performance across different boards, reducing biases.<\/span><\/li>\n<li><b>Enhanced Mobility: <\/b><span style=\"font-weight: 400;\">Equivalent qualifications can facilitate easier transfer of students between different boards and states, promoting academic mobility.<\/span><\/li>\n<li><b>Digital Integration: <\/b><span style=\"font-weight: 400;\">The focus on digital literacy and online assessments can accelerate India&#8217;s digital education journey.<\/span><\/li>\n<li><b>Collaboration and Knowledge Sharing: <\/b><span style=\"font-weight: 400;\">The process of developing common standards can foster collaboration among different boards, leading to the sharing of best practices.<\/span><\/li>\n<\/ul>\n<p style=\"text-align: center;\"><span class=\"vc_button\"><a href=\"https:\/\/www.pw.live\/batches\/upsc\/pw-only-ias?utm_source=seo+upsc+batch&#038;utm_medium=seo+upsc&#038;utm_campaign=seo&#038;utm_id=upsc\" target=\"_blank\" rel=\"noopener\">Enroll now for UPSC Online Classes<\/a><\/span><\/p>\n<h2><span style=\"font-size: 18pt;\"><b>Conclusion<\/b><\/span><\/h2>\n<p><span style=\"font-weight: 400;\">Implementing equivalence across India&#8217;s diverse school boards is a monumental task with both significant challenges and potential benefits. Successful implementation requires a concerted effort from the central government, state governments, school boards, and educational stakeholders. Addressing the challenges and leveraging the opportunities will be crucial for realizing the vision of a standardized and equitable education system in India.<\/span><\/p>\n<table style=\"width: 99.8262%;\">\n<tbody>\n<tr>\n<td style=\"width: 137.702%; text-align: center; border-style: solid; border-color: #000000;\" colspan=\"2\"><span style=\"font-size: 18pt;\"><b>Must Read<\/b><\/span><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 50.5357%; text-align: center; border-style: solid; border-color: #000000;\"><a href=\"https:\/\/pwonlyias.com\/stage\/editorial-analysis\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">UPSC Daily Editorials<\/span><\/a><\/td>\n<td style=\"width: 87.1661%; text-align: center; border-style: solid; border-color: #000000;\"><a href=\"https:\/\/pwonlyias.com\/stage\/daily-current-affairs\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\">UPSC Daily Current Affairs<\/span><\/a><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 50.5357%; 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report to the Ministry of Education. <\/p>\n","protected":false},"author":11,"featured_media":0,"menu_order":0,"comment_status":"open","ping_status":"open","template":"","format":"standard","meta":{"rank_math_lock_modified_date":false,"footnotes":""},"tags":[],"paper-wise":[2084],"subject":[2124],"acf":[],"_links":{"self":[{"href":"https:\/\/pwonlyias.com\/stage\/wp-json\/wp\/v2\/current-affairs\/124570"}],"collection":[{"href":"https:\/\/pwonlyias.com\/stage\/wp-json\/wp\/v2\/current-affairs"}],"about":[{"href":"https:\/\/pwonlyias.com\/stage\/wp-json\/wp\/v2\/types\/current-affairs"}],"author":[{"embeddable":true,"href":"https:\/\/pwonlyias.com\/stage\/wp-json\/wp\/v2\/users\/11"}],"replies":[{"embeddable":true,"href":"https:\/\/pwonlyias.com\/stage\/wp-json\/wp\/v2\/comments?post=124570"}],"version-history":[{"count":6,"href":"https:\/\/pwonlyias.com\/stage\/wp-json\/wp\/v2\/current-affairs\/124570\/revisions"}],"predecessor-version":[{"id":124701,"href":"https:\/\/pwonlyias.com\/stage\/wp-json\/wp\/v2\/current-affairs\/124570\/revisions\/124701"}],"wp:attachment":[{"href":"https:\/\/pwonlyias.com\/stage\/wp-json\/wp\/v2\/media?parent=124570"}],"wp:term":[{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/pwonlyias.com\/stage\/wp-json\/wp\/v2\/tags?post=124570"},{"taxonomy":"paper-wise","embeddable":true,"href":"https:\/\/pwonlyias.com\/stage\/wp-json\/wp\/v2\/paper-wise?post=124570"},{"taxonomy":"subject","embeddable":true,"href":"https:\/\/pwonlyias.com\/stage\/wp-json\/wp\/v2\/subject?post=124570"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}