G. Viswanathan, the Chancellor of VIT, emphasized the need for increased funding for education from both the Centre and State governments during his speech at the STARS Day 2025 event in Vellore. He highlighted that many students from rural areas face financial barriers that prevent them from pursuing higher education, as their families often bear all educational costs.

Viswanathan pointed out that only about 28% of students in India are enrolled in higher education, compared to around 60% in China. He noted improvements in enrollment rates due to public initiatives like scholarships and government efforts aimed at reducing economic disparities. Currently, Tamil Nadu boasts a Gross Enrollment Ratio (GER) of over 50%, significantly higher than the national average.

He also mentioned the goals set by the National Education Policy 2020, which aims for a GER of 50% by 2035. Public donations through scholarships were suggested as a means to support more deserving students in achieving their educational aspirations.

Original article

The article provides an insightful look at the state of higher education in India and the financial barriers faced by students, especially those from rural areas. It offers a clear call to action, emphasizing the need for increased funding and support from governments and public donations. This actionable information can prompt readers to advocate for better educational funding and consider contributing to scholarships.

Educationally, the article provides depth by comparing India's enrollment rates to those of China and highlighting the goals set by the National Education Policy 2020. It explains the significance of the Gross Enrollment Ratio and how it varies across states, offering a broader understanding of the educational landscape.

In terms of personal relevance, the article directly impacts students and their families, especially those from rural backgrounds, by addressing the financial challenges they face in accessing higher education. It also has broader implications for society, as it discusses the importance of education in reducing economic disparities and improving enrollment rates.

While the article does not explicitly provide public service functions like emergency contacts or safety advice, it serves a public service by bringing attention to an important issue and advocating for change. It raises awareness about the need for improved educational access and funding, which can influence public discourse and policy.

The advice given in the article, such as the suggestion for public donations and scholarships, is practical and realistic. It provides a clear path for individuals and organizations to contribute to improving educational access.

In terms of long-term impact, the article promotes a lasting good by advocating for increased funding and support for education. This can lead to more sustainable educational opportunities and improved access over time.

Psychologically, the article empowers readers by highlighting the potential for change and improvement. It offers a positive vision for the future, which can inspire and motivate readers to take action.

Lastly, the article does not employ clickbait or ad-driven language. It presents a balanced and informative perspective without sensationalizing the issue.

In summary, the article provides actionable steps, educational depth, personal relevance, and a public service function. It offers practical advice, promotes long-term positive impact, and empowers readers without resorting to sensationalism.

It is clear that the emphasis on funding for education and the pursuit of higher learning is a noble cause, but it must be approached with caution to ensure it does not disrupt the fundamental bonds of family and community.

The idea of increased funding for education, while seemingly beneficial, can lead to a dangerous shift in priorities. When families and communities become overly reliant on external support for their children's education, it weakens the natural duty and responsibility of parents and elders to provide for their kin. This reliance can erode the very foundation of family, where the care and education of children are seen as a collective responsibility, not solely dependent on external aid.

The pursuit of higher education, while important, should not overshadow the basic needs and rights of children and elders. If the focus becomes solely on academic achievement, it may lead to neglect of other vital aspects of community life, such as the transmission of traditional knowledge, skills, and values, which are essential for the survival and continuity of the people.

Furthermore, the suggestion of public donations and scholarships, while well-intentioned, can create an environment of competition and division. It may lead to a situation where only a select few, deemed 'deserving', are supported, while others are left behind, potentially creating resentment and breaking the trust and unity within the community.

The real consequence of such an unchecked spread of this idea is a fragmented society, where the moral bonds of family and community are weakened. Children may grow up feeling entitled to external support, lacking the sense of duty and responsibility towards their own families and communities. Elders may be left vulnerable, their wisdom and guidance overlooked in favor of external 'experts'.

The land, too, suffers when the focus shifts solely to academic pursuits. The stewardship of the land, the care of resources, and the peaceful resolution of conflicts, which are essential for the survival of the people, may be neglected.

To restore the broken trust and duty, individuals must recognize their personal responsibility. They should ensure that the pursuit of education is balanced with the care and respect for family and community. Elders must be valued for their wisdom, and their guidance sought in matters of education and community life. The land and its resources must be treated with reverence, ensuring their sustainability for future generations.

In conclusion, while education is vital, it must not become a tool for division or a replacement for the natural duties and responsibilities of family and community. If this idea spreads unchecked, it will lead to a society devoid of moral bonds, where the survival and continuity of the people and their land are threatened.

"He also mentioned the goals set by the National Education Policy 2020, which aims for a GER of 50% by 2035."

This sentence uses passive voice to describe the goals of the National Education Policy. By using passive voice, it downplays the role of the government in setting these goals and makes it seem like an abstract policy aim, rather than a concrete action taken by a specific entity. This bias favors a fake-neutral stance, as it hides the government's involvement and presents the policy as a neutral, objective goal.

The text conveys a range of emotions, primarily centered around concern and a sense of urgency regarding the state of education, particularly higher education, in India.

G. Viswanathan's speech at the STARS Day event in Vellore expresses a deep concern for the financial barriers that students, especially those from rural areas, face when pursuing higher education. The text highlights the disparity between India's 28% enrollment rate and China's 60%, which evokes a sense of worry and a call to action. Viswanathan's emphasis on the need for increased funding from governments and public donations through scholarships reflects a desire to address this gap and ensure equal opportunities for all students.

The emotion of concern is further strengthened by the mention of families bearing all educational costs, which suggests a heavy financial burden and a potential barrier to social mobility. This emotional appeal is likely intended to evoke sympathy from the audience, encouraging them to support initiatives that reduce these financial barriers and promote equal access to education.

The text also conveys a sense of pride and improvement, particularly in Tamil Nadu, which has achieved a Gross Enrollment Ratio (GER) of over 50%, surpassing the national average. This positive development is a result of public initiatives and government efforts, indicating a successful strategy that can be further built upon. The emotion of pride here serves to inspire confidence and a sense of collective achievement, motivating continued support and action towards the goal of a GER of 50% by 2035, as outlined in the National Education Policy 2020.

To persuade the audience, the writer employs a strategic use of language, emphasizing the financial struggles of students and their families, which creates an emotional connection and a sense of empathy. By comparing India's enrollment rate to China's, the text highlights a significant disparity, making the issue more tangible and urgent. The mention of public donations and scholarships also appeals to the audience's sense of responsibility and generosity, encouraging them to contribute to a worthy cause.

Overall, the text effectively utilizes emotion to guide the reader's reaction, creating a sense of concern and urgency while also inspiring hope and a desire to contribute to positive change in the education sector. The strategic use of language and emotional appeals is a powerful tool to engage the audience and motivate them to take action, whether through increased funding or personal donations.