The Government is working on incorporating skill-based learning into the curriculum of Classes 11 and 12, in line with the recommendations of the National Education Policy (NEP) 2020. Union Education Minister Dharmendra Pradhan announced the move during the Dakshinapatha Summit 2025 held at the Indian Institute of Technology, Madras.

Pradhan emphasised that India’s education system needs a paradigm shift, moving beyond degree and certificate-oriented models to competency-based approaches. “We are on the job to introduce skill-based curriculum of Class 11 and 12,” he said, underlining the importance of preparing students for a rapidly evolving world of work.

According to the Minister, one of the central recommendations of the NEP 2020 is skill-based education. While previously optional, skilling will now become a formal part of schooling, starting as early as Class 6. The new curriculum will integrate areas such as computer coding, drone technology, and artificial intelligence, alongside conventional subjects like mathematics and languages. “Now, we are planning to introduce skilling also. It is a new era. We have to train our youngsters and align them with the new curriculum structure,” Pradhan explained.

The Minister highlighted examples of innovation emerging from IIT Madras, including student-led startups. He thanked IIT-M Director Kamakoti and his team for promoting and facilitating young talent. He also noted how the NEP has enabled students excelling in fields such as sports and music to access IIT programmes, which were previously out of reach.

Pradhan reiterated that languages play a crucial role in communication, adding that knowledge of multiple languages, including Tamil, reflects India’s cultural and intellectual vibrancy. On the same occasion, he interacted with students from Tamil Nadu government schools who had joined IIT Madras through the ‘IITM for All’ initiative, particularly its four-year online BS Data Science programme.

With over 1.75 lakh startups in India, Pradhan noted that the education system must support a shift from job-seeking to job-creating. He described the NEP 2020 as a philosophical document guiding the country towards the vision of Viksit Bharat by 2047.

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Source: PTI

The Maharashtra state education department has announced an ambitious plan to send 51 finalists of its school-level science project competitions on an educational tour to the National Aeronautics and Space Administration (NASA) every year. The initiative, however, still awaits final approval despite having been cleared in principle by Chief Minister Devendra Fadnavis earlier this year.

Minister of State for School Education Pankaj Bhoyar explained that the move is designed to recognise the efforts of students beyond prize-winning entries. “The state education department organises science project competitions at various levels. While we extend prizes to the best projects, the efforts taken by students who do not win prizes should also be given their due recognition. Therefore, the plan to honour their efforts was formulated,” he said.

According to the proposal, students with the top 21 projects from the tehsil-level competition will be taken to visit a science centre at the division level. Winners of the top 51 projects at the district level will be taken to the Indian Space Research Organisation (ISRO) headquarters in Bengaluru. The final 51 students selected at the state-level competition will be taken on a study tour to NASA. The programme has been named the Chief Minister Vidyarthi Vigyan Vari.

Officials within the department have confirmed that the proposal requires an annual budget of around Rs 3 crore for the NASA trip. While the costs for tehsil and district-level visits will be met through District Planning and Development Council (DPDC) funds, the NASA tour requires state-level approval. “We hope to get clearance soon,” an official said.

The initiative aims to encourage students to pursue scientific research beyond one-off projects and to inspire them through exposure to advanced scientific institutions. “The aim is to encourage students not to stop at one science project but to push them further into the world of scientific research,” Bhoyar said.

In a related move, the state government has recently increased the prize money for the winner of the state-level science project competition from Rs 5,000 to Rs 51,000, underlining its commitment to promoting innovation among young learners.

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The Ministry of Education today launched the Viksit Bharat Buildathon 2025, a nationwide innovation movement aimed at engaging school students across India. Organised by the Department of School Education & Literacy (DoSEL) in collaboration with Atal Innovation Mission, NITI Aayog, and AICTE, the initiative was formally unveiled with the release of its jingle and logo.

The event was attended by Secretary, Department of School Education & Literacy, Sanjay Kumar; Principal Director General, Press Information Bureau, Dhirendra Ojha; Chairman, AICTE, Prof. T. G. Sitharam; Vice Chairman, AICTE, Abhay Jere; Mission Director, AIM, NITI Aayog, Deepak Bagla; Additional Secretary, DoSEL, Dhiraj Sahu; along with senior officials of the Ministry, Kendriya Vidyalaya Sangathan, and Navodaya Vidyalaya Samiti.

Speaking on the occasion, the Education Minister said that the Viksit Bharat Buildathon, the largest-ever school hackathon, would further strengthen grassroots innovation by encouraging students to ideate and develop products around four themes: Vocal for Local, Atmanirbhar Bharat, Swadeshi, and Samriddhi. The initiative is expected to celebrate student-led innovations, drive a new wave of creativity in schools, and position the younger generation as key contributors to a self-reliant and developed India.

Sanjay Kumar, Secretary, DoSEL, presented a detailed overview of the Buildathon, outlining its potential to nurture innovation at scale across the country.

The Viksit Bharat Buildathon 2025 aims to inspire creative thinking for national development, foster self-reliance and sustainable growth, engage schools in synchronized innovation, and showcase India’s innovation capabilities globally. The event also aspires to set a potential world record while celebrating young problem-solvers at both national and international platforms. The initiative builds on the success of the School Innovation Marathon 2024, which resulted in programmes such as the Student Innovator Programme (SIP) and the Student Entrepreneurship Programme (SEP), along with patents and startups emerging from Atal Tinkering Labs.

The journey of the Buildathon begins today, September 23, with registrations open until October 6 on the Viksit Bharat Buildathon portal (https://vbb.mic.gov.in/). Schools will then undergo a preparation period from October 6 to October 13, during which teachers will guide student teams through the portal process. Students will subsequently submit their ideas and prototypes online. The highlight of the initiative, the Live Synchronized Innovation Event, will be held on October 13. Final entries will be accepted until October 31, followed by a two-month evaluation period from November 1 to December 31. The results and felicitation of the top 1,000 winners will be announced in January 2026.

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A video on the Viksit Bharat Buildathon 2025 was screened during the launch, showcasing its themes and objectives.

As we approach closer to International Day of Democracy on 15 September, I note that too often it feels like a ceremonial date, there in the calendar, acknowledged in our social media posts or a few articles but rarely lived. This year feels different because of what we are witnessing just across the border in Nepal.

Over the past week, the country’s young people have stepped onto the streets in a movement that has already become one of the most remarkable democratic awakenings of recent times. Their demand is clear: an end to corruption and the beginning of accountable governance. What makes this moment extraordinary is not only the courage to speak up but the way in which they have chosen to act. They have nominated their own candidate for the prime minister’s office. They are marching in huge numbers yet also bending down to collect trash after the rallies. They are organising traffic, repairing roads, giving first aid to strangers. They are not tearing down a nation, they are stitching it back together in full public view.

This is the generation that adults so often accuse of being lethargic, self-absorbed, or distracted by screens. In Nepal, the same generation has shown that democracy can be reclaimed and rebuilt when the young decide to act with clarity and purpose. They are proving that democracy is not just a system of elections and slogans. It is a lived responsibility where every citizen must carry their share of the weight.

Modern protests look very different from those of the past. They are no longer confined to placards and sit-ins. They are physical and digital at once, fuelled by the energy of young people who know how to use social media not only to amplify outrage but also to organise, to mobilise, and to build communities of action.

The world has seen hashtags rise and fade like shooting stars. Nepal’s youth have gone beyond that. They are grounding their protest in discipline, service, and responsibility. That is what makes it impossible to ignore.

And why should this matter to us across the border?

For educators in India, there is a powerful reminder here. Democracy is only as strong as the awareness of its youngest citizens. A classroom that teaches civics as a dry subject but does not teach students how to live its values is missing the point. Critical thinking, civic sense, and media literacy are no longer optional add-ons. They are survival skills in a democracy that must constantly defend itself against apathy, misinformation, and abuse of power.

The message is not that Indian students must take to the streets at the first sign of discontent. The message is that they must never take their rights for granted. They must understand that those in power are always less powerful than the power of the people. Questioning authority with responsibility, demanding accountability without violence, and raising their voice when it matters most are not acts of rebellion. They are the beating heart of democracy.

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Teachers, parents, and institutions often worry that if children are taught to question, they will lose respect for authority. Nepal’s youth are showing us that the opposite is true. When young people learn how to question responsibly, they do not weaken democracy. They strengthen it. They protect it. They ensure that it does not become an empty word.

On this International Day of Democracy, Nepal’s streets are giving us a lesson no textbook can. Democracy is not a static gift handed down by leaders. It is a daily act of participation, awareness, and responsibility. If we want India’s democracy to remain alive and resilient, our classrooms must prepare young people not only to dream about their future but also to defend the principles that make that future possible.

The tightening of student visa policies in the US and UK has created understandable anxiety among Indian families.

In the UK, the Graduate Route visa may be reduced from two years to 18 months for undergraduates and master’s graduates, while doctoral students may keep three years. Most taught master’s students can no longer bring dependents, the country has raised proof of funds by over 11%, moved to digital e-visas and tightened university compliance.

The US has proposed limiting the F-1 visa to a fixed four-year term, requiring extensions for longer programmes such as PhDs. Interview waivers have been eliminated, and third-country applications are no longer permitted. Backlogs at Indian consulates have worsened, and a new $250 Visa Integrity Fee will soon add to costs.

While complex, these changes reflect a global trend: governments are balancing immigration management with continued student flows. For Indian applicants, this means approaching the process with a sharper focus and stronger preparation.

What these changes mean for Indian students

The proposed cut of the Graduate Route visa to 18 months may cause concern, but this timeframe is enough to build career foundations, especially for students who engage early with employers. Restrictions on dependants may deter older applicants, but younger students will still find the UK attractive. The move to digital e-visas actually simplifies the verification process, while higher proof of funds requirements will require earlier financial planning. Additionally, English language changes should not affect Indian applicants, who already meet or exceed the required standards.

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In the US, the proposed four-year F-1 limit introduces uncertainty for PhD students; yet, the country still offers unmatched academic choices, world-class research opportunities, and globally valued degrees. The loss of interview waivers, the ban on third-country applications and the new fee add costs and delays, but with early planning and budgeting, these hurdles are manageable. For many families, the academic ecosystem, extensive networks and long-term career benefits of a US education outweigh the administrative challenges.

How admissions counsellors and schools can guide students

Schools and counsellors now have a greater responsibility. Planning must begin early, whether preparing for tests, selecting courses or booking visa appointments, so backlogs and rule changes cause less disruption. Financial planning is equally critical, as higher UK proof of funds and new US fees make it essential to understand costs well in advance. Counsellors should also help students think long term, making strategic academic and career choices while exploring alternatives beyond the US and UK. With preparation and broad awareness, families can navigate uncertainty without losing sight of their goals.

Looking beyond the US and UK

These changes should not deter Indian families from considering the US or UK. Both remain prestigious destinations with world-class academic ecosystems. At the same time, I encourage families to keep alternatives in mind. Canada, Ireland, Australia and parts of Europe offer attractive post-study work options, while Singapore, Japan and the UAE are emerging as strong contenders closer to home.

In fact, at The Red Pen, pre-COVID, we saw families looking at an average of two destinations. This has now moved to 3.2. Keeping options open is a good idea.

Students can also explore new-age Indian universities such as Ashoka, Krea, Plaksha, FLAME and Jindal, which offer programmes on par with international standards. In addition, 12 global universities are opening campuses in India. While Deakin University, Wollongong University and the University of Southampton are already established, new entrants from 2026 include the Illinois Institute of Technology, University of Liverpool, Queen’s University Belfast, Coventry University, University of York, University of Western Australia, University of Aberdeen, Istituto Europeo di Design and Western Sydney University.

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While tighter visa rules demand careful planning, expert guidance ensures that international education remains firmly within reach.

This article is authored by- 

Namita Mehta- President and Partner, The Red Pen

Namita drives business growth and global partnerships at The Red Pen, representing the firm at international education forums and building key alliances, including a landmark collaboration with U.S. News & World Report. Recognised among BW Education’s 40 Under 40 and The PIE’s 50 Voices in Leadership, she has twice been shortlisted for the HerRising Awards. Namita has judged the PIE Education Awards, spoken at HSBC, Ashoka University, IC3 and Master’s Union, and contributed to leading publications such as Economic Times, Mint, Hindustan Times and The PIE News. She also serves on the advisory board of The Outreach Collective.

Kidspreneurship, the Singapore-based global EdTech venture focused on building entrepreneurial mindsets in children, has announced the appointment of Kushark Jaiswal as its Chief Global Officer. In this role, he will lead the company’s ambitious international expansion, leveraging its current base of 20,000 learners across multiple countries.

Jaiswal brings over 21 years of leadership experience in education, international sales, and business development. He most recently served as Vice President of International Sales at Educational Initiatives, where he expanded the company’s footprint across global markets. His career also includes senior positions as Director, Founder, and Head of International at leading education ventures, where he built large-scale partnerships with schools, governments, and institutions worldwide. Holding a Master’s in Entrepreneurship and Management from TAPMI, along with dual degrees in Law and Commerce, Jaiswal brings a unique blend of entrepreneurial vision, legal insight, and commercial expertise.

With his appointment, Kidspreneurship is preparing to accelerate its reach across APAC, the Middle East, Africa, LATAM, and Europe, as it works towards its mission of impacting over one million young learners globally by 2030.

Speaking about his new role, Jaiswal said, “What excites me most about Kidspreneurship is its ability to combine creativity, critical thinking, and entrepreneurship into a seamless, scalable model for schools. Around the world, education leaders are looking for partners who can bridge the gap between vision and execution. I am thrilled to join Kidspreneurship in taking this mission global and shaping the next generation of changemakers.”

Swati Gauba Kochar, Founder and Thinker in Chief, Kidspreneurship

Swati Gauba Kochar, Founder and Thinker in Chief at Kidspreneurship, called the appointment a pivotal moment. “Kushark’s experience in scaling global education ventures and his deep understanding of diverse markets will help us fast-track our vision of making entrepreneurial education accessible to every child, everywhere.”

Tanya Sarin, Co-Founder and Chief Learning Officer, Kidspreneurship

Tanya Sarin, Co-Founder and Chief Learning Officer, added, “Our curriculum is designed to spark curiosity, creativity, and problem-solving in young learners. With Kushark leading our international expansion, we will be able to bring this transformative learning to millions more children across cultures and geographies—equipping them not only to dream, but to build.”

Kidspreneurship has positioned itself as a bridge between policy and practice. With entrepreneurial and 21st-century skills already integrated into education policies worldwide, schools often struggle with classroom implementation at scale. Kidspreneurship provides a plug-and-play ecosystem that includes a multi-year structured curriculum, maker kits, tinkering experiences, an AI-powered digital platform for assessments, and teacher enablement programmes. This model ensures smooth adoption and measurable impact across geographies.

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A parliamentary panel has raised strong concerns over the unchecked spread of fake news, calling it a “serious threat” to democracy, public order, and individual safety. In its draft report adopted on September 9, the Standing Committee on Communications and Information Technology, chaired by Nishikant Dubey, recommended sweeping reforms to curb misinformation while ensuring freedom of speech is not undermined.

While the report contains provisions such as stricter penalties, amendments to penal laws, and mandatory fact-checking across media houses, one of its most significant recommendations is the introduction of a comprehensive media literacy curriculum in schools. The committee stressed that misinformation is not only a political or technological problem but also an educational one, requiring long-term interventions that prepare young citizens to navigate information responsibly.

The proposed curriculum would train students to critically analyse media content, identify credible sources, understand the influence of algorithms, and distinguish between facts, opinions, and propaganda. Teacher training and awareness campaigns are expected to form a major part of this initiative, ensuring that schools can act as the first line of defence against misinformation. By embedding media literacy into the classroom, the government hopes to build a generation that is resilient to fake news, deepfakes, and manipulative content.

Such a curriculum could empower students to develop critical thinking skills and a questioning mindset, which are essential in a digital-first world. Students would not only learn to verify information but also become responsible content creators, aware of the ethical dimensions of what they share online. At the same time, educationists warn against turning media literacy into a tool for censorship or political indoctrination. The curriculum must avoid prescribing “what to think” and instead focus on “how to think,” giving children the tools to independently assess information rather than forcing state-approved narratives.

The committee has also recommended teacher training programmes, digital grievance redressal systems, and collaborative efforts between government, private media, and independent fact-checkers. It cited global models such as France’s law on election misinformation and urged India to take a leadership role in framing policies that address both local and cross-border misinformation.

Among other measures, the draft report proposed mandatory internal ombudsmen in all media organisations, stricter penalties for repeat offenders, licensing requirements for AI content creators, and mandatory labelling of AI-generated material. The panel also pushed for inter-ministerial collaboration through a dedicated task force to address misinformation that crosses national borders.

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The report echoed concerns over the “safe harbour” clause in Section 79 of the IT Act, which protects intermediaries from liability for third-party content. It recommended exploring amendments to hold platforms accountable without stifling free speech.

Terming fake news a global challenge that undermines democratic institutions, market stability, and individual reputations, the panel underlined that India cannot afford complacency. The move to integrate media literacy into education could be one of the most transformative outcomes of the committee’s recommendations, equipping the next generation to live, learn, and lead responsibly in an age of digital overload, if implemented fairly.

On the eve of World Suicide Prevention Day 2025, the National Task Force (NTF) on Student Well-being and Suicide Prevention has appealed to students, parents, faculty, institutions, and mental health professionals across India to participate in nationwide surveys aimed at addressing the growing crisis of student suicides.

The Task Force has been mandated to prepare a comprehensive report that identifies the major causes of student suicides, including ragging, discrimination, academic pressure, financial stress, and stigma around mental health. It will also examine systemic shortcomings and recommend actionable measures to improve institutional support systems.

India is home to over 60,380 Higher Education Institutions (HEIs) with 4.46 crore students and 16 lakh faculty members, according to AISHE 2022–23. However, the NCRB’s 2022 data revealed that 13,044 students died by suicide, making up 7.6 percent of all suicide deaths in the country. These alarming figures underscore the urgent need for coordinated interventions.

So far, the NTF has visited 13 institutions across Delhi, Haryana, Karnataka, and Tamil Nadu, holding consultations with students, faculty, and administrators. Special focus has been placed on the experiences of disadvantaged groups, including SC-ST students, students with disabilities, and queer students. Civil society groups and NGOs have also contributed valuable inputs during these consultations.

The Task Force is currently running online surveys in English and Hindi to capture diverse perspectives. To date, over 80,000 students, 10,000 faculty members, 15,000 parents, 700 mental health professionals, and 8,000 concerned citizens have already responded. The surveys are open to the public at ntf.education.gov.in.

Regulatory bodies such as AICTE, NMC, Pharmacy Council, Nursing Council, and Bar Council have been instructed by the Department of Higher Education to ensure institutional compliance. All HEIs registered under AISHE must complete the institutional survey by 12th September 2025, providing data on student composition, mental health services, dropout rates, grievance redressal mechanisms, and measures related to well-being.

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The NTF has also launched ULLAS Literacy Week from 1st to 8th September 2025, encouraging collective participation. Its final report will aim to reshape how Indian higher education institutions respond to mental health challenges, reaffirming the government’s commitment to preventing student suicides and fostering safe, inclusive campuses.

Take the survey here: https://ntf.education.gov.in

The Ministry of Education celebrated International Literacy Day (ILD) 2025 at Dr. Ambedkar International Centre, New Delhi, with the theme “Promoting Literacy in the Digital Era.” The event was addressed by Minister of State for Skill Development and Entrepreneurship and Minister of State for Education, Jayant Chaudhary, alongside senior officials, education leaders, learners, and volunteers.

A key highlight of the celebration was the announcement that Himachal Pradesh has become the fourth state to achieve full functional literacy, joining Tripura, Mizoram, and Goa. Ladakh, which declared itself fully literate in 2024, remains the first Union Territory to do so.

Union Education Minister Dharmendra Pradhan, addressing the gathering virtually, lauded India’s progress in literacy, noting that the national rate has risen from 74 percent in 2011 to 80.9 percent in 2023–24. He emphasised that literacy is more than just the ability to read and write, calling it a means of dignity, empowerment, and self-reliance. Pradhan also highlighted the transformative role of the ULLAS Nav Bharat Saaksharta Karyakram, which has enrolled over 3 crore learners with the support of 42 lakh volunteers, providing learning materials in 26 Indian languages.

Jayant Chaudhary praised the achievement of Himachal Pradesh, especially given the state’s challenging terrain, and underscored that communities, governments, and volunteers together made it possible. He further observed that literacy in India has now expanded to digital literacy, pointing to India’s Digital Public Infrastructure as an example of global leadership in education and inclusion.

During the event, the ULLAS Compendium was released, showcasing innovative teaching and learning materials. Representatives from Ladakh and Goa shared their strategies and best practices, while ULLAS Literacy Week 2025, held from 1st to 8th September, was noted for its nationwide drive to register non-literates, volunteers, and neo-learners. The celebrations reaffirmed India’s commitment to building a literate and developed Bharat, aligned with the vision of Viksit Bharat.

“Education is not only the birthright of every human being but also the weapon of social change.”

Dr B. R. Ambedkar’s words carry even more weight today as we celebrate International Literacy Day 2025. This year’s theme, “Promoting literacy in the digital era,” reminds us that literacy no longer begins and ends with pen and paper.

A Journey Worth Remembering

India’s literacy story is one of resilience. In 1951, only 16 out of every 100 Indians could read and write. By 2022, that number had climbed to 77.7 per cent. The Right to Education Act of 2009 opened the doors of schools to millions who might otherwise have been left behind. Yet numbers alone do not tell the full story. Getting children into classrooms was only the first battle. The bigger challenge lies in what and how they learn.

Literacy in the Age of Screens

In a world where screens dominate, literacy now means much more than decoding text. It is about being able to access, understand, evaluate, and create digital content in safe and responsible ways. A teenager scrolling endlessly on social media might look “digitally literate,” but true literacy asks whether that teenager can spot a fake news story, respond appropriately to cyberbullying, or understand that their digital footprint will outlive their mood.

The dangers are real. A BBC feature this year explained how adolescence itself makes young people more vulnerable to online manipulation because their brains are wired for risk-taking and peer approval. Platforms exploit these vulnerabilities with algorithms that feed them echo chambers of extreme views and endless scrolling loops. What looks like harmless entertainment often becomes a powerful shaper of values and identities.

At the same time, teenagers are seeking comfort in unexpected places. An ETV Bharat report revealed that many Indian students now turn to AI chatbots for emotional support. Experts worry that without proper guidance, children may start to trust technology more than people, with little understanding of how these systems work or what agendas they may carry. Digital literacy, therefore, is not simply about knowing how to use a device but about learning how to navigate relationships, trust, and choices in a digital-first world.

The Missing Lessons

Alongside digital literacy, we are also missing some of the most practical lessons of life. An India Today feature pointed out that while our students can solve complex equations, very few know how to calculate tax, understand savings, or even read the fine print of a bank loan. In an age of instant loans and digital payment apps, this lack of financial literacy is dangerous. Children should be learning how to protect themselves from online scams, how to recognise manipulative advertisements, and how to make decisions that safeguard their futures.

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The truth is, literacy today is incomplete without responsibility. Children may be skilled at clicking, posting, or streaming, but if they do not know what to believe, what to share, and what to ignore, they are vulnerable. Civic sense must become part of the digital literacy package. How we behave online is not separate from who we are as citizens. Words can wound, misinformation can destabilise, and silence in the face of bullying can be as harmful as participation.

For India to truly lead in the digital era, we must expand our vision of education. That means increasing education budgets, investing in teacher training, and ensuring that technology-enabled learning does not just deliver content but builds character. It also means recognising that the skills of tomorrow include empathy, resilience, financial wisdom, and civic responsibility.

Ambedkar reminded us that education is the most powerful weapon of social change. In 2025, that weapon is not only the ability to read books but the ability to read the world. Literacy is about survival, about belonging, and about preparing our children not just to live in the digital era but to shape it responsibly.

International Literacy Day should remind us that while we have come far since 1951, the journey is far from over. The future depends on whether we can teach the next generation not only to read and write, but also to choose wisely, live responsibly, and stand tall as citizens of a digital world.