In a push to democratize access to competitive exams, the Haryana government has announced a free after-school coaching initiative for meritorious students in government schools. The scheme will initially roll out in 26 educationally backward blocks, targeting students aspiring to crack entrance exams like JEE (Joint Entrance Examination) and NDA (National Defence Academy).

The move is designed to level the playing field between private and government school students, many of whom lack access to the coaching ecosystem often necessary for success in high-stakes exams.

According to the Education Department, only those students who score above 60% in Class 10 and rank among the top 500 in state-level merit lists will be eligible for the coaching. The classes will be held in selected schools after regular hours.

Officials said that around 100 government school teachers have been identified to undergo training from expert faculty members from IITs and coaching institutions, ensuring quality instruction that mirrors national standards.

The initiative will be implemented in partnership with the national not-for-profit organization, the Rashtriya Avishkar Abhiyan, and aims to align with the broader goals of the NEP 2020 by enabling access, equity, and excellence in education.

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By empowering students with structured coaching support—often inaccessible due to financial or geographic barriers—the Haryana government signals its intent to redefine what government schooling can offer in a competitive academic landscape.

In a review meeting held at the Command Control Centre, Telangana Chief Minister A Revanth Reddy instructed education officials to take urgent steps to ensure students who complete Class 10 successfully transition into and complete their Intermediate education.

This directive stems from a persistent gap: while many students clear the Class 10 SSC board exam, a sizable number fail to complete the next academic stage. The CM has asked for a detailed study of the education policy for Classes 9 to 12 to identify where the system is failing and how it can be made more responsive to students’ needs.

Reddy emphasized that Intermediate education is a crucial link in helping students build careers and that adequate career guidance must begin at the college level. He directed officials to work on specific interventions to improve pass percentages in the intermediate board exams.

The review also touched on infrastructure: from proposing that every school fly a national flag to demanding regular updates on the construction progress of Young India Residential Schools. The CM expressed concern over the slow pace of infrastructure projects and instructed officials to accelerate tender processes, especially for the Veeranari Chakali Ilamma Mahila Vishwa Vidyalayam (Women’s University) expansion.

Funding was another key focus, with Revanth asking departments to coordinate with the Centre to ensure that Telangana receives its full share under centrally sponsored schemes.

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The policy emphasis is clear: a push for a seamless Class 10 to Intermediate pipeline, improved exam outcomes, stronger infrastructure, and better career preparation for young learners.

Indian astronaut Shubhanshu Shukla, currently on a 14-day scientific expedition aboard the International Space Station (ISS) as part of the Axiom-4 mission, is scheduled to interact with school students and ISRO engineers on July 4.

The communication will take place via ham radio, through a telebridge set up at the U R Rao Satellite Centre (URSC) in Bengaluru. The session is facilitated by the Amateur Radio on the International Space Station (ARISS) programme, which enables students to engage with astronauts in orbit.

The interaction is scheduled for 3:47 PM IST and will offer participating students an opportunity to ask questions directly to Shukla, who is joined on the mission by three other astronauts.

Shukla has been conducting various scientific experiments during his stay aboard the ISS. These include deploying and imaging space microalgae samples, which are being studied as a potential food source for long-duration missions. He has also participated in the Neuro Motion VR project — involving brain activity tracking through VR tasks in microgravity — and contributed to the Telemetric Health AI study, which uses biometric data and analytics to study cardiovascular and balance changes during spaceflight.

The Axiom-4 mission, organized by Axiom Space, focuses on scientific research in space with potential applications in both space exploration and Earth-based health systems.

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In a decisive step toward reforming India’s fragmented senior secondary education system, the Ministry of Education has constituted an 11-member high-level committee to address the mushrooming of dummy schools and the unchecked influence of coaching centres. Chaired by Higher Education Secretary Vineet Joshi, the committee includes representatives from CBSE, NCERT, and faculty from IITs in Madras, Kanpur, and Trichy.

The move is seen as part of a growing policy consensus across central and state governments to reclaim the authority of schools, following recent crackdowns and reforms aimed at regulating coaching institutions and curbing the dummy school culture that sidelines holistic education.

Dummy schools — where students are officially enrolled but rarely attend — have emerged as a by-product of India’s competitive entrance exam culture. These institutions prioritise JEE, NEET, and CUET preparation through coaching classes, while students disengage from formal schooling. The CBSE’s March 2025 advisory warning that students from dummy schools could be barred from board exams marked a serious turning point in policy enforcement.

Earlier this year, the Delhi Government carried out inspections in over 600 private schools, issuing notices to at least 10 for running dummy setups. The move followed media reports and parental complaints about students being denied regular schooling in favour of coaching arrangements.

Meanwhile, the Rajasthan Cabinet approved a bill in April 2025 to regulate coaching centres operating in Kota and other education hubs. The legislation aims to curb exploitative practices, mandate mental health counsellors, and prevent coaching centres from operating without a minimum infrastructure standard—prompted by rising student suicides in the state.

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Central Framework and Industry Oversight

In February 2025, the Central Government announced a new framework for coaching centres, proposing registration, transparency in fee structures, and guidelines on advertising to prevent misleading claims. Together with the current committee’s formation, these reforms indicate a systematic tightening of oversight at all levels.

The new panel’s mandate is broad. It will investigate:

• The socio-academic reasons behind the rise of dummy schools
• The misalignment between school curricula and competitive exams
• The impact of coaching on student well-being and critical thinking
• The need to promote alternate career pathways beyond engineering and medicine
• Regulations around coaching advertisements and contract practices

A National Rethink on the Purpose of Schooling

Education experts like Dr Ameeta Mulla Wattal have welcomed the initiative, calling it “a vital opportunity to restore the sanctity of school education.” The rise of coaching centres as parallel systems, she noted, has come at the cost of creativity, values, and even mental health in adolescents.

As India contemplates the future of its learners, the Ministry’s recent actions suggest a serious intent to bridge the gap between boardrooms and classrooms. Whether the new committee’s recommendations lead to tangible change remains to be seen, but the signals are clear: education in India must prepare children for life, not just for an entrance exam.

In a move aimed at reducing academic pressure and offering students a second shot within the same academic year, the Central Board of Secondary Education (CBSE) has announced a revised board examination structure for Class 10. Starting from the 2025–26 session, students will appear for two board exams: the first in February and the second in May.

While the February exam will be the ‘main’ board, students who wish to improve their scores in up to three subjects can take the second board exam. Those who fail in one or two subjects may also attempt the May exam under the compartment category. However, those who miss three or more subjects will be marked ‘Essential Repeat’ and have to retake the exam the following year.

Importantly, this is not a semester system. Students must appear for the first exam. The second is optional—meant only for improvement or compartment cases. No additional or new subjects can be added between the two exams.

CBSE has clarified that the structure, syllabus, and pattern of questions will remain unchanged. The results of the first exam will be declared in April, enabling provisional Class 11 admissions. However, the final marksheets and certificates will be issued only after the second exam results are announced in June.

This dual-exam model was opened for public feedback earlier this year and will initially apply only to Class 10. A similar system for Class 12 is being considered but has not yet been confirmed.

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For schools, this change will require rethinking academic calendars, counselling processes, and internal assessments, especially for students who may be at risk of needing a second attempt. The move aligns with CBSE’s broader goals of offering students more flexibility and reducing the high stakes of a single board exam.

The dopamine-rich scrolling in late mornings with amorphous freedom has made our zealous students so comfortable that they are re-entering their classrooms with minds tuned to instant gratification, not delayed rewards. Now the challenge isn’t just academics but to re-engage our bud’s attention and curiosity. Neuroscience backed motivation strategies and intentional school design could prove to be a catalyst as it will bring a positive change and enable the students to learn at a better pace.

1. Rewiring the Dopamine rush with 2 Ps, Purpose and Productivity:

Neuroscience says: Where our brains are functional to seek novelty and purpose on their own, during summer break, the buds often lean into adding the activities to their routine which are unpredictable, quick, and rewarding referring back to instant gratification, these activities may include social media, gaming, and chatting anonymously and grateful to internet and inventions, there are plethora of platforms enabling students to be distracted. And then joining back the school with a gradual drip of delayed academic rewards may seem to be a let-down for students.

Actionable tip: We as facilitators have to be the mystery-solvers channeling their energy into productivity, enlightening them with real-world challenges, interdisciplinary projects, or a mystery to solve that taps into their intrinsic curiosity. Novelty may allow us to reset their attention-even primitive changes in surrounding like rearranged desks, learning outdoors, and using the BALA method to utilize infrastructure, can signal a shift in engagement and productivity.

2. Design for Autonomy and Flow

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Neuroscience says:

Neuroscience tells us that motivation really flourishes when students feel they have some control over their learning. The brain’s reward system kicks in when choices are part of the equation, especially regarding how tasks are structured or what content is covered.

Here’s a practical tip: give students structured choices, like deciding which book to dive into, which problem to tackle first, or how they want to present their findings. A design that promotes flow—complete with clear goals, manageable challenges, and instant feedback—helps keep students in that ideal zone, avoiding both boredom and anxiety.

3. Rebuild Social Motivation Through Spaces That Connect

Neuroscience tells us that connecting with peers is a huge motivator, especially after the pandemic. Our brains are wired for social interaction, which plays a key role in how we learn and engage emotionally.

Actionable tip: Create flexible seating arrangements or common areas that encourage group work and casual collaboration. Try incorporating daily activities like “curiosity circles” or peer-led problem-solving sessions to foster a sense of belonging and shared learning objectives.

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4. Leverage Routines to Rewire Attention

Neuroscience shows that our habits influence our attention. After a summer of scattered focus, students thrive on rhythmic and consistent routines that help retrain their executive functions.

Actionable tip: Kick off classes with familiar “mind-on” rituals — whether it’s a thought-provoking question, a brief reflection, or a quiet sketch — to help anchor their attention. Consistency breeds comfort, and that comfort boosts confidence.

5. Make Joy a Design Priority

Neuroscience indicates that positive emotions can enhance learning by boosting neuroplasticity. When students (and teachers) experience joy, they’re more likely to engage deeply and retain what they learn.

Actionable tip: Infuse joyful moments into the day — through fun challenges, movement breaks, or a bit of humor. Allow time for students to share what excites them. A joyful classroom isn’t just a nicer place to be; it’s also more effective for learning.

Conclusion: To capture wandering minds, we need to understand how motivation truly works and design both our curriculum and learning spaces to support it. When we ignite curiosity, honor autonomy, and weave joy into the experience, even the sleepiest summer brain can come alive again.

This article is written by:

Renu Sharma
Assistant Director – Systems – Indirapuram Group of Schools
Principal – Indirapuram Public School – Crossings Republik

 Tripura has been declared a fully literate state, becoming the third in the country to cross the 95% literacy threshold after Goa and Mizoram.

The announcement was made by Chief Minister Dr. Manik Saha, citing data from the Understanding Lifelong Learning for All in Society (ULLAS) programme — a flagship literacy and life skills initiative aligned with the National Education Policy (NEP) 2020. The declaration marks not just an administrative achievement, but a generational leap in educational access and community participation.

Tripura’s current literacy rate stands at 95.6%, as per the latest Periodic Labour Force Survey, a remarkable rise from 87.22% in the 2011 Census, and a far cry from 20.24% in 1961.

“This is a historic moment for Tripura. From a 20% literacy rate six decades ago to 95.6% today, we have rewritten our narrative,” said Dr. Saha in a public post. “Through the successful implementation of ULLAS, we have ensured that literacy is not limited to signing one’s name, but includes the confidence to participate meaningfully in society.”

ULLAS, launched under the New India Literacy Programme, targets adult learners aged 15 and above who have missed out on formal schooling. It goes beyond basic literacy to include numeracy, digital and financial literacy, legal awareness, and other essential life skills — all aligned with NEP 2020’s commitment to equitable lifelong learning.

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The shift from traditional signature-based literacy drives to functional literacy has allowed Tripura to reach new learners with practical, future-ready tools. The model also offers a compelling template for other states striving to raise literacy rates beyond conventional benchmarks.

The Assam State School Education Board (ASSEB) has announced the introduction of Sign Language as an elective subject for Higher Secondary (Classes XI–XII) from the current academic year.

Education Minister Dr. Ranoj Pegu made the announcement during the inauguration of a residential AI training programme for teachers at IIT Guwahati. While Artificial Intelligence and Financial Literacy were also introduced as new electives, Sign Language stood out as a critical stride towards making classrooms more accessible to the deaf and hard-of-hearing community.

“This is not just about a subject; it’s about acknowledging communication rights,” said Dr. Pegu, who also unveiled a specially designed AI textbook at the event. The textbook was developed in collaboration with experts from IIT Guwahati and Dibrugarh University. He added that the curriculum reforms are aligned with the National Education Policy (NEP) 2020’s vision of equity, inclusion, and skill readiness.

According to education officials, the rollout of Sign Language will begin in institutions where qualified educators or resource personnel are available. Training for teachers is expected to be scaled up across the coming months. The subject aims to raise awareness about Indian Sign Language (ISL), improve communication access for students with hearing impairments, and sensitise peers to inclusive practices from a young age.

Later in the day, Dr. Pegu chaired a review meeting with officials from the Department of School Education to discuss budget allocations and planning for the 2025–26 academic year. While schemes like the Chief Minister’s Nijut Moina initiative, distribution of bicycles for Class IX girls, and the upgradation of Bodo-medium schools were discussed, the emphasis remained on delivering structural reforms that bridge equity gaps in access and opportunity.

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The addition of Sign Language, AI, and Financial Literacy as electives reflects a broader shift in how Assam is reimagining school education — one where life skills, digital literacy, and inclusive values are no longer optional, but integral.

In line with the National Education Policy (NEP) 2020 and the Right to Education Act (RTE) 2009, the Directorate of Education (DoE), Government of NCT of Delhi, has issued a directive mandating that children must be 6 years old to gain admission into Class 1 starting from the academic session 2026–27.

This move aligns Delhi’s education system with the restructured 5+3+3+4 school framework introduced in the NEP 2020. Under the revised structure, the foundational stage will now include three years of pre-primary education before Class 1: Nursery (Bal Vatika/Preschool 1) at age 3, Lower KG (Preschool 2) at age 4, and Upper KG (Preschool 3) at age 5. Class 1 will be open to children only upon completion of 6 years of age.

All Heads of Government, Government-Aided, and Recognized Unaided Private Schools have been instructed to adopt this change beginning in the 2026–27 academic session.

By standardising entry age norms, the move aims to promote uniformity and developmentally appropriate learning, ensuring children enter Grade 1 equipped with foundational skills from three years of early childhood education.

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