Education
A not-so-fun tug-of-war: Government or Private School?
Anshu Pande compares government and private schools.
Mitali came running to me with her report card one afternoon. She had scored 89 per cent in class 12th boards. “I did it didi!” she said and placed the mark sheet in my hand. Mitali was the eldest of two sisters. After her father passed away in 2005, her mother became the sole breadwinner of the family. Their financial conditions only worsened with time and her mother couldn’t afford to send any of the kids to a private school. One would lose hope in such a situation, but Mitali did not let her problems become a barrier. She was rather motivated and gave her best in her exams, making everyone proud. But what caught my attention were her marks, particularly in English. She had scored 85, highest amongst the five subjects. When she saw me surprised, she said, “No one would believe at first that a government school student could score and score this well in English, but I, and all the other students of my school proved them wrong.”
This reminded me of a Bollywood film that released in May 2017 – Irfan Khan and Saba Qamar starrer Hindi Medium. A satire directed by Saket Chaudhary, it talked about the obsession with English language, the immense pressure on Indian parents of sending their children to private schools and to what extent they would go for their child’s education. To give you a summary, Raj (Irfan Khan) and his wife Mita (Saba Qamar), a nouveau riche couple, are determined to get their young daughter Pia (Dishita) accepted into one of Delhi’s most prestigious schools. In their attempt, they even attend coaching classes that prepare both, the students and the parents, for the school interview. But all of this goes in vain when their daughter doesn’t get admission. Later, they find out that Pia could get into the school through RTE (Right to Education) quota on one condition – they have to act poor. So they do. Leaving behind a sprawling bungalow in south Delhi, they move to Bharat Nagar, a slum. While the ending is cringe worthy, Hindi Medium comments on the private school system and how it has become so important in our lives.
Not so long ago, government schools were held in high regard, with many luminaries from all walks of life emerging from them. Currently, government schools are the last choice of every parent. This has caused as much as a loss of 6 million children in just the two years. In the year 2010-11 and 2015-16, student enrolment in government schools across 20 Indian states fell by 13 million, while private schools acquired 17.5 million new students, according to a new study on India’s public-school education crisis by Geeta Gandhi Kingdon, professor of education and international development at the Institute of Education, London.
The reason for this shift could be innocent explanations such as the parents’ desire to make their children learn English, their belief that the schools offer better value for money, has better teachers, to match the social expectations or the growing opulence in the country. Tiny (with 20 or fewer students) and small (with 50 or fewer students) government schools are being abandoned, according to the study Gandhi. If the past six years are taken into consideration, the number of tiny government schools rose 52 percent and small ones by 33.7 percent. As many as 5,044 government schools had no students in 2015-16, up 14 percent from 4,435 in 2010-11. West Bengal witnessed a 280 percent rise in tiny schools–more than any other state–followed by Madhya Pradesh (225 percent) and Jharkhand (131 percent). However, Bihar bucked the national trend by reporting a 98 percent decrease in tiny schools.
Why are students opting out of India’s government schools, which educate the poorest and most vulnerable students until the age of 14 for free, and migrating to fee-charging private institutions in such large numbers?
Radha Shashidharan, a mother to two, from Patna says “Infrastructure in the government schools are a nightmare. The schools offer unusable toilets, non-functional fans and lights, some of them even without electricity, how would you expect a parent to send their child to such a poorly equipped school?” I couldn’t disagree with that.
After 16 years of implementation of Sarva Siksha Abhiyan, that aims to provide the provision of infrastructure facilities in government schools, children still sit on mats or the bare floor. Thanks to Swachh Bharat Abhiyan, many schools in India are getting a toilet. But the problem lies in the maintenance.
In the case of Telangana, according to the annual status of education report, 2016, about 15.2% of government schools in Telangana do not have a separate toilet for girls. Though the numbers are small, the real problem lies in the maintenance of existing toilets. A newspaper report says that none of the government schools in Telangana received the funds for maintenance of toilets and the prescribed salary of toilet/workers is as low as rupees 2000 to 3500 per month.
In the age of robotics and artificial intelligence (AI), nearly 97,000 primary and middle schools are without power in Madhya Pradesh if we go by the data presented by the school education department on electricity connections for the year 2017-18.
Ramandeep Kaur, a parent, wrote a blog post on the conditions of government school in India. “Quality of teachers at Government schools is another major concern. Most of the teachers do not themselves know what they are teaching. A few days back I saw a video of a school teacher teaching students in a rural Government school. Every single spelling of the days of the week, the twelve months that she was teaching was wrong. Sunday was being taught as ‘Sundie’. When asked about the number of days in a year her answer was 300. It was so shocking.” Read her post.
A report released by ASSOCHAM has revealed that Indian schools suffer from acute shortage of teachers. The shortage is a problem pervasive at all levels of government schools in India. At present, there are about 50 per cent vacancies in schools across the country, with 30,000 vacancies for teachers in Haryana alone where more than 800 schools are being run without principals. Shortage of teachers obliges the government to recruit contract teachers who are often not well trained. Several states have exempted candidates from Teachers' Eligibility Test (TET) as only 20 per cent of the aspirants clear it. This wrong move, in an attempt to quickly fix the issue of dearth of teachers, has deteriorated the quality of education in the states even further.
However, there has been a remarkable progress in the past three years in terms of the performance. The Central Board of Secondary Education (CBSE) results have shown that the students of government schools have outshone the private school students. This year’s result was also the first time in last 20 years that the passing percentage of government school students crossed the benchmark of 90 percent.
Among the best performing government schools, state government's Rajkiya Pratibha Vikas Vidyalayas (RPVVs) outperformed central government's Kendriya Vidyalayas (KVs). RPVVs' pass percentage, standing at 99.7 per cent is five per cent ahead of KVs' 94.6 per cent. As many as 33 students have scored as much as 100per cent in one or more subjects. The number of schools which have a pass percentage of more than 90per cent has gone up from 547 to 554 this year.
Not just this, in 2016, according to Annual Status of Education Report (ASER), performance of government schools better than the private schools. The percentage of children enrolled in grade III in government schools in the state who can read Grade II level text is 41.2 per cent and the percentage of children enrolled in Grade III in private schools who can read Grade II level text is 38.8 per cent. The performance of Grade-III children in government schools who can read Grade-II level text is better than performance of Grade III children in private schools, the report stated. It shows that reading levels in higher grades have also increased. In 2014, the percentage of children enrolled in Grade V who can read a Grade II level text was 53.5 per cent, it has increased to 62.5 per cent in 2016, the report said.
In Delhi, the increase in budgetary allocation should be given credit. The Education Minister, Manish Sisodia made education a priority by proposing to spend Rs 13,997 crore this year as compared to the year 2017-18, where the investment stood at Rs 11,300 crore. Improved infrastructure also helped the teachers to manage students better. "The benefit of increased rooms is that now the teachers can teach the students without any hassles. If you are conducting classes in the open, the noise of the students prevents teachers from teaching them. Much of their energy got lost in managing them," said a teacher from a Delhi government school.
So, what does this detailed article conclude? First, let us acknowledge the faults in our education system because there is some serious damage control that needs to be done. The children in schools today will be entering the workforce in the 2030s. Schools are preparing them for their lives 20, 30, 40, 50 years from now. We have to divert all our attention to our future. Secondly, now more than ever, the future of our country lies in the hands of the educators. So the teachers need to be trained immediately, especially those serving in in the poorest of urban and rural areas. They need to be viewed as professionals who require multiple skills to do their job, and accordingly professional standards need to be built into all teacher education programmes. Such programmes must focus on both, building an essential knowledge base, as well as skill sets required for making a difference in the classroom. Importantly, they must locate the professional development of teachers within the larger socio-cultural, economic and political context of contemporary India. Today, with the success of SSA and the RTE, classrooms are often diverse and many students are first generation learners who may not have any academic support system at home. Teachers need to factor in the socio- economic backgrounds of children, for instance a hungry or an abused child will not be able to learn effectively. Programmes must guide teachers on how to nurture and develop this set of children. The more a teacher knows about a student, the better they will be able to support their learning and progress.
The government is where I should’ve begun, but nevertheless, here’s the third advice – a lot of what’s happening can happen in a different direction. Why don’t we use our funds on schools for better infrastructure instead of constructing statues? I don’t mean to come out rude, but I think classrooms equipped with basic resources like non-wobbly bench and chair, is more important than building a temple. Also, why don’t we introduce new rules in the system instead of re-naming cities? Lastly, can we agree on this together that the future of our country is, slightly important than the cows of our country?
Delhi set a great example for the rest of the country with the expansion in the yearly budget.
Lack of clean water supply, unmaintained buildings, cramped classrooms, poor electricity and many such complaints have become a major reason why there is a downfall of student enrollment in government schools. The budget needs to be drafted in such a way that it is able to cover these aspects of education too. It is no surprise that, even in 2018, outdated syllabus is being followed in schools. Like software and app updates improve the quality, an update is needed in the curriculum and books for the improvement in the quality of skills and knowledge. Another step could be to introduce the schools to digital world. Digital facilities like computers, projectors and other accessories that support digital education, should be made available to all schools, not just the private schools. A targeted literacy program could also be introduced for focusing on polishing skills in areas like vocabulary, comprehension, writing, phonemic awareness, phonic instructions, and many others. Such programs could be beneficial for those who are unable to afford long-term regular education, for adults who haven’t had a chance to go to school and for those who’ve studied but need to polish their skills again. They could be conducted as individual workshops, weekly classes, night training for the working populations – the possibilities are endless.
Nelson Mandela said "Education is the most powerful weapon which you can use to change the world.” I believe in this, do you?
For the first time since 1931, India is set to conduct a nationwide caste census—a move that has stirred political headlines and, perhaps, textbook margins too.
Announced officially by the Union Government this week, the caste enumeration will be included in the upcoming national census, marking a significant shift in how demographic data is collected and analysed. While states like Bihar have recently undertaken caste surveys, this is the first time in post-independence India that the Centre has agreed to officially gather detailed caste data, beyond the Scheduled Castes (SCs) and Scheduled Tribes (STs) traditionally documented since 1951.
📚 So, what exactly is a caste census?
Think of it as a social snapshot. A caste census doesn’t just count—it maps. It records the distribution of caste groups across India and looks at their access to education, employment, housing, and welfare. The aim is to help policymakers understand who’s thriving, who’s still struggling, and where gaps remain.
🏫 Why should schools care?
Because this isn’t just data for government files—it’s a lesson in equity, diversity, and history.
The caste census is more than a bureaucratic exercise. It’s an opportunity for educators to unpack centuries of India’s complex social structure and help young minds make sense of why some policies exist in the first place. Reservation, affirmative action, social justice—these are not just chapter headings. They’re real-world mechanisms built on understanding where society stands.
For school students, this could be a way to understand that historical inequality doesn’t disappear just because it’s uncomfortable to discuss. Including caste enumeration as a case study in Social Science classes can foster honest, inclusive conversations about privilege, access, and opportunity.
We can rightly put it by saying, “Understanding caste isn’t about division, it’s about awareness.”
🏛️ From 1931 to 2025: What changed?
Under British rule, caste was recorded in every Census between 1881 and 1931. After independence, India stopped documenting caste broadly, focusing only on SCs and STs. The last comprehensive attempt was the 2011 Socio-Economic and Caste Census (SECC), but its data was never officially released due to questions around accuracy.
This latest announcement, therefore, is more than a policy decision—it’s a social reckoning.
And while political parties like the Congress have long demanded such a survey, arguing it’s crucial for equitable development, its inclusion now provides a teachable moment for the education system.
✏️ Making it student-friendly
Here’s how schools can make the caste census more accessible and meaningful to students:
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Storytelling through data: Use infographics and classroom discussions to show how socio-economic progress varies across communities.
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Project-based learning: Let students study their local area’s access to public services—schools, hospitals, ration shops—and link it back to the idea of representation.
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Debate and dialogue: Create spaces where students can discuss reservations, inclusion, and diversity with sensitivity and empathy.
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Historical comparisons: Encourage students to trace how the Census evolved over time and what it tells us about India’s changing priorities.
In an age of growing data literacy, this is a golden chance to show students how numbers can tell stories—and how those stories can shape policy and perception.
Because education isn’t just about teaching history—it’s about helping students read between the lines of it.
In a move poised to bring relief to thousands of parents, the Delhi government has approved the Delhi School Education Transparency in Fixation and Regulation of Fees 2025 Bill. The draft legislation, passed during a cabinet meeting chaired by Chief Minister Rekha Gupta, aims to regulate and standardise the fee structure in all 1,677 schools across the capital—including private, aided, and unaided institutions.
Addressing the media, Chief Minister Gupta termed the decision “historic and brave,” stating that for the first time, a “foolproof” framework would be established to bring fee transparency across all types of schools in Delhi. “There was no prior mechanism to regulate fee hikes. This Bill will ensure a clear guideline and procedure that schools must follow,” she said.
The development comes amid a rising number of complaints from parents regarding steep and unexplained fee hikes. The Chief Minister also highlighted growing concerns about alleged student harassment in the name of unpaid or increased fees.
To implement the new regulations, Education Minister Ashish Sood announced the formation of a three-tier committee system. These panels will be responsible for reviewing and approving fee structures every three years, factoring in a school’s infrastructure, facilities, and resources.
In a notable step towards inclusive governance, the committees will include three teachers and five parents, selected through a draw of lots. These members will collaboratively determine the permissible fee slabs, thereby ensuring both transparency and stakeholder participation.
The government’s move is also part of a broader crackdown on schools accused of imposing arbitrary and excessive fees. Education officials confirmed that investigations are underway and that regulatory action will follow wherever needed.
As part of its education reform efforts under the National Education Policy 2020, the Delhi government’s focus on equity, accountability, and participatory decision-making marks a significant shift in how school finances are monitored in the national capital.
In a fresh revision of Class 7 Social Science textbooks, the National Council of Educational Research and Training (NCERT) has dropped all content related to the Mughals and the Delhi Sultanate, introducing instead chapters on ancient Indian dynasties and sacred pilgrimage sites. The changes come as part of the implementation of the National Curriculum Framework for School Education (NCFSE) 2023, aligned with the broader goals of the National Education Policy (NEP) 2020.
The revised textbook, Exploring Society: India and Beyond, now includes detailed accounts of dynasties like the Magadha, Mauryas, Shungas, and Sātavāhanas, aiming to present what officials describe as a curriculum reflecting “Indian ethos.” The chapter “How the Land Becomes Sacred” introduces students to sacred geographies associated with various faiths—ranging from the Char Dham and 12 Jyotirlingas to revered sites in Islam, Christianity, Judaism, Buddhism, and Sikhism.
A quote by India’s first Prime Minister Jawaharlal Nehru, describing the country as a land of pilgrimages, also finds mention in this context.
The latest revision marks a continuation of the syllabus rationalisation exercise initiated during the COVID-19 pandemic. At the time, references to the Mughal Empire, Tughlaqs, Khaljis, Mamluks, and Lodis were shortened; however, this is the first instance where all such sections have been completely removed. PTI reports that the second part of the textbook is still under development, though NCERT has not confirmed whether the omitted material will be reinstated.
The chapter on India’s Constitution has been revised to include contemporary civic developments, such as the 2004 Supreme Court ruling that allowed citizens to fly the national flag as a matter of expression under the Fundamental Rights.
Additionally, a section on the varna-jati system notes that while the structure may have once offered social order, it became rigid over time—particularly during colonial rule—resulting in widespread social disparities. A paragraph on the Maha Kumbh highlights the event’s scale, citing a participation of 660 million people, although it omits the stampede incident in which over 30 pilgrims lost their lives.
The NCERT revisions have drawn strong reactions from several quarters. Critics, particularly from opposition parties, have described the overhaul as selectively editing history to fit political narratives. Meanwhile, the NCERT has maintained that the exercise is rooted in pedagogical clarity and cultural relevance.
Speaking last year on textbook changes, NCERT Director Dinesh Prasad Saklani remarked that content involving riots or graphic events might make young children negative citizens—a rationale also used to justify the removal of passages referring to the 2002 Gujarat riots in other textbooks.
While the academic intent may be to streamline and contextualise history education, educationists have pointed out that the act of omitting chapters from textbooks does not erase them from history itself. As historian Romila Thapar once noted, “History that is not taught does not cease to exist; it only ceases to be questioned.”
With the second part of the textbook pending release, educators and parents alike await clarity on how Indian history will continue to be presented to the next generation of learners.
Under the inspiring metaphor of the “Aalamaram” (banyan tree), over 100 educators from across India gathered at Akshar Arbol International School (ECR) for Aalamaram 2025—a vibrant two-day professional learning exchange organised by Astra in collaboration with Study Melbourne. Hosted by Akshar Arbol International School, the event blossomed into a living, breathing ecosystem of ideas, reflections, and meaningful connections.
From the opening session on April 21st, Aalamaram 2025 emphasised mutual respect and authentic dialogue. Schools shared their values and visions before diving into multiple breakout sessions on inquiry-based learning, middle school education, and empowering students through sustainability initiatives.
One standout story emerged during a session on middle school transformation, where an educator described how student-driven initiatives evolved into a full-fledged environmental council—a powerful testament to the potential of project-based learning beyond textbooks.
Reflecting on the event, Ms. Fizza Kachwala, Middle School Coordinator, Bombay International School, said,
“Katha, exploring Peter Senge’s 5 Disciplines, was the most impactful session for me. The Human Library is definitely something I want to replicate back at my school. It’s rare to be part of an experience where every voice matters.”
Post-lunch sessions explored the intersection of AI ethics and education, led by Dr. Chetan Arora of Monash University, Melbourne, and continued with literacy circles, graded reading programmes, and reimagining libraries as spaces of dialogue and curiosity.
Ms. Divya Samvit, Head of School, Heartfulness International School (Omega Branch), added,
“This was absolutely fantastic—coming together with this kind of focus has been absolutely pathbreaking. It’s a much-needed vitamin dose for us educators to keep our passion alive.”
The event also beautifully showcased emotional wellbeing initiatives, like Heartfulness International’s work on the Happy Schools framework, and sessions on sustaining joy and resilience in schools.
Day two deepened the experience. It began with the Human Library, where educators shared personal stories of change, and a mesmerising performance, Kathaa, which brought Peter Senge’s Five Disciplines to life through performing arts.
“Seeing leadership theory come alive through storytelling and dance was transformative,” shared several participants.
Ms. Anjali Karpe (Deputy Head) and Ms. Supriya Atal (Director of Studies) from Bombay International School remarked,
“The conceptualisation of Aalamaram—knowledge, growth, interconnectedness—was brought to life so beautifully through every session. The continuum of science skills, AI ethics discussions, and leadership exploration were highlights. We returned nourished and inspired.”
The leadership roundtable, Lead Forward, facilitated by CEO Coach Mr. R. Ramkumar, offered a powerful reminder that leadership development creates ripple effects throughout school ecosystems.
By the time everyone gathered for the closing Vanakkam tea, it was clear: Aalamaram 2025 was not merely a conference—it was a beginning. A reaffirmation that educators are the roots holding up the canopy of India’s future.
Each conversation, each story, each shared breakthrough was a seed—and across the country, those seeds are already starting to grow.
India mourns the loss of one of its brightest minds today—Dr Krishnaswamy Kasturirangan, who passed away in Bengaluru at the age of 84. A scientist, reformer, statesman, and visionary, Dr Kasturirangan’s legacy spans the infinite stretches of space to the heart of Indian classrooms. His passing marks the end of an era—but his vision will continue to chart the path for generations.
From Cosmos to Curriculum: A Life of Purpose
Born in Ernakulam, Kerala, on 24 October 1940, Dr Kasturirangan’s intellectual journey began with a degree in Physics from Bombay University, followed by a PhD in high-energy astronomy under the legendary Dr Vikram Sarabhai. His career soon took flight—literally—when he joined the Indian Space Research Organisation (ISRO).
As Chairman of ISRO from 1994 to 2003, he led India’s rise as a formidable space power. Under his stewardship, landmark achievements such as the operationalisation of PSLV, the debut of GSLV flights, and the launch of Earth-observation satellites like IRS-1C/1D and OCEANSAT-1 were realised. He laid the groundwork for India’s future moon missions, nurturing the dream of Chandrayaan long before it became a reality.
Yet it was not enough for Dr Kasturirangan to reach for the stars. After conquering the cosmos, he turned his formidable energies towards shaping the minds that would define India’s future on Earth.
The “NEP Man of India”
If ISRO made him a legend, it was education reform that cemented his place as a national architect. Appointed Chairperson of the Drafting Committee of the National Education Policy (NEP) 2020, Dr Kasturirangan led one of the most participative and transformative policy-building exercises in independent India’s history.
Under his leadership, the NEP was reimagined not just as a curriculum document but as a vision for an equitable, flexible, and 21st-century-ready education system. His reforms focused on holistic learning, critical thinking, foundational literacy, and most importantly, inclusion. It was no surprise that he earned the affectionate title: “NEP Man of India.”
His work championed the belief that India’s young minds must be nurtured with curiosity, not just conformity—a philosophy that will live on in every reformed classroom and every empowered student.
Beyond Science and Education
Dr Kasturirangan’s contributions extended into governance and policy-making. He served in the Rajya Sabha (2003–2009), advised the Planning Commission, and participated in numerous national scientific initiatives. His accolades include the Padma Shri (1982), Padma Bhushan (1992), and Padma Vibhushan (2000), some of the highest civilian honours India bestows.
A Tribute from a Grateful Nation
In his condolence message, Prime Minister Narendra Modi described him as “a towering figure in India’s scientific and educational journey, whose vision will guide generations to come.” Indeed, his life’s work remains a lighthouse for India—both in outer space and within its classrooms.
I am deeply saddened by the passing of Dr. K. Kasturirangan, a towering figure in India’s scientific and educational journey. His visionary leadership and selfless contribution to the nation will always be remembered.
He served ISRO with great diligence, steering India’s space… pic.twitter.com/GPdFKPU7b5
— Narendra Modi (@narendramodi) April 25, 2025
Dr Kasturirangan is survived by two sons and a deeply grateful scientific and educational community that pledges to carry forward his twin passions: exploration and enlightenment.
At ScooNews, we believe that every student sitting in a vibrant, inquiry-driven classroom today is walking a path illuminated by Dr Kasturirangan’s vision. May his journey among the stars continue, and may his dream of an educated, empowered India always shine bright.
In a significant development aimed at reshaping the educational landscape in the United States, President Donald Trump has signed a new executive order to promote artificial intelligence (AI) integration in K–12 schools. The order, signed on April 23, mandates several federal agencies to prioritise AI education and training as part of the national push to prepare a future-ready workforce.
The directive instructs the U.S. Departments of Education and Labor to expand AI learning opportunities for high school students, introduce certification programmes, and work closely with states to implement AI-focused curricula. As part of this move, the Education Department has been directed to prioritise AI in discretionary grant programmes for teacher training, while the National Science Foundation will step up research on AI in education.
This executive order also establishes a White House Task Force on AI Education. Chaired by Michael Kratsios, head of the Office of Science and Technology Policy, the task force will spearhead a “Presidential AI Challenge” and foster public-private partnerships to strengthen AI infrastructure in American classrooms.
The move highlights a bipartisan recognition of the urgent need to develop AI literacy among students, especially in the face of rising global competition from countries like China. However, opinions differ on how deeply the federal government should be involved in regulating and rolling out AI in educational settings.
While some argue that AI can transform learning through customised and interactive methods, others caution that its use must be carefully aligned with existing labour and antidiscrimination laws.
For India and other global education systems, the move presents an opportunity to observe how large-scale AI integration plays out across one of the world’s most influential education ecosystems. It underscores a shared urgency among nations to prepare learners for an AI-driven future—while also navigating the complex social, ethical, and institutional implications.
(Parts of this article are based on a story done by USA TODAY)
The Maharashtra government has announced that all private kindergartens and anganwadis in the state will soon come under a formal regulatory framework. This development aligns with the National Education Policy (NEP) 2020, which recommends bringing children aged three to six into the formal education system.
School Education Minister Dada Bhuse confirmed that a new legislation is currently being drafted and will soon be tabled in the state assembly. “We are working on a comprehensive law to mainstream pre-primary education. The draft has been sent to the law and judiciary department for review,” said Bhuse on Wednesday.
Until now, formal schooling in India officially began at age six. However, NEP 2020 proposes an expanded foundational stage covering ages 3 to 8. To facilitate this transition, the state has introduced two digital platforms—the Maha School GIS Mobile App and the Pre-School Registration Portal—launched virtually by Chief Minister Devendra Fadnavis.
These platforms aim to create a unified data repository of all pre-primary institutions, including anganwadis and privately-run kindergartens, offering early childhood care and education (ECCE). The move will help in mapping facilities, teacher qualifications, student enrolment, and overall infrastructure. The registration process can be accessed through the ECCE tab on the official website: education.maharashtra.gov.in.
Why This Registration Drive Matters:
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Centralised data for policy planning and resource allocation.
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Transparency for parents seeking quality ECCE centres.
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Improved monitoring of facilities and staff qualifications.
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Accurate workforce estimation in the pre-primary education sector.
As India moves forward with implementing NEP 2020, Maharashtra’s decision could become a model for other states. By formalising pre-primary education, the government aims to ensure equal access, quality control, and early learning preparedness.
In a bold move to defend their academic freedom, Harvard University has filed a lawsuit against the Trump administration, challenging the federal government’s freeze on over $2.2 billion (approx. ₹18,350 crore) in grants. The funding block was enacted after Harvard refused to comply with sweeping demands that included curbing student activism, overhauling leadership, and auditing campus views on diversity and inclusion.
Filed in a federal court in Boston, Harvard’s lawsuit argues that the freeze violates its First Amendment rights, as well as provisions under Title VI of the Civil Rights Act and the Administrative Procedure Act. The university has called the move “arbitrary and capricious,” citing the significant damage it could cause to ongoing research efforts across medicine, technology, and national security.
In its filing, the university stated, “The Government has not — and cannot — identify any rational connection between antisemitism concerns and the medical, scientific, technological, and other research it has frozen.” The administration’s actions, Harvard added, threaten not just its own academic integrity but the autonomy of American universities as a whole.
The standoff began after the Trump administration issued a letter on April 11, 2025, demanding that Harvard implement stricter disciplinary measures on campus protesters, reform its admissions process, revoke recognition of certain student clubs, and audit faculty and students for political diversity. It also urged the university to screen international students for “hostility to American values.”
Harvard President Alan Garber responded firmly, refusing to compromise on the institution’s independence. “We stand for the truth that universities can fulfill their essential role in society without improper government intrusion,” he stated in a message to the Harvard community.
Following Harvard’s public defiance, the administration quickly enacted the funding freeze. Trump himself took to his Truth Social platform to question whether the university should lose its tax-exempt status, accusing it of promoting “political, ideological, and terrorist-inspired” views.
Support for Harvard’s legal action has come from several quarters. The American Council on Education, which represents over 1,600 higher education institutions, commended the lawsuit, calling it a necessary defence of scholarship and scientific research. “We applaud Harvard for taking this step and look forward to a clear and unambiguous statement by the court rebuking efforts to undermine academic integrity,” said council president Ted Mitchell.
Anurima Bhargava, a Harvard alumna and civil rights advocate, added, “This is a reckless and unlawful attempt at power and control. Harvard has once again stood firm against dangerous and escalating demands.”
This legal battle marks one of the most high-profile confrontations between higher education and the federal government in recent times. At its core lies the question of whether public funding can be used as leverage to reshape the ideological and governance structures of academic institutions—a precedent that could have implications far beyond Harvard.
As the case unfolds, educators and students around the world will be watching closely. In a time when the autonomy of educational institutions is increasingly under scrutiny, Harvard’s lawsuit could become a defining moment in the global conversation on academic freedom.
(This article has been generated with supporting information as reported by The Hindu)
“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
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.
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