Education
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.
Published
5 years agoon

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.
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:
- 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.
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Education
Education Alone Won’t Feed Minds: Why Teachers Must Be Trained in Nutrition Too
Published
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“You cannot teach a hungry child,” said Donald Bundy, one of the world’s foremost school nutrition experts. Yet the gap between education and nutrition literacy is wider than we’d like to admit.
According to the 2025 Global Education Monitoring Report, only 60% of countries have any form of teacher training on nutrition within their national policies. And when it comes to actual implementation? That number drops even further in low-income regions. This silent gap in our education system is not just about school meals—it’s about a missing pedagogy that influences how students think, behave, and learn.
Why Teacher Training in Nutrition Matters
We often discuss nutrition as a public health issue. But nutrition is equally an educational concern—and teachers are at its frontline. Unfortunately, as the report points out, only 27% of global school meal programmes employ trained nutritionists to support meal design or delivery. In such scenarios, teachers unknowingly become the default guides on what’s “healthy”—without any professional preparation.
This is problematic on two fronts. First, without foundational training, teachers may unintentionally reinforce poor food habits or remain unequipped to link nutrition with classroom performance. Second, their lack of training undermines the full impact of initiatives like PM POSHAN (India’s flagship school meal scheme) or garden-based learning efforts.
As the GEM report underscores, “Learning about nutrition requires intentional integration of school meal delivery with nutrition education, careful assessment of nutritional intakes, and monitoring and research around shaping healthy eating habits.”
The Global Picture: Policy, But No Practice
In a policy mapping across 68 countries, nutrition education was often included in school curricula, but teacher training remained sporadic and weak. High-income countries reported only 58% coverage, and low-income countries—despite facing the brunt of malnutrition—had to depend on NGOs, development partners, or overburdened community workers to plug the gap.
Even where policies exist, operational challenges persist. For example, in India, while most rural schools under PM POSHAN serve mid-day meals, only 18% of schools reported daily on meal access due to low engagement with real-time tracking systems (Kapur et al., 2023). With such inconsistent reporting, training teachers to monitor, educate, and flag issues becomes all the more critical.
From Curriculum to Cafeteria: The Case for ‘Nutrition Pedagogy’
The report introduces a powerful idea: that food literacy must be embedded in formal, informal, and non-formal learning. This includes not only textbook-based curriculum but also experiential learning—like cooking classes, food label literacy, or classroom discussions around body image and media portrayal.
Yet, without empowered educators, these remain half-baked concepts.
Take this line from the report:
“Nutrition education has become a cornerstone of school health initiatives worldwide, designed to instil habits that endure for life.”
That longevity depends on consistent adult role models—especially teachers—who understand both the science of food and the psychology of student behaviour. It’s not just about knowing what to teach but how to teach it sensitively, especially during adolescence when issues like body image, peer pressure, and social media influence food choices deeply.
A Missed Opportunity in Pre-Service Education
In a rather concerning statistic, the report reveals that in 2022, only 14% of countries adequately covered the topic of infant and child nutrition in the pre-service curriculum for doctors, nurses, and midwives. If this is the case for healthcare professionals, it raises an important question—how many B.Ed or teacher training colleges meaningfully cover food, nutrition, and health in their pedagogy courses?
This is where reform is urgently needed. Nutrition training must be embedded into teacher education institutions, not offered as an afterthought in in-service workshops.
What Needs to Change?
The report outlines three major shifts that could address this blind spot:
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Develop a structured nutrition module for pre-service teacher education.
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Integrate nutrition literacy into school improvement plans and co-curricular activities.
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Collaborate across departments—from health to agriculture—to support interdisciplinary teacher training.
Some countries are showing the way. Finland’s food education programme, for instance, includes school meals, nutrition classes, and teacher-led discussions on sustainability, right from primary to vocational levels. It’s time more countries, especially India, followed suit—not just in policy, but in practice.
The Bottom Line
To feed a child is to free their mind. But in schools today, we are expecting teachers to do this job without giving them the training they need. It’s akin to asking someone to teach coding without a computer.
As we march toward the goals of NEP 2020 and SDG 4, we must recognise that education and nutrition are not parallel pursuits—they are intertwined pathways. And it begins not in the cafeteria, but in the staffroom.
Education
CBSE Introduces Mandatory Bridge Course for Classes 6 to 12 in Chhattisgarh Under NEP 2020
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In line with the implementation of the National Education Policy (NEP) 2020, a significant curriculum reform has been rolled out in Chhattisgarh, where CBSE and NCERT have introduced a mandatory bridge course for students from Classes 6 to 12, starting from the academic session 2025–26.
This strategic change aims to strengthen conceptual understanding, sharpen skills, and enhance subject connectivity for students transitioning between academic years. The bridge course is designed as a foundational segment to reinforce key learnings from the previous class, enabling smoother adaptation to new academic content—especially in subjects like Mathematics, Science, Social Science, and Languages.
What is a Bridge Course?
A bridge course is essentially a learning support module that helps students revise and reinforce previous class concepts before delving into the new syllabus. By bridging the learning gap, it prepares students mentally and academically for the demands of their new grade. The initiative is particularly aimed at strengthening continuity in learning and reducing academic stress.
Teacher Training and Implementation
To ensure effective integration, teachers in CBSE-affiliated schools across Chhattisgarh are undergoing dedicated training in both online and offline formats. The training focuses on how to incorporate the bridge course within the regular curriculum and adapt pedagogy to meet individual learner needs.
Changes in NCERT Textbooks
Alongside the bridge course implementation, NCERT has revised textbooks for Classes 3 and 6. The new editions lay emphasis on activity-based learning, life skills development, and project work. In particular, the Class 6 Science and Social Science books feature innovative activities and experiential modules aimed at enhancing student engagement and practical understanding.
With this move, CBSE and NCERT aim to create a more inclusive and progressive academic structure, staying true to NEP 2020’s vision of competency-based learning and reduced content load. As this model takes shape in Chhattisgarh, it could serve as a blueprint for nationwide adoption in the coming years.
Education
CBSE Mandates 50-Hour Annual Training for Teachers, Declares STEM as 2025 Theme
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According to CBSE notifications TRG-2/2025 and TRG-3/2025, 25 hours of training must be delivered by CBSE or a recognised government training body, while the remaining 25 hours can be conducted in-house or at the school complex level. This framework has been structured in line with the National Professional Standards for Teachers (NPST) and aims to ensure continuous professional development and improved student learning outcomes.
The CPD (Continuous Professional Development) hours are categorised as follows:
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Core Values and Ethics – 12 hours
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Knowledge and Practice – 24 hours
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Professional Growth and Development – 14 hours
CBSE has also clarified that academic responsibilities such as assessment duties for board exams, practical examiner roles, content creation, curriculum review, and participation in CBSE-led conferences will be recognised as valid CPD hours.
The board has instructed schools to organise District Level Deliberations (DLDs) focused on STEM pedagogy. These sessions are designed to encourage peer discussions, sharing of best practices, and localisation of innovative teaching strategies.
Heads of institutions have been called upon to act as leaders of change, ensuring the effective implementation of this framework within their schools and nurturing a culture of continuous learning.
With this move, CBSE reaffirms its commitment to building a future-ready teaching workforce, equipped to deliver education that is both engaging and globally relevant.
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China Embarks on Ambitious AI-Driven Education Reform to Build a ‘Strong Education Nation’ by 2035
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China has unveiled a comprehensive education reform strategy aiming to integrate artificial intelligence (AI) across all levels of its education system. This initiative is a cornerstone of the nation’s broader “Strong Education Nation” plan, targeting significant advancements in educational quality and innovation by 2035.
The Ministry of Education announced plans to embed AI applications into teaching methodologies, textbooks, and curricula spanning primary, secondary, and higher education. This move is designed to cultivate essential skills such as independent thinking, problem-solving, communication, and collaboration among students and educators. By fostering these competencies, China aims to enhance the core competitiveness of its innovative talent pool (Reuters).
This AI integration aligns with China’s broader educational blueprint, jointly issued by the Communist Party of China Central Committee and the State Council. The plan outlines a two-phased objective: establishing a high-quality educational system by 2027 and achieving global leadership in education by 2035. Key goals include expanding free education, increasing enrollment in high-quality undergraduate and postgraduate programs, and addressing regional disparities in educational access.
To support this vision, Chinese universities are expanding AI-related courses and enrollment. Institutions like Peking University and Shanghai Jiao Tong University have announced plans to increase undergraduate spots in fields such as information science, engineering, and AI. This expansion is closely linked to the national strategy of developing a robust digital-era talent pool (Reuters Education Expansion).
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Delhi Government Cracks Down on Dummy Schooling; Over 600 Schools Inspected, 10 Issued Notices
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The DoE confirmed that some schools have also failed to submit mandatory financial disclosures and fee statements as per Section 17(3) and Section 180(3) of DSEAR, which will invite legal action. Schools violating EWS guidelines—such as failing to provide free textbooks, uniforms, and writing materials under Rule 8 of the Delhi RTE Rules—are also under scrutiny.
The crackdown also comes after Queen Mary School in Model Town was accused of fee-related misconduct and expulsion threats. The Chief Minister had instructed the education department to take immediate action against such institutions, promising a “zero-tolerance” approach.
Delhi’s education authorities have reiterated that private schools must adhere strictly to rules governing fee regulation, student welfare, and inclusive access. Institutions found guilty of flouting these norms will face stringent penalties, including derecognition and possible takeover of management.
Education
Delhi CM Rekha Gupta Warns Private Schools Against Arbitrary Fee Hikes and Student Harassment
Published
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Amid growing parental concerns about rising school fees and student expulsions, Delhi Chief Minister Rekha Gupta has issued a stern warning to private schools across the capital. Emphasising a “zero tolerance” approach, the CM stated that any institution found violating rules—whether by imposing arbitrary fee hikes or harassing students and parents—will face strict action.
Addressing media following a public dialogue programme on Tuesday, Gupta shared that her office had received multiple complaints from concerned parents alleging wrongful fee practices and threats of expulsion. One such case involved Queen Mary School in Model Town, where families accused the school of unjust fee collection and punitive action against students.
“No school has the authority to harass parents or children, threaten expulsion, or hike fees arbitrarily,” said Gupta in a statement to ANI. “There are rules and laws in place. Compliance is not optional—it’s mandatory.”
The Chief Minister confirmed that notices have already been issued to several schools named in formal complaints. She further stated that relevant officials have been directed to conduct immediate investigations and take necessary legal and disciplinary action.
Taking to X (formerly Twitter), Gupta reiterated the Delhi Government’s stand on education, writing,
“The Delhi Government is fully committed to transparency, equal opportunity, and the protection of children’s rights in education. A zero-tolerance policy has been adopted towards any kind of injustice, exploitation, or irregularity—no laxity will be tolerated in this. Our resolve is clear—every child should have access to justice, respect, and quality education.”
VIDEO | Delhi CM Rekha Gupta (@gupta_rekha) on the issue of fee hike by some private schools, says, “Parents have been meeting me with their grievances… that is for sure… no school has any right to harass parents and children. They have no right to threaten children and hike… pic.twitter.com/QqGTYHrf7r
— Press Trust of India (@PTI_News) April 15, 2025
The Chief Minister’s response signals a growing shift toward regulatory vigilance in private education, especially around affordability and student welfare. As rising school fees become a point of national concern, particularly after a recent survey reported a 50–80% hike across schools in three years, Delhi’s move to crack down on irregularities could serve as a template for other states to follow.
Education
MAHAJYOTI’s Book Distribution Scheme to Empower 7,000 OBC Students Preparing for JEE/NEET & MHT-CET
Published
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15 April 2025: In a step to move towards equitable education, the Mahatma Jyotiba Phule Research & Training Institute (MAHAJYOTI), an autonomous body under the Government of Maharashtra, is set to distribute free study materials to over 7,000 students from Other Backward Classes (OBC) under its Pustak Sanch Watap Yojana. The initiative aims to aid students in preparing for competitive exams such as JEE, NEET, and MHT-CET.
Beneficiaries—spread across all 36 districts of Maharashtra—have registered under MAHAJYOTI’s training programmes and will receive comprehensive preparation books for their respective entrance examinations. The Jalgaon region saw the highest number of registrations, followed by Amravati, Dhule, Buldhana, and Ahmednagar.
This large-scale effort underscores MAHAJYOTI’s ongoing mission to empower students from OBC, Deprived Castes-Nomadic Tribes, and Special Backward Classes by ensuring they are not left behind in the pursuit of higher education due to economic constraints.
Voices from the Government and Ground
Honourable Minister Atul Save, from the Other Backward and Bahujan Welfare Department, commended the scale of the scheme, stating,
“It is inspiring to witness the tremendous response from students. Our commitment to providing such opportunities for OBC students remains steadfast. We strongly encourage them to leverage these important government initiatives designed for their progress.”
Echoing his sentiments, Shri Prashant Wawge, Managing Director of MAHAJYOTI, remarked,
“This overwhelming response reinforces our mission. We urge every eligible OBC student to take full advantage of this scheme. We wish these bright young minds success in their entrance examinations.”
Changing Lives One Book at a Time
Families of beneficiaries have also expressed heartfelt gratitude. Kiran Nimje, mother of Aaryan from Nagpur, shared,
“Purchasing expensive JEE books was beyond our means. This scheme has been a lifeline. My son, who scored 94% in SSC, can now prepare for engineering with confidence.”
Similarly, Sheetal Nagargoje from Amravati, whose son Aditya also benefited, added,
“We are incredibly thankful. This support came to us at the right time and will help my son, who scored 80% in SSC, get closer to his dream.”
As education costs continue to rise, especially in the realm of competitive exam preparation, government-supported initiatives like MAHAJYOTI’s book distribution scheme play a pivotal role in bridging the opportunity gap for students from marginalised communities. With a robust outreach and strong public response, this programme is a timely reminder that access to quality education must remain a priority.
Education
Harvard Stands Its Ground: Harvard Faces ₹18,400 Crore Funding Freeze After Rejecting Trump Administration’s Demands
Published
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April 15, 2025
In response to Harvard’s refusal to implement federal directives on campus reforms, the Trump administration has escalated the standoff by freezing $2.2 billion (approximately ₹18,400 crore) in multi-year federal grants and placing an additional $60 million (₹500 crore) in government contracts on hold. This latest move by the Joint Task Force to Combat Anti-Semitism underscores the growing pressure on educational institutions to align with the administration’s ideological agenda—an act Harvard deems incompatible with its constitutional rights and academic independence.
At the heart of the issue lies the Trump administration’s crackdown on elite American universities, particularly those perceived to support diversity, equity, and inclusion (DEI) initiatives or tolerate anti-establishment student protests. The administration’s sweeping ultimatum to Harvard included banning face masks on campus, altering hiring and admission practices to favour so-called “merit-based” criteria, and conducting an audit of students and faculty based on their ideological leanings.
“No Government Should Dictate What Universities Teach”
In a strongly-worded letter to the Harvard community, President Alan Garber reaffirmed the university’s constitutional rights, asserting that “no government—regardless of which party is in power—should dictate what private universities can teach, whom they can admit and hire, and which areas of study and inquiry they can pursue.”
He called the demands unconstitutional and a breach of the First Amendment, stating they “exceed the statutory limits of the government’s authority under Title VI.” Harvard, he emphasised, would not “surrender its independence or relinquish its constitutional rights.”
This decision has not been made lightly. With $9 billion (₹75,060 crore) in federal support hanging in the balance—including student financial aid and research grants—the refusal signals the university’s unwavering commitment to preserving academic integrity, even in the face of substantial financial risk.
What’s At Stake for Students and Global Academia?
Harvard’s resistance is more than a domestic headline—it’s a global signal. With Indian students being among the top international communities at Harvard and other elite US institutions, the outcome of this standoff could have ripple effects far beyond American borders.
According to The Hindu, the Trump administration has already frozen approximately $2.3 billion (₹19,182 crore) in funding to institutions like Princeton, Cornell, Columbia, and the University of Pennsylvania. The latter’s funding was slashed over allowing a transgender athlete to compete—a move many have labelled discriminatory and ideologically driven.
For students—especially those pursuing higher education abroad—this moment marks a sobering reminder that education can no longer be viewed as an apolitical space. If universities are pressured to reshape their curriculums, hiring practices, or student bodies based on political whims, the very essence of critical thinking, academic exploration, and diversity is endangered.
The administration’s justification for defunding Harvard cites that many DEI initiatives are “divisive” or “discriminatory”—a claim widely rejected by educators, human rights groups, and civil society organisations across the globe.
The truth is: Diversity, Equity, and Inclusion are not trends or PR jargon—they are the moral and pedagogical backbone of an equitable education system. To see these stripped down as ideological threats marks a dangerous precedent not just for the U.S., but for any democracy flirting with majoritarian education policies.
The Bigger Picture
By refusing to accept the U.S. government’s conditions, Harvard has taken a stance to defend its institutional autonomy. While this may lead to financial strain, the university has signalled that it will not compromise on its core governance principles.
As Indian universities navigate reforms under the National Education Policy (NEP), this development also serves as a timely reminder of the importance of safeguarding academic spaces from excessive external influence. Educational institutions function best when given the space to operate independently and uphold their academic mandates without undue interference.
Decisions about what constitutes academic freedom or institutional policy should ideally be made within the education system—not defined by political narratives.
Rather than setting a precedent for others to replicate, this moment should prompt global institutions and governments to reflect carefully on the balance between public accountability and institutional independence.
Education
Is Your School Following These Mandatory CBSE Committees?
Published
1 week agoon
April 14, 2025
In today’s fast-evolving education landscape, a school is no longer just about lessons and exams—it is about ensuring student safety, holistic development, mental well-being, career clarity, and inclusive practices. Recognising this, the Central Board of Secondary Education (CBSE) has mandated the formation of specific committees in all affiliated schools to ensure a structured, student-centric, and responsive ecosystem. But the question is—is your school actually following these norms?
Why Are These Committees Crucial?
These committees aren’t just bureaucratic formalities—they are foundational for building schools that are safe, progressive, and future-ready. In an era where bullying, cyber threats, mental health issues, learning differences, and safety concerns are on the rise, these mechanisms act as the backbone of accountability and action. They allow stakeholders—students, parents, teachers, and management—to work together for an environment where every child can thrive.
Let’s look at the mandatory CBSE committees that every school must have:
1. School Management Committee (SMC)
This is the apex decision-making body comprising management, educators, parents, and external experts. It ensures that school policies align with CBSE affiliation by-laws.
2. Sexual Harassment Committee/Internal Complaints Committee
Formed as per the POSH Act, this committee safeguards staff and students from workplace harassment and ensures timely redressal.
3. Child Protection Committee
It includes representatives from all key stakeholders and ensures children are protected from abuse and neglect within the school environment.
4. School Discipline Committee
This committee deals with discipline-related issues and works towards fostering a respectful school culture.
5. Grievance Redressal Committee
Handles complaints from students, staff, or parents, ensuring a transparent and fair resolution mechanism.
6. Anti-Bullying Committee
Bullying in any form is non-negotiable. This committee ensures strict implementation of CBSE’s anti-bullying policies.
7. Health & Wellness Committee
Includes physical education teachers and health professionals, focusing on physical, emotional, and mental well-being.
8. Examination Committee
Manages all assessment protocols and ensures fair, secure conduct of exams.
9. Inclusive Education/Special Needs Committee
Supports children with disabilities and learning challenges by providing resources, accommodations, and inclusive policies.
10. Career Guidance & Counseling Committee
Empowers students with career counselling, aptitude testing, and psychological support.
11. Academic Committee
Looks after curriculum implementation, quality of teaching, and subject integration.
12. House System Committee
Encourages inter-house competitions and leadership among students through structured activities.
13. Cultural & Co-curricular Activities Committee
Ensures students get opportunities beyond the classroom—through arts, debate, sports, etc.
14. IT & Innovation Committee
Encourages integration of digital learning, coding, innovation, and tech-based pedagogies.
15. Disaster Management Committee
Prepares schools for emergencies like fire, earthquakes, or health outbreaks.
16. Parent-Teacher Association (PTA)
While not mandatory, many schools voluntarily include this for seamless parent-teacher collaboration.
Why Every Educator and Parent Should Care
These committees represent a school’s commitment to child-centred learning. Schools that implement them honestly often see lower dropout rates, improved mental health indicators, stronger student voices, and higher parental trust.
With NEP 2020 pushing for holistic education, these structures ensure that the vision turns into action. It’s not just about compliance—it’s about creating a school that every child looks forward to attending.
What Else Can Be Added?
While CBSE has outlined a solid framework, here are 3 additional committees that could be introduced:
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Digital Safety & Cyber Etiquette Committee – With rising online exposure, schools must ensure students are protected digitally.
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Student Voice & Leadership Committee – Giving students formal roles to co-create school culture.
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Sustainability & Environment Committee – For green practices, waste segregation, water conservation, and LiFE-aligned actions.
In 2025, education isn’t just about marks—it’s about mindset, safety, values, and vision. As parents, educators, or students, it’s our right (and duty) to ask: Does our school have these committees? Because compliance is the first step to care.
Education
Rewriting Ambedkar: Why Students Must Know the Man Beyond the Constitution
Published
1 week agoon
April 14, 2025
Ambedkar Jayanti Special | ScooNews
Dr. Bhimrao Ramji Ambedkar. Most students in India recognise the name—largely as the “Father of the Indian Constitution.” If you ask a Class 10 student what Ambedkar stood for, you’ll likely get a respectable summary: chairperson of the Drafting Committee, architect of constitutional equality, and perhaps a passing reference to his fight against untouchability. But that’s where it ends.
This is not a failure of our students. This is a failure of our books.
Because Babasaheb Ambedkar was not just a jurist or a political figure to be summarised in three bullet points under Civics. He was one of the most radical, intellectually fierce, and unapologetically liberal minds India has ever known. And if we are talking about modern India—its democracy, its dissent, its diversity, its demands for dignity—then Dr. Ambedkar isn’t just relevant, he is foundational.
And yet, he remains tragically under-read and under-taught.
The Man We Didn’t Read Enough About
Ambedkar’s life is a masterclass in resilience, intellect, and reform. Born into the most marginalised community in India, he went on to become the first Indian to pursue a doctorate in economics from Columbia University, studied law at the London School of Economics, and returned to a country that still wouldn’t allow him to sit beside upper-caste students.
But Ambedkar did not stop at personal success. He turned his education into ammunition. His writings dissected caste not just as a social issue but as an economic and psychological reality. In works like Annihilation of Caste, he boldly challenged not just the religious orthodoxy but also Mahatma Gandhi—a sacred figure for many—in ways that were considered almost blasphemous at the time. And even today.
Unlike Gandhi, who sought reform within the caste system, Ambedkar demanded its demolition. Where Gandhi appealed to morality, Ambedkar appealed to reason, law, and modernity.
This discomfort with Ambedkar’s sharp, unflinching views is perhaps why our textbooks package him safely—as the dignified lawyer with a pen, not the roaring revolutionary with a voice.
More Than a Constitution-Maker
To say Ambedkar gave us the Constitution is both true and painfully incomplete.
- He gave us the right to constitutional morality, the idea that the Constitution isn’t just a set of rules but a living document that must be interpreted in the spirit of liberty, equality, and justice.
- He envisioned reservations not as charity but as corrective justice.
- He believed that a true democracy must have “social democracy” at its base—not just the right to vote but the right to dignity in everyday life.
- And he warned, prophetically, that political democracy without social democracy would be India’s downfall. He was not just designing India’s governance system, but was rather trying to develop India’s moral spine.
A Voice for Individual Freedom—Louder Than We Knew
“I measure the progress of a community by the degree of progress which women have achieved.”- Bhim Rao Ambedkar
Ambedkar’s liberalism was far ahead of his time. He consistently advocated for individual rights in the truest sense. There’s documented evidence that he argued for the decriminalisation of same-sex relationships, seeing it as an issue of individual freedom long before such conversations entered our legal discourse.
His economic ideas—rarely taught—favoured state-led industrialisation, fair wages, and social security decades before these became policy buzzwords. His writings on women’s rights were equally progressive, particularly through the Hindu Code Bill, which sought to grant women equal property rights, rights to divorce, and freedom in marriage—a bill so radical for its time that it was shelved, only to return years later in diluted forms.
Why Today’s Students Need Ambedkar—Unfiltered
In an age where freedom of speech is contested, when marginalised voices still struggle for space, when gender and sexuality are still debated as ‘issues’ instead of identities—Ambedkar is the teacher we didn’t know we needed.
We need to stop sanitising him for our syllabus. We need high schoolers to read Annihilation of Caste in their literature classes and understand the intersections of caste, religion, and gender in history—not just from an upper-caste nationalist lens but from the view of the people who fought to be seen as human.
We need Ambedkar in economics classrooms, debating his views against today’s neoliberal models.
We need to introduce him as an intellectual, a radical thinker, a critic of Gandhi, a reformer of Hindu personal law, a journalist, a linguist, a labour rights advocate, a rebel with a cause.
Because the freedoms we enjoy today—freedom of religion, freedom of expression, freedom to love, to choose, to protest, to dream—all have Ambedkar’s fingerprints on them.
If our education system truly believes in nurturing critical thinkers and empathetic citizens, then Dr. Ambedkar cannot remain a footnote or a ceremonial portrait garlanded on April 14th.
He must be read. He must be debated. He must be understood. Because the more we know about Ambedkar, the more we know about ourselves—and the democracy we’re still trying to build.
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