News
Are Schools Teaching Girls to Say ‘No’?
In today’s world, where conversations about gender equality are gaining momentum, the role of education in shaping assertive, confident, and self-reliant young women has never been more critical. Schools have traditionally focused on academic excellence, but are they equipping girls with the ability to say ‘No’—to unwanted touch, peer pressure, and societal expectations that push them into compliance? From early consent education to breaking down leadership biases, this piece explores how educational institutions can do more to foster self-advocacy among female students.
The Need for Teaching Consent and Self-Advocacy
Teaching girls the power of ‘No’ isn’t just about rejecting physical advances—it’s about instilling confidence in their decision-making and personal autonomy. Girls must understand that they are not obligated to accept discomfort for the sake of being “polite.”
As highlighted in Pinky Promise, a book that explores boundaries and consent, forcing young girls to always be polite—such as requiring them to hug relatives or accept physical touch without their consent—sets a dangerous precedent. It teaches them that their discomfort is secondary to social expectations, making it harder for them to recognise and respond to inappropriate behaviour later in life.
Pinky Promise, a book that explores boundaries and consent
A real-world example of why consent education is vital comes from the story of Tara Dawes, a child sexual abuse survivor. At 13, she was groomed by a 19-year-old man, leading to pregnancy. Dawes now strongly advocates for comprehensive consent education in schools, stressing that if she had been equipped with the right knowledge earlier, she might have had the confidence to recognise coercion and resist it.
In India, organizations like RAHI (Recovering and Healing from Incest) have been instrumental in supporting survivors of child sexual abuse and advocating for consent education. Established in 1996, RAHI provides education and awareness about child sexual abuse and incest, along with training, capacity building, and skill development for victims
The Shortcomings of Current Educational Practices
Many schools across the world are making strides in teaching consent. In the UK, the Schools Consent Project runs workshops for students aged 11-18, covering essential topics such as harassment, sexting, and revenge porn. These initiatives aim to build a foundation of respect and understanding about personal boundaries.
However, some education systems are regressing. For example, several schools in the US have reintroduced abstinence-only education, eliminating lessons on contraception and consent under political pressure. Such regressive steps leave students ill-equipped to navigate real-life relationships and challenges, making them vulnerable to coercion and manipulation.
How School Culture Shapes Girls’ Confidence
Research shows that as girls transition into adolescence, their confidence levels drop significantly compared to boys. School culture plays a crucial role in shaping their sense of self-worth and agency. Are girls encouraged to take leadership roles? Do teachers unconsciously reinforce gender norms in the classroom? For instance, they may praise boys for being “assertive” while calling girls “bossy” for the same behavior. They might encourage boys to take up STEM subjects while steering girls towards literature or the arts. Even seating arrangements, classroom discussions, and examples used in lessons can reflect traditional gender expectations, subtly shaping how students perceive their roles in society. Recognizing these biases is the first step towards fostering a truly gender-inclusive learning environment.
Furthermore, moral policing in schools—such as dress codes that disproportionately target girls, body shaming, and the perception that “good girls” don’t challenge authority—further erodes their self-confidence. Schools must actively combat these outdated attitudes and provide an environment where girls feel empowered to express themselves freely, without fear of being judged.
Beyond the Basics: Comprehensive Sex Education
Sex education must extend beyond biological explanations to cover essential topics such as personal boundaries, self-advocacy, and healthy relationships. Many parents and educators hesitate to introduce such discussions at an early age, assuming children need to be “mature” before learning about consent. However, this delay does more harm than good.
Experts recommend starting these conversations early in a non-taboo manner. One of the most effective ways is by using books and storytelling, as suggested in Pinky Promise. Parents and teachers can also encourage children to ask questions, ensuring that they feel comfortable discussing sensitive topics without shame or fear.
Sensitizing Parents and the Community
Schools alone cannot drive change—parents play a crucial role in reinforcing what children learn in the classroom. Parents must be made aware of the importance of raising assertive girls who can advocate for themselves. Teaching them that they are not obliged to hug every relative, that their bodies belong to them, and that their voices deserve to be heard is key.
Additionally, society needs to address the harmful culture of moral policing, slut-shaming, and body shaming that disproportionately affects young girls. Educational institutions, families, and communities must work together to dismantle these damaging narratives.
The Leadership Gap: Why Aren’t Women in Power?
Teaching has long been a female-dominated profession, yet when it comes to leadership positions such as school principals, policymakers, and university deans, men still hold the majority of these roles. This disparity is not just a statistical anomaly—it sends a message to young girls about the limitations of their aspirations. If the very system that encourages women to become educators does not empower them to lead, what does it teach the next generation about gender roles and leadership potential?
India’s first female school principal, Chandramukhi Basu, broke barriers in the late 19th century when she became the principal of Bethune School in Kolkata,the first female head of an undergraduate academic establishment in South Asia. She set a precedent for women in educational leadership. Yet, more than a century later, leadership remains disproportionately male. Women often face biases that hinder their promotion—whether it’s the perception that they are less authoritative, the challenge of balancing work with societal expectations, or the lack of mentorship opportunities compared to their male counterparts.
Chandramukhi Basu, the first female head of an undergraduate academic establishment in South Asia
For real progress, schools must actively create pathways for women to ascend to leadership roles. Leadership development programs, gender-neutral promotion policies, and mentorship opportunities can help bridge this gap, ensuring that female students see role models in decision-making positions and grow up believing that leadership is within their reach.
Therefore, Teaching girls to say ‘No’ isn’t just about safety—it’s about building confidence, autonomy, and leadership skills. Schools need to integrate comprehensive consent education, challenge gender stereotypes, and work with parents to ensure consistent messaging. More importantly, we need to stop teaching girls that compliance is the key to social acceptance. Instead, we must encourage them to speak up, take space, and assert their rights unapologetically.
Bibliography
- Child Sex Abuse Survivor Tara Dawes Says Education Could Have Prevented Her Abuse | Adelaide Now | Link
- Schools Consent Project | Wikipedia | Link
- Some Florida School Districts Are Reverting to Abstinence Education | AP News | Link
- The Experts: Sex Educators on 16 Ways to Talk to Your Children About Consent | The Guardian | Link
Education
India-Turkey Relations Sour: Indian Universities Suspend Academic Ties Over National Security Concerns
In a significant move reflecting escalating geopolitical tensions, Jamia Millia Islamia (JMI) has suspended all academic Memorandums of Understanding (MoUs) with Turkish educational institutions, citing national security concerns. This decision follows a similar action by Jawaharlal Nehru University (JNU), which recently halted its MoU with Turkey’s Inonu University. Kanpur University has also terminated its academic agreement with Istanbul University.
The suspensions come amid Turkey’s perceived support for Pakistan in regional conflicts, prompting Indian universities to reassess their international collaborations. Delhi University is currently reviewing its MoUs with Turkish institutions, with decisions pending further evaluation.
While the number of Indian students in Turkey remains relatively low—approximately 200 as of 2023 —these developments underscore the broader impact of geopolitical dynamics on educational exchanges. Turkey hosts over 300,000 international students, but Indian enrollment has been minimal compared to other destinations.
The current geopolitical climate is influencing Indian students’ choices for higher education abroad. Traditional destinations like the UK, US, and Canada have seen declines in Indian student enrollments due to stricter immigration policies and rising costs. Conversely, countries such as Germany, France, and New Zealand are experiencing increased interest from Indian students, attributed to more favorable visa policies and affordable education.
These shifts highlight the need for Indian students to consider geopolitical stability and diplomatic relations when selecting study destinations. As international relations continue to evolve, educational institutions and students alike must navigate the complex interplay between academia and global politics.
Education
Geopolitics in Classrooms: Why India’s Students Need to Understand the World Beyond Borders
In a world where a tweet can trigger diplomatic disputes and a trade ban can reshape global supply chains, understanding geopolitics is no longer just for diplomats—it’s for everyone. Yet, as Jaimine Vaishnav’s thought-provoking article, “Breaking Barriers: The Case for Rethinking Geopolitical Education in India,” highlights, Indian education remains stubbornly siloed. Students in fields like technology, design, or engineering are rarely encouraged to explore the world of international relations, cultural diplomacy, or the geopolitics of technology. But should they be?
For a country with one of the world’s largest and youngest populations, India’s education system is remarkably conservative in its approach to interdisciplinary learning. According to Vaishnav, fewer than 4.3% of India’s top technological institutions offer substantial coursework in international relations. Even among design schools, a mere 2.7% address the intersection of aesthetics and global diplomacy. In a world where design is soft power and technology is a geopolitical weapon, these numbers reflect an alarming disconnect.
Why Geopolitical Education Matters—Everywhere
Geopolitics is not just about borders or foreign policy. It is about understanding how power, culture, economics, and technology influence every aspect of our lives. When a design student learns about cultural diplomacy, they understand that a logo is not just branding—it is a statement of national identity. When a technology student grasps the concept of data sovereignty, they realise that code can be a tool of influence.
This disconnect between classrooms and the real world was dramatically highlighted recently when tensions escalated between India and Pakistan following Operation Sindoor. As cross-border hostility intensified, schools in border districts of Punjab, Rajasthan, and Jammu & Kashmir were the first to shut down. Students stayed home, and classes were suspended until further notice, only resuming yesterday. In this tense environment, education was not just disrupted—it became a casualty of geopolitics.
Education is Political—Always Has Been
Vaishnav’s article brilliantly exposes the myth that education can be apolitical. When students are taught to code without understanding digital ethics, when engineers learn to build without considering sustainability, and when designers are trained without a sense of cultural context—they are being educated in a vacuum.
Today, social media algorithms can incite communal hatred, artificial intelligence can reflect racial bias, and a diplomatic tweet can tank a company’s stocks. Education that ignores these connections leaves students unequipped for the real world.
What can we do? We need to reimagine interdisciplinary education as not just an add-on but a foundational framework. Students must learn to navigate the world with an understanding of how global and local forces intersect. This isn’t just an academic preference—it’s a survival skill.
At ScooNews, we believe education is not just about memorising facts but about making sense of the world. Jaimine Vaishnav’s article is a timely reminder that the most important thing we can teach our students is how to think—and that means thinking beyond silos.
Read the full article by Jaimine Vaishnav here: [Breaking Barriers: The Case for Rethinking Geopolitical Education in India]
Indian students aspiring to study in the United Kingdom may face new challenges following the UK government’s announcement of stricter immigration rules. Under a new Immigration White Paper revealed by British Prime Minister Keir Starmer, several visa categories, including student visas, are set to undergo significant changes.
What’s Changing for Indian Students?
One of the most notable changes is the reduction of the Graduate Route visa from two years to 18 months. This visa, which allows international students to work in the UK after completing their studies, has been a popular choice among Indian students. As the largest group of Graduate Route users, Indian students may now find it harder to gain sufficient work experience in the UK before their visa expires.
Additionally, the new rules double the standard period for settlement status eligibility from five years to 10 years. This means international students and their dependents will now need a longer stay before they can qualify for permanent residency.
The new regulations also impose stricter English language requirements, with students and their dependents expected to demonstrate language improvement as part of their visa conditions. This could add pressure on non-native speakers to meet higher proficiency standards.
Student Voices and Concerns
The National Indian Students and Alumni Union UK (NISAU) has expressed mixed reactions to the changes. While they are relieved that the Graduate Route has been retained, they have raised concerns about the potential impact on Indian students, who rely on this route for international work experience.
“Panic must not be allowed to set in among current and prospective students. Immediate clarity is needed on who is affected and how,” NISAU stated.
With these new rules, Indian students must carefully plan their UK education journey, considering the limited work window and the extended path to settlement.
In a move aimed at ensuring transparency and accountability, the Maharashtra School Education Department has initiated a comprehensive mapping of all teaching and non-teaching staff positions across government and aided schools in the state. This major exercise will align all staff posts with the approved ‘Sanction Structure’ and validate these positions against salary records in the state’s official payment processing system, Shalarth.
Mapping for Accountability
According to a recent report by Hindustan Times, the Maharashtra government has issued directives to all government, fully-aided, and partially-aided secondary schools, directing them to complete this mapping process by the end of June 2025. The initiative will involve verifying every teaching and non-teaching position against the Sanction Structure and matching these with salary records on the Shalarth portal, which is used for processing staff payments.
The mapping process will leverage an Application Programming Interface (API) developed by the National Informatics Centre (NIC), allowing the education department to cross-check the data submitted by schools for accuracy. Schools will be required to upload a PDF copy of their completed Sanction Structure mapping before the release of July salaries in August. Any institution failing to comply will face salary disbursement restrictions.
This exercise is a direct response to growing concerns about financial mismanagement in school staffing, including payments made to unauthorised or non-existent employees. The education department has made it clear that strict action will be taken against schools and staff who fail to comply with the new data submission guidelines. Salaries will be withheld in cases where schools delay or neglect the mapping process.
A senior education officer, speaking on condition of anonymity, told Hindustan Times, “We are taking a data-driven approach to ensure that only legitimate employees are drawing salaries from government funds. The mapping of posts and salary systems will bring transparency and accountability at every level.”
Implications and Potential as a National Model
This initiative has the potential to become a model for other states seeking to ensure transparency in education funding. If successful, the mapping drive can eliminate the problem of “ghost employees,” ensure the fair distribution of government funds, and prevent the influence of politically-backed illegal appointments. However, it also places significant pressure on school administrations, which must ensure complete and accurate data submission.
While the drive promotes accountability, there is a risk of administrative overload, especially in remote or understaffed schools. The use of digital tools, such as the API integration with Shalarth, is a positive step, but effective implementation will depend on user training and technical support.
If proven effective, Maharashtra’s staff mapping initiative could serve as a blueprint for other states in India to adopt a similar approach, ensuring that education funds are used solely for legitimate purposes.
Education
Indian Students Flock to Singapore, Ireland, and Dubai for Higher Studies: 38% Surge Recorded
Indian students are increasingly looking beyond traditional study-abroad destinations like the United States, United Kingdom, and Australia. According to a recent report by Gradding.com, a study-abroad platform, the number of Indian students choosing countries like Singapore, Ireland, and Dubai has surged by 38%. This trend marks a significant shift in the preferences of Indian students seeking global education.
While the US, UK, and Australia have long been popular choices, the tightening of immigration policies and restrictive post-study visa rules in these countries have caused a decline in student interest. Canada experienced the biggest drop in Indian student enrollments at 41%, followed by the UK with a 27.7% decline and the US with 13%. In contrast, Singapore, Ireland, and Dubai have become preferred alternatives due to their globally recognised institutions, affordable education, and strong job markets.
Mamta Shekhawat, founder of Gradding.com, highlighted the changing landscape, stating, “The evolving preferences of Indian students reflect a transformative shift in global education dynamics. With destinations like Singapore, Ireland, and Dubai offering quality education, affordability, and strong career prospects, we’re witnessing a more informed and strategic approach to overseas education.”
The numbers reinforce this shift. The total number of Indian students studying abroad rose from 750,365 in 2022 to 892,989 in 2023, with a notable increase in those opting for lesser-explored destinations. Singapore, for instance, recorded a 25% year-on-year growth in Indian student enrolment.
The rise of these new destinations is attributed to their student-friendly policies, industry partnerships, and focus on emerging sectors such as finance, technology, and healthcare. As Indian students continue to explore alternative destinations, universities in Singapore, Ireland, and Dubai are expected to see a steady influx, reshaping the global education map.
Education
Operation Sindoor and Operation Abhyaas: Navigating School Safety and Student Well-being Amid Rising Tensions
In the wake of escalating tensions between India and Pakistan following the April 22 Pahalgam terror attack, the Indian government has launched Operation Sindoor, targeting terrorist infrastructure across the border. This military action has prompted heightened security measures nationwide, including the closure of schools in several border districts and the initiation of Operation Abhyaas—a nationwide civil defence mock drill aimed at bolstering emergency preparedness.
As a precautionary step, educational institutions in border districts of Punjab (Ferozepur, Pathankot, Fazilka, Amritsar, Gurdaspur), Rajasthan (Ganganagar, Hanumangarh, Bikaner, Jaisalmer, Barmer), and Jammu & Kashmir have been temporarily closed. These closures aim to ensure the safety of students and staff amid potential cross-border hostilities.
Operation Abhyaas: Enhancing Emergency Preparedness
Simultaneously, the Ministry of Home Affairs has initiated Operation Abhyaas, a comprehensive civil defence exercise conducted across 244 districts. This drill encompasses activities such as air-raid siren tests, blackout simulations, evacuation procedures, and public training sessions. In Delhi, for instance, 55 locations are participating in the drill, involving students, teachers, and civil defence volunteers.
Addressing Student Anxiety and Promoting Well-being
The current climate of uncertainty and the implementation of mock drills can understandably lead to anxiety among students. Educators and school administrators play a pivotal role in mitigating these concerns:
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Open Communication: Provide age-appropriate explanations about the drills and current events, reassuring students about the measures taken for their safety.
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Emotional Support: Encourage students to express their feelings and provide support through counseling services or designated safe spaces within the school.
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Routine and Normalcy: Maintain regular school routines to provide a sense of stability and normalcy for students.
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Parental Involvement: Engage with parents to keep them informed and involved in addressing their children’s concerns.
While the current geopolitical situation necessitates heightened security and preparedness, it is crucial to balance these measures with the emotional and psychological well-being of students. Through proactive communication, support, and engagement, educators can help students navigate these challenging times with resilience and understanding.
The Common University Entrance Test for Undergraduate admissions (CUET-UG) 2025, originally scheduled to commence on May 8, is likely to be postponed, according to sources close to the National Testing Agency (NTA). While an official confirmation is still awaited, fresh dates for the examination are expected to be announced shortly.
The delay follows the recently concluded NEET-UG examination—an extensive exercise that required significant logistical oversight, especially as NEET had faced scrutiny last year over alleged integrity lapses.
Despite the approaching exam date, the NTA has yet to release the subject-wise date sheet for CUET-UG 2025, adding to the anticipation and confusion among over 1.35 million applicants—marking the highest-ever number of registrations for the exam since its inception.
This year, CUET-UG will be conducted exclusively in Computer-Based Test (CBT) mode, signifying a notable departure from the hybrid format adopted in 2024. The hybrid model was introduced to accommodate varied digital access across regions, but also led to logistical complications. In fact, the 2024 CUET-UG exam was abruptly cancelled across Delhi the night before it was scheduled due to operational constraints.
The first edition of CUET-UG in 2022 was marred by technical issues and inconsistencies across multiple shifts, necessitating a complex score normalisation process. The shift to a fully CBT format this year is expected to streamline operations, but the current delay and lack of clarity raise questions about preparedness.
As undergraduate admissions in central universities and several private institutions are now tied to CUET-UG, any delay in the exam calendar has a cascading effect on the academic schedule.
Students and stakeholders are advised to monitor the official NTA website for updates on the revised dates and examination guidelines.
Education
Pradhan Mantri Rashtriya Bal Puraskar 2025: Nominations Now Open for India’s Young Achievers
The Ministry of Women and Child Development, Government of India, has officially opened nominations for the prestigious Pradhan Mantri Rashtriya Bal Puraskar (PMRBP) 2025, a national-level award that celebrates the exceptional achievements of children across the country. The last date to submit nominations is 31st July 2025, and applications must be submitted online via the official Rashtriya Puraskar Portal.
Open to children aged between 5 and 18 years as on 31 July 2025, the PMRBP recognises outstanding contributions in six categories: Bravery, Social Service, Environment, Sports, Art & Culture, and Science & Technology. Children may be nominated by individuals or institutions, and self-nominations are also allowed.
To apply, nominators must register on the Rashtriya Puraskar Portal with essential details such as name, date of birth, contact information, and Aadhaar number. After logging in, users must select “Pradhan Mantri Rashtriya Bal Puraskar 2025” under the ongoing nominations section. The application requires a detailed description (maximum 500 words) of the nominee’s achievement and its societal impact, along with supporting documents and a recent photograph.
Do you know a young hero whose story can inspire the entire nation?
Nominate them today at 👉 https://t.co/7nl4GXleo8
Hurry! The last date to submit is 31st July 2025.#PMRBP2025 #VeerBaalDiwas@PIBWCD | @mygovindia | @PMOIndia | @EduMinOfIndia pic.twitter.com/i3gVto5gzh— Ministry of WCD (@MinistryWCD) May 2, 2025
The award, conferred annually by the President of India at a ceremonial function in New Delhi, is regarded as one of the highest civilian honours for children. It aims to inspire India’s youth by showcasing exemplary stories of courage, innovation, and leadership among peers.
At a time when young people are shaping conversations on climate, technology, arts, and inclusive change, initiatives like the PMRBP are a powerful reminder that excellence can begin early—and deserves national recognition.
For detailed eligibility criteria and application guidelines, visit https://awards.gov.in.
Over two decades since it first opened its doors to the children of the mountains, Druk Padma Karpo School in Ladakh—popularly known as Rancho’s School from the iconic film 3 Idiots—has officially received affiliation from the Central Board of Secondary Education (CBSE). This marks a significant milestone for the cold desert institution that has long stood at the intersection of innovative education and cinematic fame.
A Long Journey to Recognition
Founded in 2001 and lauded for its unconventional teaching methods and sustainable campus, the school was until recently affiliated with the Jammu and Kashmir State Board of School Education (JKBOSE). Despite meeting high academic and infrastructural standards, the school faced delays in securing the necessary No Objection Certificate (NOC) from JKBOSE.
“We had been trying to get CBSE affiliation even before Ladakh became a Union Territory,” shared Principal Mingur Angmo. “Now, with the affiliation in place, our first batch of Class 10 students has already appeared for their CBSE board exams.”
The affiliation brings with it new opportunities: the school is preparing to expand its offerings up to Class 12 by 2028 and is currently training its teachers to align with CBSE’s evolving curriculum—especially in the wake of the National Education Policy 2020 (NEP 2020).
Where Cinema Meets Classroom
Made famous as the backdrop for several scenes in 3 Idiots, including the now-legendary “Rancho’s Wall,” Druk Padma Karpo has become a frequent stop for tourists visiting Ladakh. The wall was relocated in 2018 to reduce disruptions to the school’s learning environment, but its legacy continues.
Even today, visitors are occasionally allowed to witness school activities, like student-led mock elections and sustainability projects. The school’s philosophy blends hands-on learning with real-world problem-solving—long before such practices became policy prescriptions.
A Symbol of Change for Ladakh’s Schools
The CBSE affiliation is more than a moment of celebration for Druk Padma Karpo—it sets a precedent for other schools in Ladakh still affiliated with JKBOSE. With discussions about forming a separate territorial education board underway, this development might serve as a roadmap for institutions in similar limbo.
More importantly, CBSE affiliation opens pathways for Druk Padma Karpo’s students to pursue higher education and career opportunities across India and abroad, thanks to the broader recognition of the national board’s credentials.
As Principal Angmo noted, “Our approach to education has always been different—focused on understanding rather than rote learning. With CBSE now also moving towards competency-based teaching after NEP, we’re optimistic about merging our ethos with national reforms.”
The story of Druk Padma Karpo School is a reminder that good education can come from the most unexpected places—sometimes even from a windswept plateau framed by the Himalayas. With its blend of tradition and transformation, the school now embarks on a new chapter—one where storytelling, cinema, sustainability, and structured pedagogy go hand in hand.
For the first time since 1931, India is set to conduct a nationwide caste census—a move that has stirred political headlines and, perhaps, textbook margins too.
Announced officially by the Union Government this week, the caste enumeration will be included in the upcoming national census, marking a significant shift in how demographic data is collected and analysed. While states like Bihar have recently undertaken caste surveys, this is the first time in post-independence India that the Centre has agreed to officially gather detailed caste data, beyond the Scheduled Castes (SCs) and Scheduled Tribes (STs) traditionally documented since 1951.
📚 So, what exactly is a caste census?
Think of it as a social snapshot. A caste census doesn’t just count—it maps. It records the distribution of caste groups across India and looks at their access to education, employment, housing, and welfare. The aim is to help policymakers understand who’s thriving, who’s still struggling, and where gaps remain.
🏫 Why should schools care?
Because this isn’t just data for government files—it’s a lesson in equity, diversity, and history.
The caste census is more than a bureaucratic exercise. It’s an opportunity for educators to unpack centuries of India’s complex social structure and help young minds make sense of why some policies exist in the first place. Reservation, affirmative action, social justice—these are not just chapter headings. They’re real-world mechanisms built on understanding where society stands.
For school students, this could be a way to understand that historical inequality doesn’t disappear just because it’s uncomfortable to discuss. Including caste enumeration as a case study in Social Science classes can foster honest, inclusive conversations about privilege, access, and opportunity.
We can rightly put it by saying, “Understanding caste isn’t about division, it’s about awareness.”
🏛️ From 1931 to 2025: What changed?
Under British rule, caste was recorded in every Census between 1881 and 1931. After independence, India stopped documenting caste broadly, focusing only on SCs and STs. The last comprehensive attempt was the 2011 Socio-Economic and Caste Census (SECC), but its data was never officially released due to questions around accuracy.
This latest announcement, therefore, is more than a policy decision—it’s a social reckoning.
And while political parties like the Congress have long demanded such a survey, arguing it’s crucial for equitable development, its inclusion now provides a teachable moment for the education system.
✏️ Making it student-friendly
Here’s how schools can make the caste census more accessible and meaningful to students:
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Storytelling through data: Use infographics and classroom discussions to show how socio-economic progress varies across communities.
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Project-based learning: Let students study their local area’s access to public services—schools, hospitals, ration shops—and link it back to the idea of representation.
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Debate and dialogue: Create spaces where students can discuss reservations, inclusion, and diversity with sensitivity and empathy.
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Historical comparisons: Encourage students to trace how the Census evolved over time and what it tells us about India’s changing priorities.
In an age of growing data literacy, this is a golden chance to show students how numbers can tell stories—and how those stories can shape policy and perception.
Because education isn’t just about teaching history—it’s about helping students read between the lines of it.
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Anurag Tripathi, Secretary, CBSE at SGEF2022
How schools can nurture every student’s genius
Aftermovie | SGEF2022 | Jaipur
Li Andersson | Minister of Education | Finland
Anurag Tripathi, Secretary, Central Board of Secondary Education (CBSE) discusses NEP2020
ScooNews | Early Ed Asia 2019 | Aftermovie
#PodarECEconf : Pursuing quality ECE
#CBSE Class XII #Results #Highlights
The interesting story of India’s educational system | Adhitya Iyer
A young scientist’s quest for clean water
The Danger of Silence: Clint Smith
National Digital Library of India is an initiative by HRD Ministry
Remembering Kalpana Chawla on her birthday!
Message from Sadhguru for Students!
Message from Sadhguru for Students!
The Untapped Genius That Could Change Science for the Better
Eddy Zhong: How school makes kids less intelligent TEDxYouth@Beacon
#TEDxCanberra : What if every child had access to music education…
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