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15 Questions With Lina Ashar & Dr. Swati Popat Vats on Preschool eLearning

Ms. Lina Ashar and Dr. Swati Popat Vats were the guests on a Webinar hosted by ScooNews regarding eLearning for preschoolers.

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On 7th April 2020, a webinar was hosted by ScooNews in the wake of the COVID-19 lockdown and its impact on education, more specifically to address the effect it has on Early Childhood Education. We invited speakers Dr. Swati Popat Vats and Lina Ashar to discuss with us the issues faced by the pre-primary education system currently and the ways in which home-learning can be implemented to keep things smoother for the educators and the child in concern. The webinar was attended by more than 30,000 educationists from across India on Zoom, Facebook Live and YouTube Live.

Lina Ashar is an Indian Educationist, Entrepreneur, Writer, Founder of Kangaroo Kids International Preschool and Billabong International School.

Dr.Swati Popat Vats is the Founder/President of Early Childhood Association India, President Association Primary Education and Research, President Podar Education Network, Founder/Director Podar Jumbo Kids, National Representative World Forum Foundation, and Nursery Director Little Wonders UAE.

In the opening statement, Ms. Ashar talked about how technology is important and a necessity in the present and however much one is uncomfortable with the change it brings to the authentic teaching style, it is a requisite. We could either fear or take a leap forward toward this development. According to her, these are the times for collaboration and not competition.

On the other hand, Dr. Vats said she has a new meaning of IQ (intelligence quotient), where EQ+CQ +TQ+PQ = IQ.

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She explained it by using the Early Childhood Care & Education or ECCE abbreviation and giving it a different meaning. EQ would stand for Emotional Quotient; CQ for Communicating/Change Quotient; TQ for Thinking Quotient and PQ for Play Quotient of the child. And together, these critical aspects form the IQ. Dr.Vats also added that though change is inconvenient, it is required of us to accept it in order to move forward.

Moving on to discussing some fairly important issues surrounding pre-school education, home-based learning, and helping the child focus on studies during the school closure, the two experts cleared the doubts popped by the educators listening to them Live. Excerpts below:

1. Simple ways to begin teaching online to the preschoolers for the first-time

Ms. Ashar:

  • Give a very simple framework of what happens through the day
  • Children need to feel connected
  • Advise parents on how to reach a child’s emotional health
  • Do not try to bring school at home rather it is home-based learning for the kids where the ideas are from school or educator
  • Use Zoom, kids get excited when they come together
  • The teacher goes through a period of interaction.
  • Kids ask questions

2. On the study material required for the child each day

Dr. Vats:

  • Do not overload kids with home-work. It must be formulated according to their age and capacity.
  • Pre-school/nursery can try avoiding sending work. Instead, choose to send fun activities.
  • For junior/senior classes, 1 worksheet a day is good enough
  • Send more life skill-based activities like home chores, gardening, etc.
  • It is more important to develop their language, motor, comprehension and cognitive skills than academic at this point

3. How to make online classes of pre-primary children interesting

Dr. Vats:

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  • Go to Facebook Live with all the students joining with their parents
  • Have singing/rhyme sessions that they know
  • Take simple storytelling session
  • Once comfortable with the technical aspect, you could move on to apps like Zoom, Google Hangouts, etc.
  • Once you list them the activities to do, discuss with them the next day so they know they have your attention
  • Do not forget to tell them you miss them and to stay safe

4. How to discipline children online

Ms. Ashar:

  • Do not take life so seriously right now
  • Approach everything with love
  • Do not tell kids they are wrong
  • Form a sense of connection when you come online
  • Emotional connection is more important than any content you could teach

5. On helping specially-abled children concentrate

Dr. Vats:

  • Remember concentration cannot be forced on any child
  • It comes with attachment and engagement
  • Understanding the child is important, it helps in setting the tuning between you and the child

Ms. Ashar:

  • One-on-one classes with special-needs children are better than teaching them with a group of kids
  • It’s been found that children focus more digitally than when in a classroom

6. On securing more admissions after the lockdown is over

Ms. Ashar:

  • Be empathetic of the circumstances
  • Follow-up calls may not be well accepted as parents are busy with multiple things these days, especially with their work from home.
  • Tell them it’s about contribution and collaboration and not capitalism
  • Send them inspirational activities to do with kids at home to stay connected

Dr. Vats:

  • This is not the time to push anyone for admissions or fees, take it slow
  • More important point is to connect with the families of your students
  • See a larger picture as educators which is – how to impact those already enrolled
  • Your focus should be on making a larger impact by your sincere efforts
  • If done properly, parents will see the difference and would want to join you in the future

7. On making digital classroom fun and creative for the preschoolers

Ms. Ashar:

  • Some days you can have dance classes, exercise session, or even a no-fire cooking class with them
  • Explore platforms like YouTube to see how educationists worldwide are reaching out to their students through creative activities

Dr. Vats:

  • Yoga is one of the best things that adults, as well as children, can practice, try it
  • ECA’s dance and exercise groups: FolkFitness & Swara Evening Sessions, become a member of these WhatsApp groups

8.  On managing the screen-time and dealing with its dependency after the traditional classrooms will reinstate

Ms. Ashar:

  • The key is to use technology in a way that it empowers as an educator, parent, and student
  • It is our duty to show kids to use technology in the right way and not be dependent on it by equally focusing on other off-screen physical activities

Dr. Vats:

  • Schools should add technology/digital literacy to the curriculum
  • Do’s and Don'ts of usage of technology should be taught to children from a young age
  • Do watch a video by BBC on Positive Impact of Screentime

9. On the right time to conduct online learning classes

Dr. Vats:

  • When the child has slept well and had a full stomach and isn't cranky 
  • Be flexible
  • Keep recorded sessions for children to watch later
  • Take your call with the best judgement

Ms. Ashar:

  • Do not make them come online as early as the school timings
  • One can start at 11 am so the kids are fresh and can focus better

10. On ensuring if the parents are doing their best in home-schooling

Dr. Vats:

  • Parent involvement is a must since it is ‘homeschooling’
  • But regardless of that, we must understand how overwhelming this all could be for them 
  • Do not make them overwork
  • Assure them that anything done now during this lockdown period will be visited again by the teachers when the schools reopen
  • Flexibility is the mantra

11. Assigning homework-based learning

Dr. Vats:

  • Please do not give ‘homework’ while homeschooling
  • Quality learning of preschoolers is more important 

Ms. Ashar:

  • Prioritize the child’s emotional and mental health than his/her academics right now
  • To help children stay emotionally stable, it is important for educators and parents to be emotionally stable themselves. Help them achieve that state.
  • Be flexible 
  • Learning the impact of children doing chores is more important

12. On maintaining the classroom environment for teachers while taking online classes

Dr Vats:

  • Print out quotes and pictures in your backgrounds
  • Use different backgrounds to have a change of scene
  • Bring some diversity in the way the children see you
  • Remind them of the happy times and memories of their school/classroom 

Ms. Ashar:

  • It is important for kids to realise how real you are
  • Showing them your home, your smiling face will make a lot of difference

13. Addressing internet connectivity difficulties

Ms. Ashar: 

  • If there is a bandwidth issue, you could record sessions and send
  • We have sent out instructional designs at Kangaroo Kids about an app that allows readers to check out the MI-based activities
  • Allow kids to play with the learning app when the internet is not working properly or the parents are busy
  • Priorly secure the links to the videos or powerpoints that you need as resources

Dr. Vats:

  • At Podar Jumbo Kids, a mix of live sessions and links were already sent to the teachers 
  • Everything is uploaded on the portal that connects us with the parents
  • Be ready with your Plan B in case the internet doesn’t work or the teacher in command is not available

14. Suggestions on the online courses/books/articles for teachers to go through

Ms. Ashar:

  • It is important to take time to brush up your skills as educators and also recognize your personal interests
  • There are a lot of online courses available and due to the lockdown, a majority of them have been rendered free of charge

Dr. Vats:

  • Subscribe to educational magazines like ScooNews, they come up with excellent articles
  • I also write frequently for Education World and BrainFeed Magazine, check them out sometime
  • Books like Totto-Chan are available for no-charge these days, read them
  • Divasvapna by Gijubhai is one of the must-reads for all teachers
  • Early Childhood Association have online courses available to enhance your knowledge in the field
  • Podar International is also starting 2 courses, Nature Kindergarten & A Leadership Program. Join them!

15. On developing the connection with the Nursery kids if they have never seen the teacher before

Ms. Ashar:

  • It is actually the perfect time to connect with them one-to-one
  • Kids are feeling more at ease and hence, the connection will happen rather quickly and effortlessly
  • Since the child does not have to settle in a new environment and have no separation anxiety, making them comfortable with the educator's face right now is a good idea

Dr. Vats:

  • It is a transition of the child from parents to teachers
  • Send something for parents to tell their kids about the educator
  • Basic information with a few personal touches like a favourite colour or flower can truly help
  • Parents can help introduce the educators with the child and explain to the child how the school will come to home via the online screen

At the end of the session, both the pioneering educationists shared a word of motivation for the thousands of educators listening to them.

Ms. Ashar:

  •  If you want to touch the past, touch a rock. If you want to touch the present, touch a flower. But if you want to touch and impact the future of the world, connect with a child.

Dr. Vats:

  • When I see teachers struggling, I tell them the story of Thomas The Engine
  • There is a phrase that says “I can, I can, I can.” Keep it close to your heart.
  • Childhood stories are a great source of inspiration. Some of my favourites are Snoopy, Garfield, Winnie The Pooh
  • It is important to learn the art of self-motivation

If you could not catch our webinar Live, find the recorded feed on our Facebook page here https://www.facebook.com/scoonews/videos/601918420667127/

For those who want to join the Watsapp groups mentioned, it is suggested to go on Early Childhood Association India website and click on ‘Contact Us’ to ask your queries.

Education

OpenAI Academy Launches in India to Democratise AI Education for Students, Teachers, and Startups

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OpenAI Academy launched to boost AI education in India | Image Source- Pexels

In a landmark move to scale artificial intelligence education across India, OpenAI has officially launched its first international educational initiative—OpenAI Academy India—in partnership with the IndiaAI Mission under the Ministry of Electronics and Information Technology (MeitY). The initiative aims to equip a wide cross-section of learners with AI skills, from students and educators to civil servants, entrepreneurs, and nonprofit leaders.

As part of the collaboration, OpenAI and the IndiaAI Mission have signed a Memorandum of Understanding (MoU) outlining shared goals under the “FutureSkills” pillar of the national AI strategy. The curriculum will initially be available in English and Hindi, with future plans to expand into regional languages to enhance accessibility and inclusivity.

The Academy will offer a hybrid model of digital and in-person learning, combining on-demand modules, webinars, expert-led workshops, and peer-based collaboration. The content will also be hosted on platforms such as the FutureSkills portal and the iGOT Karmayogi platform, enabling central and state government officials to upskill in emerging technologies.

One of the initiative’s most ambitious goals is to train one million teachers in the practical use of Generative AI tools in education. This is aligned with OpenAI’s broader mission to empower educators to integrate AI into classrooms meaningfully.

OpenAI will also host hackathons across seven Indian states, aiming to reach 25,000 students, and conduct workshops in six major cities. Winners of these hackathons will earn the chance to attend OpenAI Dev Day events abroad. In addition, 50 startups or fellows selected by the IndiaAI Mission will receive up to $100,000 in API credits to support their AI-based innovation projects.

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Union IT Minister Ashwini Vaishnaw called the initiative a significant leap forward in democratising access to cutting-edge technology. “This partnership makes the latest AI tools available to India’s startup ecosystem and government workforce alike,” he noted, adding that it will accelerate local innovation and adoption.

Jason Kwon, Chief Strategy Officer of OpenAI, praised India’s growing influence in the global AI landscape. “India is one of the most dynamic countries for AI development. We’re proud to launch OpenAI Academy India to help more people gain confidence and skills to use AI meaningfully,” he said.

The platform will host a free Knowledge Hub offering a variety of resources—video tutorials, virtual events, hands-on training modules, and community forums—designed to make AI literacy engaging and practical.

With inputs from PTI

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World Environment Day: Why Your School’s Environmental Education Needs a Cleanup

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Image Source- Envato Elements

It’s June 5. There’s a poster-making competition happening in the library. “Say No to Plastic,” one child writes, her glitter pen catching the sunlight. In the background, a teacher sips from a plastic bottle of mineral water. On the ground — a single dustbin, filled with half-eaten sandwiches, the plastic wrappers they came in, and the poster that didn’t win.

Welcome to World Environment Day. The annual ritual of colouring inside the lines of climate awareness, only to throw the sketch away at 3:00 p.m.

And nowhere is this performance of eco-consciousness more apparent than in the average Environmental Studies (EVS) class. A subject that, in theory, is about the environment. In practice, it is about completing the syllabus before the assessments begin.

EVS is full of the right words: sustainability, waste segregation, reduce-reuse-recycle. It teaches children the parts of a plant, but not how to grow one. It tells them about carbon footprints, but not about the quiet pride of switching off a fan when they leave a room.

It is, in short, a subject that ends at the bell.

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Let’s pause and ask: how many schools actually segregate their waste? How many have separate bins for wet and dry garbage — not just during inspection week or annual day, but on a random Tuesday in August?

Most schools don’t have a waste problem. They have a waste denial problem.

Because admitting there’s a problem would mean someone has to do something about it. And doing something is messy. It requires time, training, tantrums. It requires telling people they can’t use fifteen thermocol plates for a two-hour workshop. It requires building a system where children see that the habits they are being asked to adopt are not just lesson objectives, but lifestyle choices being modelled by the adults around them.

Right now, most EVS classes are like that school function where the Chief Guest arrives in a diesel SUV to plant a sapling. Ceremonial. Shallow. Slightly offensive.

But here’s the good news: children get it. Better than we think. They’re not too young to understand why the cafeteria needs to stop using plastic spoons. They don’t need a unit on climate change to know that the AC doesn’t have to be set to freezing for learning to happen.

They just need one thing: to see the grown-ups walking the talk.

Start small. Set up separate bins — label them, colour-code them, talk about them. Let kids bring waste from home and run a sorting drive. Make a habit of auditing your school’s paper usage. Assign class monitors for turning off switches. Let kids design posters that don’t end up in the bin — or better yet, design the bins themselves.

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And while you’re at it, stop calling it an EVS period.

Call it the lab of life.

 

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If you really want children to learn how to care for the world, don’t just teach them the names of forests. Teach them how to keep their classrooms clean. Don’t just mention Greta Thunberg in a chapter. Ask what they would skip school for. Don’t say “reduce-reuse-recycle” like it’s a rhyme. Say it like it’s a revolution.

And show them the bin.

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UNESCO Flags Foundational Learning Crisis & Leadership Gaps in India’s Education System

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UNESCO Global Education Monitoring (GEM) Report 2024–25 | Image Source- UNESCO

Despite India’s near-universal school enrolment at the primary level, the latest UNESCO Global Education Monitoring (GEM) Report 2024–25 paints a sobering picture of foundational learning and systemic leadership gaps in Indian education.

According to the report, over 95% of children in India are enrolled in primary school, yet basic learning outcomes remain dismal. ASER 2023 found that only 43% of Class 3 students could read a Class 2-level text, underscoring a national learning crisis.

While India boasts a 60% female workforce in elementary education, the leadership landscape tells a different story. Only 13% of vice-chancellors in central universities were women as of 2022, and formal principal training is absent in many Indian states despite NEP 2020’s mandate of 50 hours of annual professional development for school leaders.

This gender leadership gap reflects a global trend, with only 87 boys per 100 girls achieving minimum reading proficiency, and in middle-income nations like India, the number drops to 72 boys per 100 girls. The pandemic also reversed pre-COVID gains in gender parity for maths, with girls now underperforming in countries like Brazil, the UK, and Italy.

The GEM report also highlights bright spots. India’s policy commitment through NEP 2020 and innovative peer-mentorship pilots—like Delhi’s middle leadership model—demonstrate the potential of decentralised leadership to foster trust, collaboration, and improved school culture.

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Global evidence cited by UNESCO shows that female-led schools in parts of Africa resulted in one full additional year of learning gain, proving that gender-inclusive leadership can enhance academic performance.

However, implementation remains inconsistent. Many leadership positions in India still lack transparent selection and promotion processes, and states fall short in meeting training targets. The digital divide, especially post-pandemic, has further deepened inequities, hitting girls in under-resourced regions the hardest.

What India Needs Next:

  • Institutionalise mandatory leadership certifications.

  • Accelerate women’s inclusion in senior roles.

  • Shift focus from enrolment to outcome-driven learning metrics.

  • Embed leadership training into teacher education.

  • Scale up local mentorship models proven to work.

The UNESCO report is a reminder that enrolment alone cannot guarantee education quality. Bridging the gap between policy intent and on-ground implementation is critical if India is to transform its education system into one that is equitable, inclusive, and future-ready.

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Beyond the Buzz: Investors Call for Grounded AI Innovation in Indian Classrooms

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Image Source- Envato Elements

At a time when Artificial Intelligence (AI) headlines dominate global discourse, a quieter but more consequential conversation is unfolding in India’s education sector—one that cuts through the hype to explore whether AI is genuinely improving learning outcomes or just riding a wave of fascination.

In its latest article titled “Not Just Hype: What Investors Really Think About AI in Indian Education”, Entrepreneur India reported on insights shared by Ganapathy Venugopal, Co-founder & CEO of Axilor Ventures, at the IGIS 2025 forum. Offering a candid investor’s lens, Venugopal remarked, “We’ve seen plenty of hype around AI. But for us, it’s about where the real value lies—can it solve something fundamental, like India’s teacher-student gap?” According to him, the most investable AI tools are not the flashiest but the most functional—those that support teachers, amplify their effectiveness, and reach where human resources fall short.

Echoing this, Kobi Gal from Ben-Gurion University pointed out that while AI has democratised access to learning, it hasn’t yet changed the core of how we learn. “The education system remains rigid. AI can increase reach, yes, but transformation is still elusive,” he said.

India’s edtech sector is poised for growth with its vast K–12 student base and rapidly expanding internet access. However, a major challenge remains—only 24% of households have internet, per NSSO data. This makes Tier II–IV cities a key battleground for AI-powered learning tools. Investors are now shifting focus from “edtech” as a label to learning outcomes, engagement, and job-readiness, with AI viewed as an enabler rather than a product category.

Venugopal pointedly questioned current trends: “Are we building tools to complete homework, or to change how we learn?” His statement taps into the broader tension—between consumer-friendly shortcuts and pedagogically sound, scalable solutions.

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At ScooNews Global Educators Fest (SGEF) 2023, this theme of AI with a conscience was also central. Held in Jaipur, the festival brought together educators, artists, and changemakers to discuss how artificial intelligence can serve—not replace—human values in education. Noted speakers like Lakshyaraj Singh Mewar, Rama Datt, and Padma Shri Anand Kumar reinforced the idea that technology must remain grounded in empathy, inclusivity, and purpose. A memorable moment was Anand Kumar’s speech on whether AI could ever truly replace a teacher’s role—a thought-provoking precursor to the investor sentiments voiced at IGIS 2025.

The conversation today is no longer about AI replacing the classroom, but enhancing it. With investor confidence growing in tools that support hybrid delivery models, regional customisation, and lifelong learning, the sector appears headed toward a more sustainable future.

Yet, Venugopal issued a final word of caution: “We look at sectors where demand is unquestionable and the cost of not solving the problem is high. Education in India fits that bill. But we must build with humility—and rigour.”

As India’s AI-powered education future unfolds, investors, educators, and innovators alike seem to agree: the goal is not disruption for disruption’s sake, but designing systems that serve learners in meaningful, measurable ways.

📌 Stay tuned for SGEF 2025 — This year, we gather under the theme: “Purpose-Driven Education: Designing for Future Realities.” Explore how we can reimagine school curricula to align with the evolving needs of our society and the professional world. Register here

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Education Ministry Launches National Drive for Healthier, Safer Schools

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Education Ministry hosts workshop outlining digital tools, policy moves & state success stories to strengthen tobacco-free, health-focused school environments.

The Department of School Education & Literacy (DoSEL), Ministry of Education, observed World No Tobacco Day on 31st May 2025 with a national workshop held at Rang Bhawan, Akashvani Bhawan. Inaugurated by Sanjay Kumar, Secretary, DoSEL, the event convened key stakeholders from the Ministries of Health, Home Affairs, NCERT, CBSE, UNODC, and State representatives, alongside students, civil society members, and domain experts.

During the workshop, Kumar launched the Nationwide School Challenge on Tobacco Awareness on the MyGov platform, set to begin on 10th June 2025. Aimed at student engagement, the initiative encourages schools across India to lead awareness campaigns. Participants also took the No-Tobacco Pledge, underscoring the shared responsibility of educators and communities in protecting students from tobacco exposure.

Kumar highlighted the alarming influence of tobacco advertising on youth and emphasised the importance of proactive involvement from School Management Committees (SMCs), parents, and local bodies to create tobacco-free campuses. Additional Secretary Anandrao V. Patil reinforced this message in his keynote, focusing on student health, well-being, and preventive education.

Other key speakers included CBSE Chairperson Rahul Singh, who spoke on the integration of health and wellness modules in schools, and Economic Advisor A. Srija, who stressed inter-sectoral collaboration for effective implementation of Tobacco-Free Educational Institutions (ToFEI) Guidelines.

Technical sessions covered mental health (Manodarpan), life skills education (Navchetna), the School Health Programme, and digital monitoring of ToFEI compliance. Experts from NCERT, CBSE, UNODC, and the Ministry of Health & Family Welfare contributed insights on embedding wellness in school ecosystems.

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State nodal officers from Chandigarh, Maharashtra, Andhra Pradesh, and Puducherry presented best practices—from dental health drives to creative student engagement tools like comics and animation. Efforts to contextualise ToFEI manuals in regional languages were also shared.

The workshop concluded with a call for consistent monitoring, awareness campaigns, and holistic health education to build tobacco-free, safe learning environments.

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Government School Enrolment Drops Across States, Centre Flags ‘Disturbing Trend’

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Students Moving Away from Government Schools a 'Disturbing Trend', Says Education Ministry (representational image)

A recent report by The Indian Express reveals a worrisome shift in India’s school enrolment patterns—more students are opting for private institutions, even in states with a robust network of government schools. During meetings held by the Ministry of Education with state officials in March–April 2025 to discuss projects under the Samagra Shiksha scheme, the Centre flagged this as a “disturbing trend.”

In states like Andhra Pradesh, Telangana, and Uttarakhand, the enrolment in unaided private schools has consistently risen despite government schools forming the majority in number. For instance, in Andhra Pradesh, 73% of schools are government-run, yet they account for just 46% of total student enrolment. Similarly, Telangana’s government schools form 70% of total schools but educate only 38% of students, compared to nearly 61% in private schools.

This trend isn’t isolated. Tamil Nadu, Kerala, Maharashtra, and several northeastern states have also reported declining numbers in government school enrolment. The Union Ministry has urged states to reverse this decline, citing the need for introspection and reform. In Tamil Nadu, for example, government schools make up 64% of the total but serve just 37% of the student population.

Interestingly, some states have responded by conducting Aadhaar-based “data cleansing” to explain the drops. Still, the Centre believes deeper, systemic issues—such as rising aspirations and perceptions of quality—are driving families towards private schooling.

The concern goes beyond statistics. According to UDISE+ 2023–24 data, 36% of total school enrolment in India (over 9 crore students) is now in private schools. In 2022–23, it was 33%. Pre-pandemic figures already indicated this steady rise.

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Where Do Government Schools Go From Here?

The falling trust in government schools paints a grim picture—especially when education budgets face cuts and systemic reform remains slow. However, all is not lost. States like Madhya Pradesh are setting examples through initiatives like the CM Rise Schools, which aim to rejuvenate public education with upgraded infrastructure, teacher training, and modern pedagogy.

But such success stories remain scattered. Without strong policy backing, increased funding, and public support, the future of government schooling appears uncertain. In an era of aggressive privatisation—be it formal schooling or the booming coaching industry—government schools risk being sidelined unless urgently revitalised.

Why must they survive? Because they remain the only accessible option for millions, especially in rural and marginalised communities. They are not just institutions—they’re vehicles of social equity, offering a shot at mobility to those who may otherwise be left behind.

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Over 10,000 Unrecognised Schools in Bihar, Jharkhand: Education Ministry Flags Violation of RTE Act

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The Ministry of Education has directed Jharkhand and Bihar to take immediate action and issue necessary instructions regarding the operation of unrecognised schools in both states. (Representational Image)

In a startling revelation, the Ministry of Education has flagged that over 10,000 unrecognised schools are operating in Bihar and Jharkhand, enrolling more than 1.6 million students and employing over 88,000 teachers—despite being in violation of the Right to Education (RTE) Act, 2009.

Jharkhand has the highest number of unrecognised schools in India, with 5,879 such institutions enrolling over 8.3 lakh students and staffed by more than 46,000 teachers. Bihar follows with 4,915 unrecognised schools, catering to over 7.7 lakh students and 42,000 teachers.

These figures emerged during the 2025-26 Project Approval Board (PAB) meetings under the Samagra Shiksha scheme, held earlier this year. The Ministry stated that the existence of these schools goes against Section 19 of the RTE Act, which mandates that all pre-existing schools meet prescribed norms within three years of the Act’s implementation. Failure to comply should lead to withdrawal of recognition and closure of the institutions.

The Ministry has directed both states to take appropriate action, either by recognising these schools through proper channels or by ensuring their closure in accordance with legal norms. Notably, Jharkhand’s education department has formed district-level recognition committees and claims that many of these schools began operations before the RTE Act came into effect.

Additionally, the Ministry raised concerns over discrepancies in data regarding Out-of-School Children (OoSC). For 2023–24, Jharkhand reported 37,409 OoSC on the PRABANDH portal, whereas the NSSO survey for 2022–23 recorded 1,07,639 ‘never enrolled’ children aged 6–14. In Bihar, the contrast was even more stark: 33,285 OoSC on PRABANDH versus 6.27 lakh ‘never enrolled’ according to NSSO.

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To address this gap, the Ministry has advised strict data monitoring and called for special enrolment drives, with full support from School Management Committees (SMCs), to bring every child back into the education system.

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PadhAI Conclave Highlights Urgent Role of Artificial Intelligence in Indian Education

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Union Education Minister Dharmendra Pradhan addressing the concluding session of the PadhAI Conclave in New Delhi.

Union Education Minister Dharmendra Pradhan delivered the valedictory address at the PadhAI: Conclave on AI in Education, held in New Delhi and organised by the Centre of Policy Research and Governance (CPRG). The two-day conclave brought together senior policymakers, educationists, and technology experts to discuss the growing role of artificial intelligence in reshaping India’s education landscape.

In his address, Pradhan emphasised that artificial intelligence is not merely a technological tool, but a transformative force and a catalyst for innovation in education. “AI is a bridge between empathy and technology,” he said, underlining the need for India’s human intelligence to take the lead in the global AI revolution.

The Minister highlighted several initiatives undertaken by the government to promote AI in education, including the establishment of Centres of Excellence in AI and plans to promote AI integration in Indian languages. He stressed that leveraging AI to foster critical thinking in classrooms was no longer optional but essential, marking a transition from “chalkboards to chipsets.”

He also called upon academicians and technologists to collaborate on policy suggestions that would enable India to responsibly and effectively integrate AI in school and higher education systems.

The conclave featured a series of panel discussions and keynote addresses exploring how AI is transforming classroom teaching, expanding learning beyond the four walls, and the structural challenges that need to be addressed for effective implementation.

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Notable speakers included Jitin Prasada, Minister of State for Commerce & Industry and Electronics & IT; Ashish Sood, Minister for Education and Higher Education, Delhi; Vineet Joshi, Secretary, Department of Higher Education and Chairperson, UGC; Abhishek Singh, CEO, IndiaAI Mission; Pankaj Arora, Chairperson, NCTE; Anil Sahasrabudhe, Chairman, NETF; Yogesh Singh, Vice Chancellor, University of Delhi; Sanjeev Bikhchandani, Co-founder, Info Edge; and Rashmi Das, Chairperson, Higashi Autism School.

The event concluded with a call for increased collaboration between the public and private sectors to harness AI for inclusive and accessible education.

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University of Liverpool to Open First International Campus in Bengaluru by 2026

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University of Liverpool introduces its new campus in the city of Bengaluru | Image- www.liverpool.ac.uk

In a significant development for India’s higher education sector, the University of Liverpool—one of the United Kingdom’s most prestigious academic institutions and a member of the Russell Group—has announced plans to establish its first international campus in Bengaluru. The university aims to commence operations by 2026.

This marks the first time a Russell Group university, often likened to the Ivy League for UK higher education, will set up a physical campus in India. Known for its world-class research and academic rigour, the University of Liverpool was founded in 1881 and has produced nine Nobel laureates. Its entry into the Indian education landscape is expected to bolster the globalisation of Indian higher education and widen access to top-tier international programmes.

Initially, the Bengaluru campus will offer undergraduate and postgraduate courses in Business Management, Accounting and Finance, Computer Science, Biomedical Sciences, and Game Design—making it the first UK university to offer these programmes from within India. The range of disciplines is expected to expand over time.

Karnataka Chief Minister Siddaramaiah hailed the development as a “landmark moment” in the state’s educational journey. “For many years, our brightest minds left the country to study abroad. Today, a top global university is choosing to come here,” he said, adding that the government would ensure full support through policy and infrastructure.

In a move to bridge industry and academia, the university also signed an MoU with Bengaluru-based IT major Wipro to collaborate on research, innovation, and skill-building programmes.

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Curriculum Controversy at Delhi University: Academic Voices Clash Over Syllabus Overhaul

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Delhi University’s syllabus changes spark backlash over academic freedom by the faculty

Delhi University’s Executive Council (EC) has approved sweeping curriculum revisions that have sparked sharp protests from faculty members, igniting a fresh debate over academic freedom, ideological influence, and the future of higher education in India. The changes, ratified during the EC’s 1,275th meeting, affect multiple departments including Psychology, Sociology, and English, and introduce new programmes in journalism and nuclear medicine.

Among the most contentious shifts is the removal of conflict-based case studies from the Psychology of Peace paper. Case references to Kashmir, Palestine, India-Pakistan relations, and the Northeast have been replaced with conflict-resolution examples drawn from Indian epics like the Mahabharata and Bhagavad Gita. Similarly, a Sociology paper has dropped foundational thinkers like Karl Marx and Thomas Robert Malthus, along with key sections such as the Sociology of Food and the critical lens on the Sociology of Law.

Faculty members are sounding the alarm. As per a story in Business Standard, EC member and Associate Professor at Kirori Mal College, Rudrashish Chakraborty, called the changes “a complete disregard for disciplinary expertise” and warned they could severely damage DU’s global academic standing.

At the heart of the backlash is a deeper concern about ideological overreach in curriculum design. Critics say the move replaces rigorous, research-based frameworks with selectively religious narratives, undermining the pluralism that once defined Indian academia.

Why These Topics Were in the Curriculum in the First Place

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Incorporating geopolitical issues like Kashmir and Palestine in social science syllabi wasn’t about courting controversy—it was about helping students understand conflict, diplomacy, and peace-building through lived realities. Scholars like Marx and Malthus, often labelled as ideologues, contributed frameworks that shaped global discourse on inequality, population, labour, and social justice. To erase them from academic memory is not just selective—it’s intellectually dishonest.

Their inclusion wasn’t about promoting one ideology over another but about exposing students to a spectrum of thought. If academic institutions stop encouraging intellectual plurality, they risk becoming echo chambers that simply mirror prevailing politics.

What Could Have Been Done Differently

If the aim was truly to Indianise or decolonise the curriculum—as has been cited in many recent reforms—it could have been done with scholarly rigour. Including Indian thinkers alongside global ones, offering critical engagement rather than replacement, and developing interdisciplinary modules that draw on Indian social realities would have strengthened rather than diluted the curriculum.

A meaningful curriculum reform should be inclusive, consultative, and pedagogically sound. Instead, these changes appear abrupt and top-down, with several faculty members alleging they were not adequately consulted. As one member remarked, “Modernisation cannot come at the cost of academic autonomy.”

The counter to a whitewashed curriculum should not be to do the exact opposite. Figures like Karl Marx are not just ideologists; their legacies extend beyond nation-states. They presented global ideas that remain relevant to Indian society, especially in an age grappling with inequality and labour rights.

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And religion—while an important part of many societies—must never dominate education policy. When one faith is elevated in academic materials meant for students of all backgrounds, it chips away at the secular fabric of our democracy.

Replacing complex geopolitical issues with religious scripture is not only pedagogically flawed—it’s, frankly, a dangerous precedent.

New Programmes and Policy Decisions

Beyond the curriculum overhaul, DU has also announced the launch of a two-year M.A. in Journalism in both Hindi and English, and a BSc in Nuclear Medicine Technology, to be offered at the Army Hospital (R&R) for Armed Forces Medical Services personnel. The EC also introduced a new policy for determining teacher seniority, with age taking precedence over API scores when qualifications are equal.

A committee has been constituted to assess the implications of a DoPT circular mandating periodic review of employees aged 50 and above—raising concerns about forced retirement policies within the university system.

As the NEP rollout moves ahead, universities like DU need to walk the path wisely. Reforms should fuel learning, not push a story. Education isn’t meant to box students into ideologies—it’s meant to open minds, spark debate, and shape citizens who can think for themselves. Our classrooms should dig deeper, not go narrow. We can’t afford to swap knowledge for one-sided thinking.

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